I found two technology/science grants that I could apply for as a STEM teacher:
The first is the Toyota TAPESTRY Grant.
http://www.nsta.org/pd/tapestry/guidelines.htm
Toyota motor and the National Science Teachers Association, NSTA have partnered up to offer grants for K-12 science educators working towards innovative projects that enhance science education in the classroom. Fifty large grants worth and twenty mini grants are awarded to educators each year, for a total of $550,000. To be considered, science teachers must write a TAPESTRY proposal.
The second is the Melinda Gray Arida Environmental Grant.
http://www.mgaef.org/grants.html
This is a smaller grant, $1,500 which will be awarded to educators seeking innovative technology to promote environmental education.
Tuesday, July 13, 2010
Future of Tech
As a math student in high school we were required to purchase graphing calculators. I remember my math teacher constantly saying how lucky we were to have such devices. She had not been as fortunate as us, she had had to do everything by hand during her time in school.
We would get a problem and dutifully plug in to our tables x and y values, or a formula for something and a graph would spit out the other end. Embarrassingly, I had no idea why I got the graph I did or what the values even meant. The only thing I learned, and I'm being honest about this, is which numbers to put into the x and which ones to put into y. Even at that time, I was aware of a complete disconnect between the concept behind the graph and the graph itself. So I find it interesting, then, that a person in the article describes technology as this really great tool that is going to "change the way kids learn. We're going to have kids do things, rather than I tell it to you and you tell it back to me, and I give you a grade for it". I was that kid, doing things, producing cool looking graphs, using the technology appropriately, getting a great grade, but not learning a thing. My efficiency with the calculator was masking my inability to understand the larger ideas. Increased technology does not necessarily equal increased learning.
But if the technology is there, you should use it. It's not the technology itself which makes the difference in teaching and learning, but rather "how it's used and by whom".
We would get a problem and dutifully plug in to our tables x and y values, or a formula for something and a graph would spit out the other end. Embarrassingly, I had no idea why I got the graph I did or what the values even meant. The only thing I learned, and I'm being honest about this, is which numbers to put into the x and which ones to put into y. Even at that time, I was aware of a complete disconnect between the concept behind the graph and the graph itself. So I find it interesting, then, that a person in the article describes technology as this really great tool that is going to "change the way kids learn. We're going to have kids do things, rather than I tell it to you and you tell it back to me, and I give you a grade for it". I was that kid, doing things, producing cool looking graphs, using the technology appropriately, getting a great grade, but not learning a thing. My efficiency with the calculator was masking my inability to understand the larger ideas. Increased technology does not necessarily equal increased learning.
But if the technology is there, you should use it. It's not the technology itself which makes the difference in teaching and learning, but rather "how it's used and by whom".
Friday, July 2, 2010
I already have the Aviators!
It's fate. I'm going to be a maverick teacher. I've got the Aviators, now I just need to embrace new technology and the professional growth that comes along with it. I find "digital natives" and "digital immigrants" to be apt descriptions (thanks, Chris!). Teachers are immigrants, trying to instruct natives. Yeah it's going to be hard, I'm getting sweaty palms just thinking about the SmartBoard because I have no idea how to operate it... yet. However, if Ms. Hogan can embrace and disseminate Squeak and be the better for it professionally, I think it should be a lesson to all of us. The article shows that integration and technology working hand in hand helps not only students grow and understand, but it can do the same for us as well.
I thought the Reality of Tech article was particularly helpful. Who knows what kind of classroom we'll find ourselves in within the year. This article shows how to make the most of what you have, technologically speaking. The suggestions were mainly geared towards math folk, but some of the data collecting programs they suggested could be used for the sciences as well.
I really enjoyed reading both of these articles! Very applicable to our futures.
I thought the Reality of Tech article was particularly helpful. Who knows what kind of classroom we'll find ourselves in within the year. This article shows how to make the most of what you have, technologically speaking. The suggestions were mainly geared towards math folk, but some of the data collecting programs they suggested could be used for the sciences as well.
I really enjoyed reading both of these articles! Very applicable to our futures.
Friday, June 25, 2010
Virtual Manipulatives
Virtual manipulatives are a technological form of representation to help teach mathematics for younger children. This is a new concept to me and it's my understanding that they are internet versions of concrete objects often used in early math education (like pattern and base ten blocks). So why do math teachers want their students to manipulate something on a computer screen rather than in their own hands? The short answer is that these manipulatives not only fulfill the representation standard of the NCTM, but they've been shown to help increase mathematical understanding for the children who use them.
From what I saw in the article, the manipulatives don't look like something that would entertain me for very long. But for little kids the interactivity of the manipulatives keep them very engaged and they can color, highlight, or mark parts of the objects that they want - helpful for problem solving. Using this model in the classroom helps students make important conceptual connections. Schools with a diversity of students may find this particularly useful as they help second language learners represent their thoughts when they often can't verbalize them. This is another example of using how students think to implement technology that can maximize learning.
From what I saw in the article, the manipulatives don't look like something that would entertain me for very long. But for little kids the interactivity of the manipulatives keep them very engaged and they can color, highlight, or mark parts of the objects that they want - helpful for problem solving. Using this model in the classroom helps students make important conceptual connections. Schools with a diversity of students may find this particularly useful as they help second language learners represent their thoughts when they often can't verbalize them. This is another example of using how students think to implement technology that can maximize learning.
"In the real world, people's lives are not separated into separate subjects..."
..."it only seems logical that subject areas should not be separated in schools" (Czerniak, 1999).
I've been discovering recently how poorly American students perform in science and math in comparison to their peers in other countries. With reform on the horizon, curriculum integration sounds like a good way to achieve "meaningful learning and deep understanding" (whatever meaningful learning is. I'm still not sure how meaningfulness is measured?) by the student. Although many educators agree that it's needed, the article mentions how hard it is to define what, exactly, integration is and how it can be achieved. I don't think you can mesh science and math to the point where the two subjects cannot be distinguished from one another, or "tomato soup". Perhaps it can be achieved through team teaching. My dad is a science teacher and regularly attends team teaching meetings, where all of the 8th grade teachers get together to try to plan out their lessons so that similar concepts or ideas can be taught in a logical manner. For example, while my dad is teaching genetics in science class, the math teacher is teaching probability in math class. Ta-da! Seems both logical and easy.
That's not to say that there aren't obstacles, or that team teaching is the sole component of an integrated curriculum. It will take time, effort, reorganization of the school day, and educating preservice teachers in integrated classes (thanks, Ohio State!) but it feels to me like it's a good move. I liked the article very much, lots to think about.
I've been discovering recently how poorly American students perform in science and math in comparison to their peers in other countries. With reform on the horizon, curriculum integration sounds like a good way to achieve "meaningful learning and deep understanding" (whatever meaningful learning is. I'm still not sure how meaningfulness is measured?) by the student. Although many educators agree that it's needed, the article mentions how hard it is to define what, exactly, integration is and how it can be achieved. I don't think you can mesh science and math to the point where the two subjects cannot be distinguished from one another, or "tomato soup". Perhaps it can be achieved through team teaching. My dad is a science teacher and regularly attends team teaching meetings, where all of the 8th grade teachers get together to try to plan out their lessons so that similar concepts or ideas can be taught in a logical manner. For example, while my dad is teaching genetics in science class, the math teacher is teaching probability in math class. Ta-da! Seems both logical and easy.
That's not to say that there aren't obstacles, or that team teaching is the sole component of an integrated curriculum. It will take time, effort, reorganization of the school day, and educating preservice teachers in integrated classes (thanks, Ohio State!) but it feels to me like it's a good move. I liked the article very much, lots to think about.
Birds of a feather evolve together
After reading the Wilson article, I decided to go to the web and search for web based inquiry teaching lessons. I soon found WISE: The Web Based Inquiry Science Environment (http://wise.berkeley.edu) and signed up for a free teacher account. WISE offers standards based modules to help guide students through inquiry based science lessons. You can search through their project library to find modules by topic: biology, earth science, environmental science, physics, and some math as well. The title of this blog comes from a project I found on the website. Some are good, some are not so good- but with a teacher account you can create some of your own! Very neat I think. :)
Of course, technology plays a huge part in education today. Kids are much more computer/tech savvy than I ever will be, but I think it's important to try keep up. If you can use the same kind of technology as your students, it shows that you're "with it" (which is, like, cool). Wilson points out that there are many positive effects from technology integration but I think you have to be careful. Just because I can find an internet based web lesson on genetics doesn't mean I should use it. Will it really help the students learn the concept better? Just because I can quickly put together a power point presentation doesn't mean I should. Is power point really the best format to get my point across? I think technology becomes much more useful in the classroom when the students are using it, and it's helping them achieve a greater understanding. Knowing which technologies to use at what time will help me be a better teacher. There is SO MUCH out there and I hope 750 can help me to choose wisely!
Of course, technology plays a huge part in education today. Kids are much more computer/tech savvy than I ever will be, but I think it's important to try keep up. If you can use the same kind of technology as your students, it shows that you're "with it" (which is, like, cool). Wilson points out that there are many positive effects from technology integration but I think you have to be careful. Just because I can find an internet based web lesson on genetics doesn't mean I should use it. Will it really help the students learn the concept better? Just because I can quickly put together a power point presentation doesn't mean I should. Is power point really the best format to get my point across? I think technology becomes much more useful in the classroom when the students are using it, and it's helping them achieve a greater understanding. Knowing which technologies to use at what time will help me be a better teacher. There is SO MUCH out there and I hope 750 can help me to choose wisely!
Subscribe to:
Posts (Atom)