Technology Project #2: LoggerPro 3 a Vernier product
A key aspect of science education is collecting data in order to analyze and obtain a better understanding of the concept under investigation. LoggerPro 3 not only gives a simple, organized, digital way of collecting data it also allows students to make predictions, analyze collected data, perform statistical analysis, produce video clips to accompany or support data, take notes on experiment, and print results for personal records.
Links to pictures of technology artifacts.
The following is a link to numerous screenshots of LoggerPro 3. LoggerPro does cost money ($189) so was not purchased to work with. A free trial can be downloaded but with out the access to Vernier probes, sensors, and other equipment the trial would only be beneficial for practicing manual recording of data. The manual data can be entered similar to the way in which xcel would be. I did not produce a manual value entered graph as a product to display. However, I have utilized LoggerPro while in high school and throughout my undergraduate career, primarily as a xcel type program. LoggerPro has increased drastically in what it is able to do with its accompanying sensors provided by Vernier. LoggerPro 3 has so many new and improved features it can be overwhelming but should not discourage those from exploring what it can do for enhancing science education. The screenshots linked above display many of the different types of data prediction, collection, and analysis. It is also important to note that the $189 cost includes the ability to download the software on all classroom computers, instructor(s) computer(s), and even students' home computers.
Description of and rationale for how the technology might be used with and preferably by students.
LoggerPro 3 is one of the latest versions of Verniers data collecting software. The use of LoggerPro 3 would and could be implemented in all types of science related educational fields. For physics in particular, numerous experiments would utilize LoggerPro 3 for ease of data collecting and producing records and figures for lab reports. The data collected would be used to develop high-quality lab reports that not only include the data obtained but also reflections on how the experiment could be altered to improve the results. Along with the principles of learning the use of LoggerPro 3 would be used as a tool to actively and mentally engage students and allow them to make connections through reflection on their results. The program allows students to produce short video clips to synchronize to their data collection in order to engage their creative sides and make more abstract concepts more concrete. The addition of photos and video clips takes practice and numerous trials may need to be done to achieve the desired result. The need for additional trials would utilize students' problem solving techniques to figure out what parameters may need to be adjusted or what actions need to be altered to obtain a reasonable outcome. Instead of the students setting up for a lab and carrying out the data collection with little understanding of what the numbers and values represent they will use the real-time data collecting experience to create a concrete understanding of how the values correlate to the actions. The students will then have concrete graphs, figures, and possibly video clips to display their work.
Most laboratory experiments will be carried out in small group settings. Having the students work together to perform the experiment, collect the data, and analyze the data will allow them to discuss how and why they obtained the results they did. The students will be able to reflect within their group on ways to improve results or on how the data should be interpreted and analyzed. The use of LoggerPro 3 for all data collecting would be utilized for increasing the understanding of the experiments focused concept and more precise and organized data results to analyze and reflect upon. The quick fashion of data collection will allow more time for additional experiments to be done by students so more science concepts can be linked with hands-on activities.
Most laboratory experiments will be carried out in small group settings. Having the students work together to perform the experiment, collect the data, and analyze the data will allow them to discuss how and why they obtained the results they did. The students will be able to reflect within their group on ways to improve results or on how the data should be interpreted and analyzed. The use of LoggerPro 3 for all data collecting would be utilized for increasing the understanding of the experiments focused concept and more precise and organized data results to analyze and reflect upon. The quick fashion of data collection will allow more time for additional experiments to be done by students so more science concepts can be linked with hands-on activities.
Consideration of struggles for implementation (student, systematic, and/or hardware).
LoggerPro 3 works well with Macs and PCs, so the type of computer is not a problem. As mentioned previously, there is a fee for LoggerPro 3 of $189, but the perk to the fee is that once purchased it can be applied to all classroom computers, instructor(s) computer(s) (a wonderful option for schools with numerous science classrooms), and even students' personal computers. The struggle may include the number of computers accessible to the students. The additional hardware and sensors needed to collect the data do cost money and may be an issue on a smaller budget. A suggestion for that would be to start small with your number and types of sensors. Have the students work in larger groups the first couple of years and build on your collection. Note that many of the data collecting devices can save the information and then be imported via USB to the computer with the LoggerPro software. This allows for experiments that may be conducted outside or away from the computers reach. Students may be initially frustrated with learning the program but it will be worth it in the long-run. There are also guides to help both students and teachers become familiar with LoggerPro and how it works. The final struggle of implementation I will mention is the storage of the numerous graphs and analysis produced by the software. The available space on computers may be limited if the computers are shared with other classrooms. The option to print is always available but that may also be an issue with limited ink and paper type schools.
Consideration of the biases and trade-offs of the technology.
The biases and trade-offs for LoggerPro 3, or equivalent data logging software, are worth the benefits, in my personal opinion. The main trade-off is the lack of manual production of graphs. Some argue that the ability to manually create a graph or data representation figure is essential to truly understanding data. However, the benefit of automatic logging (LoggerPro) is that the students can take abstract concepts and make them concrete when they have the option to perform the experiment and collect the data at the same time. Instead of simply performing a task and collecting numbers to plot later. The gap between what the numbers mean and how to present them is quite large with manual productions of data collecting and graphing.
The other common trade-off/bias is that the students have to familiarize themselves with the LoggerPro software. However, the time saved by using the software makes up for the time needed to initially learn about the functions the software can do. The good thing about LoggerPro 3 specifically is the simple, user friendly tutorials and guides to help ease into the program. Vernier also comes with a huge database of experiments that have the parameters set in the program. They also offer experiments that incorporate activities to ease into the software and still conduct science based experiments.
The time saved by using LoggerPro to collect data can and does allow for more experiments to be conducted. The experiment time is not wasted on setup for manual collection and is instead focused on the actual experiment material. The use of automatic data collection may hinder the students knowledge on how the data is being collected and graphed. However, the use of reflection type exercises will direct the students' focus on how the data was collected and relating it back to the experiment.
Explanation of how the project meets the selected teacher standard and student standards.
The projects associated with the use of LoggerPro 3 meet the first ISTE teacher standard. The first standard states that teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. The LoggerPro program promotes and supports creative and innovative thinking and inventiveness. The teacher can produce experiment outlines to be done with LoggerPro that will allow students to thoroughly engage in innovative thinking and how to conduct and perform the experiment to give adequate results and analysis of them. The students will be exposed to real-world types of sensors and software programming that is similar to real life lab equipment. They will use digital tools and resources to conduct their experiments and use LoggerPro to professional collect and analyze what they have performed. The use of in text and visual aids to the data collection will promote students to collaborate with each other to clarify what happened and the best way to present it. The understanding of the information and concept will be emphasized so that planning and creative processes can be carried out to include with results. The collaborative knowledge construction among the lab groups will aid in the students learning ability. The immediate face-to-face interaction between group members while collecting data, analyzing it, and presenting it will increase their understanding. Together they will construct an effective and creative way to present the information through virtual/digital environments to the other classmates.
The LoggerPro 3 software also meets the INTASC standard four. The fourth standard states that the teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. The experiments that would utilize the LoggerPro software could be very vague and open-ended. This encourages the students to use critical thinking and problem solving techniques to determine the best way to perform and analyze the concept under investigation. The software gives the teacher the ability to give experiments ranging from "cookie cutter" type to a very open-ended type. The too often used "cookie cutter" experiments often allow the students to perform the experiment with very little understanding of what is truly taking place. When the experiments are presented in an open-ended type of way that allows the students to become familiar with the concept through trial and error and engaging in problem solving techniques. The use of LoggerPro helps allow for the time associated with the open-ended type experiments. The simple and fast data collecting gives students the opportunity to participate in more of the critical thinking and problem solving type experiments. With LoggerPro the students will design and adapt relevant learning experiences with the help of digital tools and resources. Again, the designing of videos, photos, and text to supplement the data will tap into students creativity at the same time requiring a thorough understanding of the concepts. LoggerPro works well with addressing the diverse learning styles of students. Initially if students are all new to the software the "playing field" is leveled despite the level of understanding of the curriculum. Even farther along with the use of LoggerPro if some students are better at video making and writing than physics concepts they can utilize their strengths by leading the group in the video production associated with the experiment. This way they can also better relate to the curriculum through their strengths.
The projects associated with the use of LoggerPro 3 meet the first ISTE teacher standard. The first standard states that teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. The LoggerPro program promotes and supports creative and innovative thinking and inventiveness. The teacher can produce experiment outlines to be done with LoggerPro that will allow students to thoroughly engage in innovative thinking and how to conduct and perform the experiment to give adequate results and analysis of them. The students will be exposed to real-world types of sensors and software programming that is similar to real life lab equipment. They will use digital tools and resources to conduct their experiments and use LoggerPro to professional collect and analyze what they have performed. The use of in text and visual aids to the data collection will promote students to collaborate with each other to clarify what happened and the best way to present it. The understanding of the information and concept will be emphasized so that planning and creative processes can be carried out to include with results. The collaborative knowledge construction among the lab groups will aid in the students learning ability. The immediate face-to-face interaction between group members while collecting data, analyzing it, and presenting it will increase their understanding. Together they will construct an effective and creative way to present the information through virtual/digital environments to the other classmates.
The LoggerPro 3 software also meets the INTASC standard four. The fourth standard states that the teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. The experiments that would utilize the LoggerPro software could be very vague and open-ended. This encourages the students to use critical thinking and problem solving techniques to determine the best way to perform and analyze the concept under investigation. The software gives the teacher the ability to give experiments ranging from "cookie cutter" type to a very open-ended type. The too often used "cookie cutter" experiments often allow the students to perform the experiment with very little understanding of what is truly taking place. When the experiments are presented in an open-ended type of way that allows the students to become familiar with the concept through trial and error and engaging in problem solving techniques. The use of LoggerPro helps allow for the time associated with the open-ended type experiments. The simple and fast data collecting gives students the opportunity to participate in more of the critical thinking and problem solving type experiments. With LoggerPro the students will design and adapt relevant learning experiences with the help of digital tools and resources. Again, the designing of videos, photos, and text to supplement the data will tap into students creativity at the same time requiring a thorough understanding of the concepts. LoggerPro works well with addressing the diverse learning styles of students. Initially if students are all new to the software the "playing field" is leveled despite the level of understanding of the curriculum. Even farther along with the use of LoggerPro if some students are better at video making and writing than physics concepts they can utilize their strengths by leading the group in the video production associated with the experiment. This way they can also better relate to the curriculum through their strengths.
Cite and evaluate educational research related to the technology use.
Numerous awards have been given to Vernier in regards to their LoggerPro software and its positive impact on students' success in science education. LoggerPro was given the 2004 Award of Excellence from Technology and Learning, and the eSchool News' readers voted LoggerPro 3 the best data collection and analysis software. The research behind LoggerPro was minimal and so the focus for research was based on datalogging in general for secondary science education. The following article discussed the growing amount of research evidence that points to the benefits of using datalogging in science teaching. Although the studies the article references are dated, they conclude that datalogging significantly improves the students' graphing skills and helping them create links with the process of investigating scientific relationships. Research found that students' ability to understand graphs is improved when datalogging is a part of the instructional process. The use of the software to provide real-time reporting (when the graph is drawn at the same time as experiment performed) was shown to encourage reflection and interpretation among students. The special features many datalogging softwares provide help students overcome difficulties associated with manual methods of drawing graphs. Many critics suggest that the use of datalogging takes away from the routine process of logging and lack of emphasis on scientific thinking and problem solving. However, research has concluded that despite this trade-off the automatic logging of experimental data and graphical representations allowed for more focussed approach to changes in experiment variables and discussion of results.
Note: the article is conducted for Ireland but the article itself referenced American based research (which is primarily the information used above). The American based articles were obtained from the Journal of Research in Science Teaching volumes 23 and 24.
The Use of Datalogging in Teaching Physics and Chemistry in Second-Level Schools in Ireland. The National Centre for Technology in Education and The Department of Education and Science. August 2000. link to article above... if does not work go to Google Scholar and search the title... should give a pdf option.
..............Alyson Bechtum.............
..............Alyson Bechtum.............
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