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NSTA 2010: Charting the Course to Excellence Teaching Science in the 21 st Century. Visualizing the possible:. Science Teaching & Learning in the age of Web 2.0 and beyond. Lynne Schrum lschrum@gmu.edu. Goals for Today. 21 st Century Skills TPACK Web 2.0 in science today
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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
Goals for Today • 21st Century Skills • TPACK • Web 2.0 in science today • Virtual Environments …
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
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
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
Updated, active, better? Bloom’s Updated Original Bloom
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
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
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.
TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF KNOWLEDGE C P ontent edagogy T echnology
Pedagogical Content Knowledge CONTEXT CONTEXT C P Technological Content Knowledge Technological Pedagogical Knowledge T CONTEXT CONTEXT
Technological Pedagogical Content Knowledge TPCK TPACK Total Package
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
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
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
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/
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/)
Science Wikis • http://sciencecafe.wikispaces.com/ • http://www.eoearth.org/article/Student_Science_Communication_Project • http://biowiki.org/ • http://allanah.wikispaces.com/Science+Wiki
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/)
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
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
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
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
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
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)
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.
Force and gravity: Explore fall of 4 objects in air & in vacuum
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
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
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
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).
What Might 2nd Life offer for Learning?
Data Visualization Read more about the weather map
NOAA(Meteroa Island) National Oceanic and Atmospheric Administration
Remember --- The future comes all by itself … Progress does not!!! Thank you! (Paul Henningsen)
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