Transcript NSTA/MAST Luncheon Keynote - Maryland Association of Science

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
[email protected]
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
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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
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Parallel process and multi-task
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Prefer graphics before their text
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Prefer random access
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Function best when networked
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Thrive on instant gratification & rewards
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Digital Natives, Digital Immigrants. Marc Prensky 2001
Bloom’s Updated
Original Bloom
Updated, active, better?
ISTE NETS – Students
1997
Basic Operations/Concepts
Social, ethical, human
issues
2007
Creativity & Innovation
Comm & Collaboration
Research & Info Literacy
Tech Communication Tools
Critical thinking, Problem
solving, & decision
making
Tech Research Tools
Digital citizenship
Problem solving/decision
making
Tech operations/concepts
Tech Productivity Tools
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 ontent
Pedagogy
Technology
Pedagogical
Content Knowledge
C
Technological
Content
Knowledge
P
T
Technological
Pedagogical
Knowledge
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
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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…
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Growing collection of new, emerging webbased 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
Compare: Old & New Web
Web 1.0
Web 2.0
Application based
Web-based
Isolated
Collaborative
Offline
Online
Licensed or purchased
Free
Single creator
Multiple users
Proprietary code
Open source
Copyrighted content
Shared content
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/
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Wikis
Joint wiki-10th graders in GA &
Bangladesh; impacts of Friedman’s
global flatteners: globalization, opensource, off-shoring.
 Applied Math Wiki Solutions Manual;
students write collaborative solutions
manual (http://am40s.pbwiki.com/)
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Science Wikis
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http://sciencecafe.wikispaces.com/
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http://www.eoearth.org/article/Student_Scie
nce_Communication_Project
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http://biowiki.org/
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http://allanah.wikispaces.com/Science+Wiki
Blogs (webblogs)
Personal commentaries on issues the author
deems important; text, images, and links
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The Thinking Stick (http://jeff.scofer.com/thinkingstick),
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Cool Cat Teacher (http://coolcatteacher.blogspot.com/)
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A Difference (http://adifference.blogspot.com/)
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Technology Directors: Around the Corner
(http://www.edsupport.cc/mguhlin/blog/) and The Strength of
Weak Ties (http://jakespeak.blogspot.com/)
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Principals: Education/Technology (http://tim.lauer.name/)
Science Blogs
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Applied Science Research course for students’
understanding of concepts
(http://www.appliedscienceresearch.blogspot.com)
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http://scienceblogs.com/
http://www.sciencewithme.com/blog/
http://www.science20.com/
http://www.donorschoose.org/donors/motherboa
rd.html?motherboardId=16
Podcasts
8 grade students produce “The Amazing
Internet Radio Station”
 Honors chemistry students create
podcast about wide variety of topics
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Museums create podcasts that prepare
students for upcoming visits, or explain
exhibits
Science Podcasts
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http://www.scienceupdate.com/podcast.php
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http://www.scientificamerican.com/podcast/
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http://www.thenakedscientists.com/HTML/podcast
s/listen/
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http://www.podcastdirectory.com/format/Science
Other tools
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Social bookmarking: shared lists of usercreated bookmarks categorized- Del.icio.us
(http://del.icio.us/)
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Video editing: Jumpcut (www.jumpcut.com)
Eyespot (www.eyespot.com), Grouper
(www.grouper.com) and VideoEgg
(www.videoegg.com)
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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
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Why would you
spend the time?
We know a little @ learning
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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
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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.
Simulation to teach velocity v. time & position v. time
Circuit Construction Kit
Force and gravity:
Explore fall of 4 objects in air & in vacuum
Multi-user virtual environments (MUVEs)
Epistemic Games
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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
MUVE example
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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
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Research on Virtual
Environments
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Ketelhut (2007) results “suggest embedding
science inquiry curricula in novel platforms might
act as a catalyst for change in students’ selfefficacy 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
Simple Simulations
NOAA
(Meteroa Island)
National Oceanic and Atmospheric Administration
Life Sciences Building
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
 Resources for shedding light on Web 2.0
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