"One of the major benefits of using technology in the classroom is the ability to
differentiate instruction to meet the needs of every student in every lesson.
Just as every student grows and develops at different rates, they learn in
different ways and at different speeds. Technology makes it possible to pace
lessons appropriately for each student's learning level and can be used to
promote learning in the multiple intelligences.
Below you will find
website suggestions that address the different learning styles in your classroom
with the help of technology:
Verbal-Linguistic
These learners enjoy
learning through speaking, writing, reading, and listening. In the classroom
setting these students shine when given tasks such as taking notes, researching,
listening, reading for information, and writing. Websites to encourage learning
for Verbal-Linguistic students: 1. http://wordle.net Allow students to express
themselves creatively with words
2. http://ed.voicethread.com Capture
student voices with audio, text,
pictures
, and video
3. http://zoho.com- A free
online
word processor, and presentation tool
4.
http://gcast.com- Students can podcast (voice recording) online.
5.
http://kerpoof.com - Students can create stories or mini-
movies
6. http://www2.shidonni.com- Students create
animated stories
7. http://tickatok.com Students can create stories and
turn them into a book
8. http://pbskids.org/wordworld A world where words
come alive
9. http://readwritethink.org 52 interactive activities related
to reading, writing, and speaking
10. http://speakaboos.com Students can
read stories online, record their own story and play literacy
games
Logical-Mathematical
These learners love numbers, reasoning, and
problem solving. These students enjoy measuring, calculating, and organizing
data. In the classroom students will shine when given tasks such as collecting
data, conducting experiments, solving proble
Teach students about reflection, refraction, and transmission of light with this interactive Notebook file. Included are Flash animations that can supplement or even take the place of hands-on science activities.
Teach students about reflection, refraction, and transmission of light with this interactive Notebook file. Included are Flash animations that can supplement or even take the place of hands-on science activities.
This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework
However, outside of school, students develop strong (mis)conceptions about a wide range of concepts related to non-scientific domains, such as how the government works, principles of economics, the utility of mathematics, the reasons for the Civil Rights movement, the nature of the writing process, and the purpose of the electoral college
Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators
In the early 1980's, a group of science education researchers and science philosophers at Cornell University developed a theory of conceptual change (Posner, Strike, Hewson, & Gertzog, 1982)
Researchers have found that learners' preconceptions can be extremely resilient and resistant to change,
Affective, social, and contextual factors also contribute to conceptual change. All of these factors must be considered in teaching or designing learning environments that foster conceptual change (Duit, 1999).
Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
That is, learners must become dissatisfied with their current conceptions and accept an alternative notion as intelligible, plausible, and fruitfu
Nussbaum and Novick (1982):
Reveal student preconceptions
Discuss and evaluate preconceptions
Create conceptual conflict with those preconceptions
Encourage and guide conceptual restructuring
Introduces the idea of conceptual change in the context of science. During week 1 of EDC3100 we will be looking at conceptual change as it applies to learning how to use an ICT.
Hi All, I found this article to be very pertinent to this weeks content in EDC3100.
I hope some of you can benefit as well:
ABSTRACT (Copied from Sciencedirect)
Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.
Assignment 2 is focused around constructing a unit plan in a specific context. I am aware that my next prac is with a Year 1 class and I would also like to strengthen my teaching in the subject area of Science. So in saying that, I have chosen to focus on Year 1 Science for...
Age bracket - Prep- Year 2
Science - English learning area
I think this is great, especially as it has the Hungry caterpillar story incorporated as well as using the video story you could use the hard copy of the book as well great theme for the lessons. The only problem I see having is if there are any technology issues with the whiteboard to prevent from using. Otherwise I think this is an excellent resource.
I just completed my assignment 2 on year 4 science.. I thought this was rather fitting. I like how it has numerous games that containers audio aswell. Only problem I can see is that it clearly wouldn't work if the IWB or the stick wasn't working.
The graph reveals that early Computing (Information Technology) enrolments from 2001-2004 were around 7,000, however since, enrolments have dropped and tapered off to be around 5,000 enrolments.
we know that females are significantly underrepresented in the technology field.
In the graph below, you can see that female enrolments in Computing courses has dropped around 10,000 enrolments from 2002 to 2006 and has since remained relatively the same.
However, so far, researchers have demonstrated that STEM gender gap interventions are best served by designing educational environments that will engage children in STEM-relevant activities, from the very early years of school. Engaging children early is imperative to ensure underrepresented groups, such as females, do not disengage early
The beginning of this clip introduces Leah Lacrosse, a 5th grade science teacher who uses iPads in her classroom. Leah has a blog (url is given in the introduction) in which she discusses ways of using various iPad apps for teaching science. The blog also contains examples of what she has done with her class.