“Preparing Candidates to use Technologies”

1. “Preparing Candidates to use Technologies” Presenters: UNCW Middle/Secondary Students Dr. Angelia Reid-Griffin Dr. Dennis S. Kubasko, JR. Dr. Richard Huber 2006 NCSTA Professional Development Institute

2. UNCW Student PresentersChelsea Coleman and Katie Bradshaw – motion detectorRichie Brown and Corbin Clay – pH probeDiane Abrams and Bo Harrison – Conductivity probeDave Vallett – Temperature probeJohn Gardner – ProScope North Carolina Science Teachers Association’s 38th Annual Professional Development Institute November, 2006 2006 NCSTA Professional Development Institute

3. Agenda for presentation • Background with technology integration • 15 minutes • Introductions of stations with laboratory activities • 15 minutes • Participant interactions with stations • 30 minutes 2006 NCSTA Professional Development Institute

4. Background / context • First and foremost, we wanted to explicitly link the pre-service teacher education program with the in-service needs of the secondary science education community. • Second, we wished to integrate appropriate technology instruction in the secondary science methods course. • Third, we wanted to further establish partnerships/networks throughout the education community using comprehensive training for everyone vested. 2006 NCSTA Professional Development Institute

5. Research • Traditional age college seniors (who were student teachers this past spring) have never known a time when there were not personal computers. • Linn, Songer, Lewis & Sterm (1991) and Mokros and Tinker (1987) note technologies such as probeware have aided students’ construction of scientific concepts. • Krajcik & Layman (2004) states the tools are powerful and help to improve students’ abilities in graphing and conducting experiments. 2006 NCSTA Professional Development Institute

6. Mentoring • Student interns • Understandings of learning to teach typically involve the placement of a mentee or novice teacher with a more experienced mentor whose role is to supervise and guide the mentee. • However, with regard to emerging technologies, many mentees are more knowledgeable and skilled in the use of such technologies than their mentors (Dexter & Reidel, 2003; Smith & Kubasko, 2005). • The NETS-T standards call for all interns to “guide collaborative learning activities in which students use technology resources to solve authentic problems in the subject area (ISTE, 2006)” • http://www.iste.org/inhouse/nets/cnets/teachers/t_profile-stu.html 2006 NCSTA Professional Development Institute

7. Guiding Principals • The standards guiding the development and integration of curricula are the proposed guidelines for using technology in the preparation of science teachers (Flick & Bell, 2000) and are as follows: • Technology should be introduced in the context of science content. • Technology should address worthwhile science with appropriate pedagogy. • Technology instruction in science should take advantage of the unique features of technology. • Technology should make scientific views more accessible. • Technology instruction should develop students' understanding of the relationship between technology and science. 2006 NCSTA Professional Development Institute

8. Obstacles to integrating technology • All content area interns and partnership teachers were asked to respond to a number of items that have been identified as barriers to integrating technology. • Teachers viewed these barriers to be statistically significantly from their interns views: • Lack or limited access to computers, • availability of software, • too much material to cover, • lack of mentoring, and • technology integrated lessons require too much preparation. 2006 NCSTA Professional Development Institute

9. Pre-service Teacher Education • Middle/Secondary students are trained in their science methods courses to use of data collection devices and other technologies to teach science concepts during field experiences internships. • Lateral entry students are encouraged to used tools in their current science classes) 2006 NCSTA Professional Development Institute

10. Professional Development • Middle/Secondary • SMEC (Science, Mathematics Education Center) • Resources • Introduction to CMC (Curriculum Materials Center) • University support • Informal Science Settings • Cape Fear Museum 2006 NCSTA Professional Development Institute

11. Vertical teaming 2006 NCSTA Professional Development Institute

12. Horizontal teaming 2006 NCSTA Professional Development Institute

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14. Connect the training • Methods training • Internship semester • First-year teacher • Partnership teacher 2006 NCSTA Professional Development Institute

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16. Probeware & Emerging Technologies • Laboratory Experience - Probe ware sensors, ProScopes (laptop, Palm, TI calculators) • Lesson Planning - Taskstream web site (lesson building, discussions, portfolio) • Instructional Design - Concept mapping software (Inspiration & Kidspiration); web based resources • Inquiry Concepts - Data Visualization Tools (River Run); Explore science 2006 NCSTA Professional Development Institute

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18. Overview of Presentation • An opportunity to interact with current UNCW students and see how they use advanced technologies (probe ware) to teach science content during internship experience • The presenters will demonstrate the activities and may ask you to also participate in the demonstrations 2006 NCSTA Professional Development Institute

19. Materials • Dell Laptop computer • PALM Handheld computer • Texas Instrument Graphing Calculator • The ProScope – Scalar USB microscope • Various Vernier Probeware sensors 2006 NCSTA Professional Development Institute

20. Probeware Stations • Chelsea Coleman and Katie Bradshaw – motion detector • Richie Brown and Corbin Clay – pH probe • Diane Abrams and Bo Harrison – Conductivity probe • Dave Vallett – Temperature probe • John Gardner – ProScope 2006 NCSTA Professional Development Institute

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