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Using Technology to Integrate Multi-Disciplinary Subjects in the Classroom

Using Technology to Integrate Multi-Disciplinary Subjects in the Classroom . Sara Nemati, Pamela Brett, Aori Nevo , Gary Varijan , Matt Engelson. Motivation.

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Using Technology to Integrate Multi-Disciplinary Subjects in the Classroom

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  1. Using Technology to Integrate Multi-Disciplinary Subjects in the Classroom Sara Nemati, Pamela Brett, AoriNevo, Gary Varijan, Matt Engelson

  2. Motivation • When students become interested in a topic that is taught in various subjects and classrooms, they are more likely to be motivated to pay attention and have a stronger desire to learn (Shanahan, 1997).

  3. Application to Real-Life • When students develop the ability to see links among different areas of learning, they will be more able to utilize knowledge and skills developed in one subject area to learn in another and to apply their learning to real-life situations (Caine, R.N.& Caine, G., 1991)

  4. The ability to apply existing knowledge in new situations helps students learn to function effectively in a continuously changing environment • As adults, students will be expected to transfer the knowledge they learned in training to many situations in their jobs

  5. Cognitive Approach • An interdisciplinary curriculum provides an enriching and intellectually stimulating experience for both teachers and students (Kelleher, 1998) • The process of development allows the teacher to experiment with a new area or gain more expertise in a familiar area of study

  6. Through using a technology database, Ennis (1997) helped students build analytical skills through synthesis, organization, and evaluation

  7. Students engage in various activities including: • collecting and sorting information • determining similarities and differences between data • formulating search strategies • testing hypotheses

  8. Development of skills • Brainstorming • Data analysis • Improving the ability to break down information into smaller units • Finding and observing relationships • Making generalizations • Collaborating with peers • Solving problems

  9. Guidelines to Develop a Successful Integrated Unit 1. Choose topics that are relevant and arouse curiosity and interest in students 2. Convey clear, explicit goals and objectives to students 3. Use a variety of topics, activities, and groupings 4. Allow students to provide input and choices for topics, projects, and groupings. In this way, they will be more motivated and feel an ownership toward their work 5. Permit sufficient time for students to work on their activities

  10. 6. Help students develop skills and generate their own products into the unit 7. Include field trips for students to experience the topics firsthand 8. Utilize cooperative learning and group collaboration 9. Have students share their knowledge and projects with others in the classroom 10. Involve parents and other community members in the unit whenever possible

  11. Limitations • Teachers must have adequate planning time to develop themes and ideas, gather necessary information, and work collaboratively (Kysilka 1998). • Most teachers do not have adequate time within their teaching day to develop these units • Collaboration of an integrated unit with teachers from multi-disciplinary subjects may be problematic in terms of time constraints and lack of motivation

  12. Connecting multi-disciplinary units should be meaningful and not simply for the purpose of integration (Barth, P., 1995). • Integration units should have clear, explicit objectives and goals and should utilize concepts taught within the curriculum (Brophy, 1991)

  13. Curriculum integration can be costly. • Many parents resist new teaching methods have been developed

  14. Our Integrated Unit • Subjects covered: • Math • Exponential Growth • Science • Cellular Biology • Biotechnology: Stem Cell Research • Language Arts • Argumentation

  15. Forms of Technology Used • PowerPoint slides • Computer Simulations • Excel spreadsheets • Websites • Blogs • We also integrated out work using Wikis

  16. References • Barth, P. 1995. Unforced fits between disciplines. Education Digest, 61:34-36. • Brophy, J. 1991. A caveat: Curriculum integration isn't always a good idea. Educational Leadership, 49:66-67 • Caine, G. and Caine, R.G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development. • Davies, M. A. (1992). Are interdisciplinary units worthwhile? Ask students. In Connecting the curriculum through interdisciplinary instruction, ed. J. H. Lounsbury, 37-41. Columbus. OH: National Middle School Association.

  17. Ennis, D. (1998). Interdisciplinary Database Activities for Fifth Graders at Tómas Rivera. Journal of Computing in Childhood Education , 8 (1), 83-88. • Hannah, L. (1987). Teaching database search strategies. The Computing Teacher, 14(9), 16-23. • Kelleher, J. (1998). Breaking disciplinary barriers. Education Week, 18:50-51. • Kysilka, M. L. (1998). Understanding integrated curriculum. Curriculum Journal ,9:197-210. • Shanahan, T. 1997. Reading-writing relationships, thematic units, inquiry learning ... In pursuit of effective integrated literacy instruction. Reading Teacher, 51:12-20.

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