Visualizing the possible:

1. NSTA 2010: Charting the Course to Excellence Teaching Science in the 21st Century Visualizing the possible: Science Teaching & Learning in the age of Web 2.0 and beyond Lynne Schrum lschrum@gmu.edu

2. Goals for Today • 21st Century Skills • TPACK • Web 2.0 in science today • Virtual Environments …

3. Technology & Science • Difference between ‘learning to be a scientist’ or ‘learning science’ (Bruner, 1996) • Not everyone will be a scientist; affordances help become scientifically literate citizens • Ability to do what we always have done better • Ability to do what we dream about

4. Our Students Capable, conscientious, concerned & optimistic, determined to succeed: • 96 % say doing well in school is important • 94 % plan to continue their education • 90 % between 5-17 use computers • 94 % teens use Internet for school research • > 3/4 are creators of content on Internet • Teens spend > time using Internet than TV

5. Digital Natives Parallel process and multi-task Prefer graphics before their text Prefer random access Function best when networked Thrive on instant gratification & rewards Digital Natives, Digital Immigrants. Marc Prensky 2001

6. Updated, active, better? Bloom’s Updated Original Bloom

7. 1997 Basic Operations/Concepts Social, ethical, human issues Tech Productivity Tools Tech Communication Tools Tech Research Tools Problem solving/decision making 2007 Creativity & Innovation Comm & Collaboration Research & Info Literacy Critical thinking, Problem solving, & decision making Digital citizenship Tech operations/concepts ISTE NETS – Students

8. Partnership for 21st Century Skills Standards must reflect more than content Necessary to assess 21st century skills Teachers must be trained & supported ICT literacy is ability to develop 21st Century content, knowledge & skills Content includes global awareness, financial literacy, civic literacy & health awareness Targeted, sustained investment in R & D

9. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE C P Pedagogical Content Knowledge The ways of representing and formulating the subject that make it comprehensible to others.

10. TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE C P ontent edagogy T echnology

11. Pedagogical Content Knowledge CONTEXT CONTEXT C P Technological Content Knowledge Technological Pedagogical Knowledge T CONTEXT CONTEXT

12. Technological Pedagogical Content Knowledge TPCK TPACK Total Package

13. TPACK & Science • NRC’s framework: life sciences, earth & space sciences, physical sciences, engineering & technology • more limited # of core ideas; students learn in greater depth • science learning: “ongoing developmental progression” • integration of content knowledge with practices for scientific inquiry & design

14. Advent of Web 2.0 Question: • With endless new tools and possibilities, what are educators doing to engage & prepare their learners? Web 2.0 Collage logos Originally uploaded by premiardiego

15. First, a little introduction… • Growing collection of new, emerging web-based tools • Not “find and use information” but online tools that interact, enhance, morph, and evolve • Similar in function to desktop applications, • Using browsers – not installing on computers. • Tools are free and available to all; • Some social & promote self-expression - social networks, blogs, wikis, photo and video sharing sites, and more

16. Compare: Old & New Web

17. Use of Web 2.0 Tools • Podcasts for news, TV, radio, interviews, entertainment www.ibizradio.com • Wikis for idea generation, information sharing and updates; Key Issues for Teachers/students (http://teacherlibrarianwiki.pbwiki.com/) • Blogs by/for learners and teachers to share, build, collaborate, create • http://www.go2web20.net/

18. Wikis • Joint wiki-10th graders in GA & Bangladesh; impacts of Friedman’s global flatteners: globalization, open-source, off-shoring. • Applied Math Wiki Solutions Manual; students write collaborative solutions manual (http://am40s.pbwiki.com/)

19. Science Wikis • http://sciencecafe.wikispaces.com/ • http://www.eoearth.org/article/Student_Science_Communication_Project • http://biowiki.org/ • http://allanah.wikispaces.com/Science+Wiki

20. Blogs (webblogs) Personal commentaries on issues the author deems important; text, images, and links • The Thinking Stick (http://jeff.scofer.com/thinkingstick), • Cool Cat Teacher (http://coolcatteacher.blogspot.com/) • A Difference (http://adifference.blogspot.com/) • Technology Directors: Around the Corner (http://www.edsupport.cc/mguhlin/blog/) and The Strength of Weak Ties (http://jakespeak.blogspot.com/) • Principals: Education/Technology(http://tim.lauer.name/)

21. Science Blogs • Applied Science Research course for students’ understanding of concepts (http://www.appliedscienceresearch.blogspot.com) • http://scienceblogs.com/ • http://www.sciencewithme.com/blog/ • http://www.science20.com/ • http://www.donorschoose.org/donors/motherboard.html?motherboardId=16

22. Podcasts • 8 grade students produce “The Amazing Internet Radio Station” • Honors chemistry students create podcast about wide variety of topics • Museums create podcasts that prepare students for upcoming visits, or explain exhibits

23. Science Podcasts • http://www.scienceupdate.com/podcast.php • http://www.scientificamerican.com/podcast/ • http://www.thenakedscientists.com/HTML/podcasts/listen/ • http://www.podcastdirectory.com/format/Science

24. Other tools • Social bookmarking: shared lists of user-created bookmarks categorized- Del.icio.us (http://del.icio.us/) • Video editing: Jumpcut (www.jumpcut.com) Eyespot (www.eyespot.com), Grouper (www.grouper.com) and VideoEgg (www.videoegg.com) • Try Common Craft videos on using Web 2.0 tools

25. And more: • Mashups Intel Mashmaker Build mashups on-the-fly - combine content from multiple sources such as web content, videos, maps, RSS feeds, photos, and display in one place • Widgetbox: Mix and match content from two or more sites to create something entirely new; example: Flash Earth (www.flashearth.com), a mashup of Google Maps and Virtual Earth satellite imagery

26. Why would you spend the time?

27. We know a little @ learning • Research shows teaching with nonlinguistic activities (graphic organizers, mental images, & movement) helps to improve students’ understanding of content (Marzano) • Research concludes cooperative groupwork leads to learning gains & higher student achievement. This increased student interaction leads to more learning & great content retention (Cohen)

28. Examples of Students’ Work • 6th gr science students create podcasts on complex concepts (plate tectonics, glaciology, limnology) for colleagues/ study guides • Students write/share rap songs @ elements of Periodic Table • Schools use Web 2.0 tools to create online newspapers w/stories, blogs, and podcasts • A GA teacher creates ‘Studycasts’ to help students prepare & podcasts to demonstrate learning outcomes.

29. Simulation to teach velocity v. time & position v. time

30. Circuit Construction Kit

31. Force and gravity: Explore fall of 4 objects in air & in vacuum

32. Players learn ways of epistemologies of digital age Learning in digital age; develop domain-specific expertise under realistic constraints Experience thinking & acting as journalists, artists, or engineers to solve realistic complex tasks Professional practicum: blend of individual & collaborative work in real-life & virtual settings Multi-user virtual environments (MUVEs)Epistemic Games

33. MUVE example • River City Project: interactive, middle grades science, learn scientific inquiry & 21st century skills. • Content from NSTA, NETS, & 21st Century Skills • Virtual 19th century town plagued by disease • Students work in teams, study materials, develop hypotheses • Examine documents & photographs, visit hospital & interview experts • Virtual agents provide guidance; students determine approach

34. Another MUVE • Quest Atlantis (http://crlt.indiana.edu/research/qa.html), (ages 9 to 12) • Poor leadership led to disaster in city; students are invited to help • Quests require environmental study, interviewing members of the community, studying other cultures, and developing action plans

35. Research on Virtual Environments • Ketelhut (2007) results “suggest embedding science inquiry curricula in novel platforms might act as a catalyst for change in students’ self-efficacy and learning processes” (p. 99). • In 2 studies of Quest Atlantis, sixth grade students made “larger gains in understanding and achievement” than in classes that used expository text to learn the same concepts and skills (Hickey, Ingram-Goble, & Jameson, 2009, p. 187).

36. What Might 2nd Life offer for Learning?

37. Data Visualization Read more about the weather map

38. Simple Simulations

39. NOAA(Meteroa Island) National Oceanic and Atmospheric Administration

40. Life Sciences Building

41. Remember --- The future comes all by itself … Progress does not!!! Thank you! (Paul Henningsen)

42. More Information • Web 2.0 in just under 5 minutes • What is Web 2.0 • Understanding Web 2.0 • A Vision of Students Today • Did you Know ? • Shedding Light on Web 2.0 • Resourcesfor shedding light on Web 2.0