Mobile Technology for teaching and learning SCIENCE in the real world

 

EQUIPMENT OVERVIEW

MT SCIENCE aligns with UT-Dallas’ short-term and long-range plans. Standards-based (i.e., USB and 802.11b), commonly-used tools and resources (i.e., industry-standard devices and cross-platform applications) will enable us to leverage a tremendous amount of existing material and intellectual wealth that can be used across disciplines in multiple ways. In addition, as an immediate educational priority across the nation, programs based on MT SCIENCE will support current mandates that Texas students demonstrate the ability to successfully use IT in scientific investigations. Realizing that technology changes rapidly, our integrated program approach can sustain its merit over time.

Click on the link to review a detailed listing of our current data collection, manipulation, and presentation tools.

The following links provide ideas and/or support for adding data collection technology to your classroom:

PURPOSE & GOALS

“The use of technology in science education is more than just having a computer and accessing the Internet. Science education relies on the use of scientific technology… A science class without the tools of science can not adequately practice science” (science teacher, 2002).

The NSTA defines STS [Science/Technology/Society] as “the teaching and learning of science in the context of human experience… A good program will have built-in opportunities for the students to extend beyond the classroom to their local communities”. Further, “laboratory experience is so integral to the nature of science that it must be included in every science program for every student” (Position Statements, 1990). Unfortunately, “many science teachers do not utilize or manage this unique environment effectively” (Hofstein & Lunetta, 2002).

MT SCIENCE will enable us to advance current teacher training courses and develop new professional development programs to help make Goals 2000 a reality. The short-term infusion of Mobile Technology for teaching and learning SCIENCE in the real world will be realized through a field-based ecology course. Four sequential objectives will seamlessly integrate IT.

Objective 1 is to simulate today’s classroom in the field and university settings. This will be accomplished by advancing the program’s IT infrastructure. Complementing the program’s existing inventory of ‘traditional’ testing and sampling kits, state-of-the-art data collection tools (i.e., digital probes and sensors) will be purchased. Vendor selection will be based on items that are currently (or anticipated to be) used in the majority of local school classrooms and the pedagogical robustness of scientific application and technology integration. Standards-based products with reusable and interchangeable components should facilitate maintenance and support, while improving the scalability of program development options. A relevant, technology-supported science education program that offers practical training, combined with high-level cognition will help attract and retain more students.

Objective 2 is to emulate real-world science process and skills that are directly transferable to the school classroom. This will be accomplished by applying current procedures in the field and university settings within the context of science education. In-depth product training (gained through demonstrations, documentation, and personal experience) will facilitate our integration of new tools into current activities and projects with effective additions and extensions. These will be linked to Texas standards for science and educational technology. Updating and enhancing pedagogical resources should improve the learning environment which impacts teachers’ attitudes toward science and IT. Ultimately, we hope to improve the quantity – and quality – of participants in higher education, particularly in the natural sciences. In addition, publicly-available and easily-accessible telecommunications resources will support lifelong learning by fostering an individual awareness and appreciation of science and IT.

In conjunction with Objectives 1 and 2, additional hardware and software is needed for student use to realize Objective 3. Laptop computers will enable us to leverage existing telecommunications resources at the university and maximize opportunities for collaboration among educators and scientists in the field. Project funds will be used to purchase compatible peripherals to support the program’s coursework in the field and to acquire typical production components that support the enterprise integration of the program’s coursework at UTD. Participant funds will be used to purchase consumable items as needed for implementation.

Objective 3 is to model best practices for teaching and learning in the field and university settings. This will be accomplished by designing and delivering a field-based ecology course that relies on the IT tools and resources of MT SCIENCE. Based on prior experiences in web-assisted teaching, distance learning coursework, and field instruction, a process approach to applying information technology within the context of science education will be used to make the hardware and software virtually invisible. Thereby, the focus can be shifted from ‘figuring out how to use a new toy’ to finding ways to improve teaching and enhance learning through the most appropriate method(s). We will promote and develop this course in the Fall’02 semester for delivery and evaluation in the Spring’03 semester. This case study will provide a baseline for subsequent professional development programs for classroom teachers and school administrators. Thorough evaluation of course outcomes will investigate the impact of the program in terms of teachers’ attitudes and abilities. An integrated approach to IT infusion will demonstrate an innovative model that fosters the ability to apply and assess skills and resources that will help move our program toward national recognition.

Objective 4 is to expand access to relevant scientific data and pedagogical resources. This will be accomplished by leveraging existing telecommunications services in education. We will seek ways to improve efficiency and effectiveness by making use of basic network tools (i.e., web authoring and database management), archiving important information (i.e., educational support materials and real-world data archives), and disseminating information in a cost-effective and well-received manner (i.e., program marketing and IT updates). Well-documented management and usage policies, processes, and procedures will enable us to support infusion the tools and resources of MT SCIENCE into other programs. The ability to offer access to these IT components will allow us to service under-served areas and under-represented populations. Adding teacher-developed, classroom-ready materials to the program website will help realize the value of IT in science education and provide a range of opportunities to further the impact and influence of programs based on our model.

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Teacher Development Center | Science/Mathematics Education