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crash course in biology

This site is very interesting and it is something that many students would enjoy. I have allowed my students to view Bozeman Biology on You Tube. However, this site has more resources than I originally thought.

Great resource if you have students needing makeup or home-bound. Virtual Chemistry Experiments are a collection of interative web-based chemistry tutorials. The tutorials employ Physlets and Chemistry Applets to simulate experiments or depict molecular and atomic structure. The guiding concept is to involve the read in making observations and acquiring data, and then using this information to draw conclusions and infer chemical principles.

I find these are best as additional to traditional lab experiences or, as I posted earlier, I use these for the students that can't be at school for usual labs. Understanding limitations of their own lab technique and evaluation of errors does not occur with simulations. Similar to difference between multiple choice assessment and free response.

I agree with Anna, virtual experiments wouldn't be my first choice in methodology for lab experiments, but there are somethings that you just, can't do in the classroom. Whether it is from limited resources, limited class time, or simply the experiment is too dangerous for the classroom, virtual experiments are a good alternative. I had a chemistry professor in my undergrad who was making a dvd textbook with lectures and experiments and there was a lot of cool experiments on the dvd that he would have never been able to do during his lectures.

This resource is webcast from UC Berkeley Lectures, maybe not the most practical for the classroom but its always interesting to look out how others are teaching similar content.

Thinkport is a product used in Maryland to help integrate technology in the classroom. The specific link that I am attaching is simulations of a multitude of subjects that could be incorporated into any lecture or free time that the student has. The topics covered vary from mathematics, an interactive art museum, anatomy, construction of different satellites, to literacy skills. It's goal is to increase technology use in the classroom regardless of the subject matter.

Have used this for years! A resource for my Epidemiology enrichment course in conjunction with Johns Hopkins.

TPACK Venn Diagram in 3 minutes describing the 7 categories seen on the model.

Keith's video "TPACK in 3 minutes" did a lovely job of summing up the TPACK framework in a few words with great examples. The speaker makes it a point to explain "context" within the TPACK model and how it is implemented. He states that the model will look very different depending on the perspective (corporate vs. teacher) and grade level (elementary vs high school/college). I think one of the driving forces is the realization and understanding by many teachers that implementing useful technology - in the context of what their teaching- is necessary to accommodate the students' needs regardless of if the teacher is technology smart or not. However, this is where I think the resistant force sets in as well. Even though TPACK is a package where each of the 3 domains work together, I think that teachers find it overwhelming or very "sudden" and big of a change that it makes some of them feel uneasy to fully adopt it. This goes with what Stephen had stated in a previous post- that maybe the best way to approach this framework is to have teachers take baby steps.

Thank you very much for sharing this link. The creator of this video does a very good job of explaining what TPACK is and demonstrating the dotted line for context was a nice addition to the TPACK model. A few other things I am taking from this video is that it shows the power of the internet. I think this teacher did this video in one take, which means he did not spend time editing or retaking what he was doing. I have a feeling this was created in about 15 minutes after setting up the camera, gathering materials and planning in his mind what he would say. This 15 minutes of effort has been watched over 5,000 times since its upload a little over one year ago. In this day and age, 5,000 views on Youtube might not seem like that much, but twenty years ago speaking to 5,000 people on a subject would almost be unimaginable. The power of online video is something I am taking from this course.

Jamie Kasper, associate director of Arts Education collaborative, provides her own perspective or interpretation of the TPACK model.

Favorite line(s): o "TPACK gives us a model to think about the intersection between technology, content, and instruction" o "We can say the same thing about technology: while we can spend a limited amount of time learning the skills to use it, we eventually need to move beyond skills to think about technology's use in learning."

The pencil analogy she makes is fantastic. "Think about this: in the 1500s when the pencil was new, people generally did not study how to use the pencil." I agree. In 1997 when I decided to go into teaching, the tools of the classroom (overhead projector, chalk, copier) really did not need to be taught as part of the college courses. Now, mastery of the tools we have and the software and websites available is necessary to be a strong educator. I also hate to use these terms, but you are "adding to the plate" of teachers by making them learn more than we had to learn in the past. But technology also "takes things off the plate" by saving great amounts of time in the daily routine of a teacher. I used to spend hours with a calculator on grades each six weeks (yes, six weeks) figuring out grades. It also took much more time finding a parent's phone number, calling, leaving a message, waiting for the call back than simple email technology gives us today.

National Science Teachers Association - NSTA

I do not think I am doing the sticky note correctly. Can someone please comment on this and let me know if I am getting it correct?

I liked reading this article. The author reminded me of Lantz.

Graph theory is a visual way to represent relationships between objects. For instance, a family tree is the simplest of these. Graph theory is the study of graphs in computer science and mathematics. Software engineers use graphs to represent communication networks, data organization, and graph theory to market products.