The lesson plan assignment that Adam and I did was an introductory lesson on tornadoes. The lesson consisted of around four parts. The beginning of the lesson is an open discussion format to guide the students into the lesson. They will share their personal experiences of tornado encounters or damage. The use of this activity is to help make the lesson more concrete. They will be reflecting on their personal experiences and listening to fellow peers experiences making the topic more "real".
The next activity will be for the class to watch a short abc news video on the Joplin, MO tornado. They will hear statistics on the tornado and during or after the video will be posting to twitter their thoughts on the video or what they have heard about the Joplin tornado. We are requiring a minimum of two tweets so that we can be sure all students took the time to reflect and think about what they saw. This would also serve as an informal assessment to take note if a student is slightly "checked out" at the time. Adam and I felt that the use of the video and twitter technology is a way to create interactive experiences. It also encourages the "class" to reflect (tweet) upon the content. We then will open up the floor to discuss briefly some of the students comments to be sure to encourage face-to-face reflection.
The next part of the lesson is where the majority of the information on tornadoes, in general, will occur. A google doc will be shared with the class and consist of four questions to help guide the lesson on tornadoes. A tech struggle may be that middle school aged students (which was are target "class") do not have an email account. However, there is an option to post to a google document by going to the URL. For our presentation we will be sharing via email because our class is comfortable with that method. The other tech struggle is that if using google doc for the first time or relatively new to the students the space and entering your information may seem difficult when numerous people are trying to answer close to the same spot. Thus, it may get "congested" if they do not space out their responses. This would be addressed by simply reminding the students to give themselves space to reply. The students would break into groups and answer the assigned question through research and/or their own personal knowledge. This is a good way to encourage group work via google doc. Also, it will be a good way to assess what the students already know by those that reply quickly with personal knowledge. We would also remind them to include sources for researched information. Thus, anything without a source is assumed to be personal knowledge which would be used to gauge what the students know. The use of personal knowledge is a way to encourage the students to reflect upon or make connections with content. The students may know about their groups question but may need to "dig" into their brain and retrieve it. The class would then discuss the four questions with someone from their group telling the class the summary of their answer. As a class they will teach each other, with help from the teacher, about tornadoes.
The final section will be a mini project where the students will investigate a specific tornado. They will pretend that they are reporting on the tornado. They will do brief research and find images, videos, and information about the tornado and compile it into an email and send it to the lesson's posterous account. The use of posterous is a way to manage the students use of the technology by allowing the posts to be visible and having the ability to go through their email entry indepth following the class time. Again this use of technology will give a concrete experience for the students to understand the possible severity of tornadoes. Posterous will also push the students to engage in an increased level of student thinking. They will have to learn about the tornado while using what was previously discussed about tornadoes to analyze theirs. They will also have the ability to create a product to help them describe their specific tornado. After they submit their tornado research we will open up to the class and ask a few of the them to share their information while displaying their posterous post on the projector. A way to assess the students will also be to note the terms and way in which they discuss their tornado. If they use just visual descriptions and do not use the concepts previously discussed they did not truly understand or take up what was presented.
Thus, the use of all the different technologies (twitter, video, google doc, projector, computer, posterous, and etc..) were to give the students the ability to be active while learning. Some students do well with certain technologies so we used a variety of different approaches to try and maintain and increase the students learning ability. We also felt that keeping them moving will help maintain their attention span on the topic. In conclusion, the use of the technologies used were not just for technology sake but so that numerous approaches could be utilized to increase the level of student learning.
......Alyson.........
Monday, July 25, 2011
Tuesday, July 19, 2011
Technology Project #5 Wiggio
Technology Project 5: Wiggio
Wiggio is a free online toolkit that makes it easy to work in groups of all types. Wiggio was created out of frustration with email chains, using numerous different websites for different functions, and to reduce all other hassles associated with working in groups. The types of groups that use Wiggio range from academic project groups, K-12 teachers, small businesses, sports teams, families, camps, boy and girl scouts, and many more. On Wiggio you can share and edit files, manage a group calendar, poll you group (true/false, multiple choice, yes/no questions), post links, set up conference calls, chat online and send mass text, voice and email messages to your group members.
Wiggio is a free online toolkit that makes it easy to work in groups of all types. Wiggio was created out of frustration with email chains, using numerous different websites for different functions, and to reduce all other hassles associated with working in groups. The types of groups that use Wiggio range from academic project groups, K-12 teachers, small businesses, sports teams, families, camps, boy and girl scouts, and many more. On Wiggio you can share and edit files, manage a group calendar, poll you group (true/false, multiple choice, yes/no questions), post links, set up conference calls, chat online and send mass text, voice and email messages to your group members.
Links to pictures of technology artifacts.
I created a demo group and its email address is ed261@wiggiomail.com and the web address is http://ed261.wiggio.com. The following is a link that can be given to help students or others join the ED 261 Wiggio account. The numerous options available on Wiggio are beneficial for students to use to engage in learning. The Wiggio group can create numerous chat rooms. This way the whole class can engage in a chat room and also if working in groups the group can have their own chat room to discuss their work on their projects without the class seeing what they write. When updates are made to the calender or other areas in the Wiggio group an email is sent to the students updating/reminding them what they may need to do or dates to which assignments are due. The students can also upload documents to the group and you can choose that the administrator of the group be the only one that views them and thus is a way for students to submit homework. The following is a Wiggio tutorial video that is short yet informative about what Wiggio has to offer. I could go on and on about what Wiggio can do but viewing the tutorial does a great job to summarize and is interactive.
Description of and rationale for how the technology might be used with and preferably by students.
I would use the technology both for entire class use and also group projects with in the class. I think Wiggio would also be good to use when you are teaching more than one section of the same course. All sections of the course could interact with each other about questions they have or how they viewed a concept or idea. Thus, I could have an updated calendar for the course so all students would have a clear access to the dates and deadlines and can also make comments about their progress on chat rooms created for the course. Numerous chat rooms can be created so I would create a chat room for each section of the class so the students can discuss their thoughts and concerns and seek help from fellow classmates or myself. This way the educator would not have to open up a bunch of emails but instead be able to address them at once and those with the same question would have an answer. I can also evaluate the students' progress by using the poll option and asking multiple choice, true/false, or yes/no questions to see what concepts may need to be revisited. The polling is done automatically so results are given instantly.I did not discuss specific projects because I feel that Wiggio is such a great tool it can be utilized in all areas in the classroom. Students are able to be actively and mentally engaged in making the connections about concepts and ideas in the course through reflection. The chat rooms provide instant reflection arenas (like twitter but viewed only by others in group) and students can also send messages to group members that cannot be viewed by all and create files to reflect upon and then send to teacher. The students can be creative about their profile and creating polls to see where their fellow classmates stand on issues or ideas discussed in the course or even outside related topics. The students can also access the Wiggio features from their iPhone or iPad through the Wiggio app. The students are able to participate in concrete experiences such as the live chat room. Also, files and links can be posted on the account so students can see a video or explanation of a topic that may help increase their level of understanding of the topic or idea. As mentioned previously, the chat rooms or open documents allow students to interact with each other. This can help reduce the gap between the teacher and student by allowing the students to help each other. If a student has found a better way to look at or remember a concept he or she can share and discuss it on the chat room or the document. In conclusion, the Wiggio tool does a wonderful job of addressing the Principles of Learning.
I would use the technology both for entire class use and also group projects with in the class. I think Wiggio would also be good to use when you are teaching more than one section of the same course. All sections of the course could interact with each other about questions they have or how they viewed a concept or idea. Thus, I could have an updated calendar for the course so all students would have a clear access to the dates and deadlines and can also make comments about their progress on chat rooms created for the course. Numerous chat rooms can be created so I would create a chat room for each section of the class so the students can discuss their thoughts and concerns and seek help from fellow classmates or myself. This way the educator would not have to open up a bunch of emails but instead be able to address them at once and those with the same question would have an answer. I can also evaluate the students' progress by using the poll option and asking multiple choice, true/false, or yes/no questions to see what concepts may need to be revisited. The polling is done automatically so results are given instantly.I did not discuss specific projects because I feel that Wiggio is such a great tool it can be utilized in all areas in the classroom. Students are able to be actively and mentally engaged in making the connections about concepts and ideas in the course through reflection. The chat rooms provide instant reflection arenas (like twitter but viewed only by others in group) and students can also send messages to group members that cannot be viewed by all and create files to reflect upon and then send to teacher. The students can be creative about their profile and creating polls to see where their fellow classmates stand on issues or ideas discussed in the course or even outside related topics. The students can also access the Wiggio features from their iPhone or iPad through the Wiggio app. The students are able to participate in concrete experiences such as the live chat room. Also, files and links can be posted on the account so students can see a video or explanation of a topic that may help increase their level of understanding of the topic or idea. As mentioned previously, the chat rooms or open documents allow students to interact with each other. This can help reduce the gap between the teacher and student by allowing the students to help each other. If a student has found a better way to look at or remember a concept he or she can share and discuss it on the chat room or the document. In conclusion, the Wiggio tool does a wonderful job of addressing the Principles of Learning.
Consideration of struggles for implementation (student, systematic, and/or hardware).
The struggles for implementation of Wiggio would be the availability of computers for the students. Also, the internet is required for the use of Wiggio and thus could not be used if the internet was down or busy. As with many sites the bugs with Wiggio exist but the Wiggio Team does a great job of addressing and correcting the bugs as they arise. The size of files that can be shared are limited but so are email attachments. The struggle for implementation for the students would be the amount of features to use on Wiggio can be confusing and slightly overwhelming when students are first introduced. Often when students are told to use a new program or technology tool they get frustrated or discouraged because they may have to step out of their comfort zone as far as the types of technology that they are used to using. However, a quick view of the Wiggio tutorial and class guided introductions can increase students navigation abilities and confidence. Also, the students may have issues with the use of some of the Wiggio features such as the poll option. The issues being again how to use and navigate it. The meetings option can be chat rooms, conference calls, or virtual meeting. Virtual meeting can be confusing for students to setup. Also, virtual meetings require the access to web cameras on the computers or iPads.
The struggles for implementation of Wiggio would be the availability of computers for the students. Also, the internet is required for the use of Wiggio and thus could not be used if the internet was down or busy. As with many sites the bugs with Wiggio exist but the Wiggio Team does a great job of addressing and correcting the bugs as they arise. The size of files that can be shared are limited but so are email attachments. The struggle for implementation for the students would be the amount of features to use on Wiggio can be confusing and slightly overwhelming when students are first introduced. Often when students are told to use a new program or technology tool they get frustrated or discouraged because they may have to step out of their comfort zone as far as the types of technology that they are used to using. However, a quick view of the Wiggio tutorial and class guided introductions can increase students navigation abilities and confidence. Also, the students may have issues with the use of some of the Wiggio features such as the poll option. The issues being again how to use and navigate it. The meetings option can be chat rooms, conference calls, or virtual meeting. Virtual meeting can be confusing for students to setup. Also, virtual meetings require the access to web cameras on the computers or iPads.
Consideration of the biases and trade-offs of the technology.
The biases and trade-offs of Wiggio are that students can do a great deal of the group work without face-to-face interaction with group members. Thus, yes the students are collaborating but they are lacking the ability to practice social skills in a face-to-face experience. The students can easily copy and paste information if working on a group document. Thus, they would not be intellectually engaged in the material that they are researching or gathering. Wiggio can be a place to share links to information or ideas they were to look into. However, explanation of the use of the link and why it was shared would need to be included so there is thought processes going on instead of just search and paste. The text box is relatively small for the students to share why they found this link important to share and the key points associated with the link. The calendar feature is very helpful for the students however it does in a way "hold their hand" through the responsibility factor of class work. Yes, it is a good reminder but the students need to develop a way of organizing and preparing themselves for success. But then again the teacher can pick and choose what to include on the calendar. However, if everything is not posted the student may use that as an excuse for not having something completed on time that it was not posted on Wiggio. As with many forms of online technology and the ability to instant message students may carry-out discussions that are off topic. This is easy to do when the chat room is instant and the teacher may be lecturing or students are suppose to be working on group work. However, getting side-tracked is reality and is a trade-off that many online tools, especially those with instant chat options, have to deal with. Finally, one to the biases of Wiggio is that it is geared to more individual work at a computer.Yes, groups could share a computer but the site is geared toward the use of one person at a computer talking to another individual at another computer. This is also apparent by the use of the profile (individual) for the student or group member who is submitting the comments, files, links, meetings, polls, and etc...
The biases and trade-offs of Wiggio are that students can do a great deal of the group work without face-to-face interaction with group members. Thus, yes the students are collaborating but they are lacking the ability to practice social skills in a face-to-face experience. The students can easily copy and paste information if working on a group document. Thus, they would not be intellectually engaged in the material that they are researching or gathering. Wiggio can be a place to share links to information or ideas they were to look into. However, explanation of the use of the link and why it was shared would need to be included so there is thought processes going on instead of just search and paste. The text box is relatively small for the students to share why they found this link important to share and the key points associated with the link. The calendar feature is very helpful for the students however it does in a way "hold their hand" through the responsibility factor of class work. Yes, it is a good reminder but the students need to develop a way of organizing and preparing themselves for success. But then again the teacher can pick and choose what to include on the calendar. However, if everything is not posted the student may use that as an excuse for not having something completed on time that it was not posted on Wiggio. As with many forms of online technology and the ability to instant message students may carry-out discussions that are off topic. This is easy to do when the chat room is instant and the teacher may be lecturing or students are suppose to be working on group work. However, getting side-tracked is reality and is a trade-off that many online tools, especially those with instant chat options, have to deal with. Finally, one to the biases of Wiggio is that it is geared to more individual work at a computer.Yes, groups could share a computer but the site is geared toward the use of one person at a computer talking to another individual at another computer. This is also apparent by the use of the profile (individual) for the student or group member who is submitting the comments, files, links, meetings, polls, and etc...
Explanation of how the project meets the selected teacher standard and student standards.
The use of Wiggio as a technology tool used to enhance the students' organization, learning, and collaboration meets the ISTE teacher standards four and five. The fourth ISTE standard states that teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. The use of Wiggio in school promotes and models digital citizenship and responsibility. The teacher is facilitating an environment using the Wiggio technology for students to participate in the digital environment and contribute and work to benefit it as an active citizen. Also, the modeling of the digital citizenship and responsibility is beneficially because the digital culture is constantly evolving and having practice with it and the numerous types of digital features provided by Wiggio will give them a foundation to work with in their future encounters with the digital culture. Also, with the use of Wiggio for younger students an email account is not required they can join by clicking on the group URL and then clicking join. Thus, if there is an ethical issue of having young students having email accounts that can be avoided.
The fifth ISTE standard states that teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. The exploration of technology tools such as Wiggio and implementing them into the classroom is a way that teacher is improving their professional practice and modeling lifelong learning and practice with digital tools. Using tools like Wiggio and promoting the use and how the digital tools and resources to use can improve the quality of learning and ability to interact with peers. Also, teaches students how to navigate through social and communication mediums to increase group work and class concept understandings.
The use of Wiggio as a technology tool used to enhance the students' organization, learning, and collaboration meets the ISTE teacher standards four and five. The fourth ISTE standard states that teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. The use of Wiggio in school promotes and models digital citizenship and responsibility. The teacher is facilitating an environment using the Wiggio technology for students to participate in the digital environment and contribute and work to benefit it as an active citizen. Also, the modeling of the digital citizenship and responsibility is beneficially because the digital culture is constantly evolving and having practice with it and the numerous types of digital features provided by Wiggio will give them a foundation to work with in their future encounters with the digital culture. Also, with the use of Wiggio for younger students an email account is not required they can join by clicking on the group URL and then clicking join. Thus, if there is an ethical issue of having young students having email accounts that can be avoided.
The fifth ISTE standard states that teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. The exploration of technology tools such as Wiggio and implementing them into the classroom is a way that teacher is improving their professional practice and modeling lifelong learning and practice with digital tools. Using tools like Wiggio and promoting the use and how the digital tools and resources to use can improve the quality of learning and ability to interact with peers. Also, teaches students how to navigate through social and communication mediums to increase group work and class concept understandings.
Cite and evaluate educational research related to the technology use.
The article I found that discussed Wiggio and its efficacy and benefits is called "Collaborating for Productivity Through Wiggio". The article's main focus is on how Wiggio benefits group work in the business sector. However, many of the same types of components apply to the use of Wiggio in the classroom. It was discussed that, "Wiggio offers a variety of modes of communication, encompassing both asynchronous and synchronous communication-allowing team members to be efficient and effective." The article also discussed users favorite options. For example, some commented that they liked how you can create folders that are specified to a topic or project so that the document or items can be sorted and does not turn into a blog of submitted work with no apparent application. The article also talked about how Wiggio handles content management very well. I would agree with this statement. I felt the level of organization available with Wiggio was much better than many other types of communication mediums. Wiggio also supports responsibility for those who edit a file by giving the name of the member who uploaded or edited a document. Overall the article just discussed the most popular parts of the technology tool and did not truly evaluate how Wiggio improved group work besides that can work with others in different locations. I felt the article should have done more comparisons to show why Wiggio is truly a better tool to use to be more efficient. Also, more research on the statistics between those who use Wiggio and how it increased their productivity and efficiently opposed to not using it or using former tools. The final critic I have with this article is that it was conducted over a months time. I do not feel that is sufficient amount of time to draw conclusions from.
Reference: "Collaborating for Productivity Through Wiggio". Professor Debra Geist. April 22, 2010.
....Alyson Bechtum.....
Having completed this project I look forward to using Wiggio in my future classes!! Great combination of so many other web 2.0 tools.
The article I found that discussed Wiggio and its efficacy and benefits is called "Collaborating for Productivity Through Wiggio". The article's main focus is on how Wiggio benefits group work in the business sector. However, many of the same types of components apply to the use of Wiggio in the classroom. It was discussed that, "Wiggio offers a variety of modes of communication, encompassing both asynchronous and synchronous communication-allowing team members to be efficient and effective." The article also discussed users favorite options. For example, some commented that they liked how you can create folders that are specified to a topic or project so that the document or items can be sorted and does not turn into a blog of submitted work with no apparent application. The article also talked about how Wiggio handles content management very well. I would agree with this statement. I felt the level of organization available with Wiggio was much better than many other types of communication mediums. Wiggio also supports responsibility for those who edit a file by giving the name of the member who uploaded or edited a document. Overall the article just discussed the most popular parts of the technology tool and did not truly evaluate how Wiggio improved group work besides that can work with others in different locations. I felt the article should have done more comparisons to show why Wiggio is truly a better tool to use to be more efficient. Also, more research on the statistics between those who use Wiggio and how it increased their productivity and efficiently opposed to not using it or using former tools. The final critic I have with this article is that it was conducted over a months time. I do not feel that is sufficient amount of time to draw conclusions from.
Reference: "Collaborating for Productivity Through Wiggio". Professor Debra Geist. April 22, 2010.
....Alyson Bechtum.....
Having completed this project I look forward to using Wiggio in my future classes!! Great combination of so many other web 2.0 tools.
Monday, July 18, 2011
Technology Project #4 xtimeline
Technology Project #4: xTimeline
Xtimeline is a website that allows people to create, share, and discuss timelines. Xtimeline was created for education and entertainment purposes. It is not solely designated as an educational website but serves as a fun way for students to create and post a timeline for classmates and many others to view and provide feedback. The website also allows for students to view others' timelines about subjects that may be discussed in the course. Xtimeline is provided free of charge and is supported by advertisements and donations. There is a blog for xtimeline and there are numerous posts from teachers who use xtimeline for projects in their classrooms.
Xtimeline is a website that allows people to create, share, and discuss timelines. Xtimeline was created for education and entertainment purposes. It is not solely designated as an educational website but serves as a fun way for students to create and post a timeline for classmates and many others to view and provide feedback. The website also allows for students to view others' timelines about subjects that may be discussed in the course. Xtimeline is provided free of charge and is supported by advertisements and donations. There is a blog for xtimeline and there are numerous posts from teachers who use xtimeline for projects in their classrooms.
Links to pictures of technology artifacts.
As mentioned previously, xtimeline is provided free of charge and is simple to setup. It only requires an email address, a display name, and a password for your timeline account. Which for a class, you could make a class account and share the password with the students. The account than has a dashboard type feature where a teacher can delete/monitor the items being posted. The settings on the timeline or account can be public or private. Thus, the discussion can be made by only the classmates, those of choice, or open to everyone. Also, there is the option to have the timeline approved by an editor. The editor approval is required for the first timeline created on a new account. The events placed in the timeline can come from numerous types of sources. The source can be listed for those reviewing your timeline so they can seek additional information. Also, images and media clips can be added to the events posted on the timeline. I created an account AlyB51 and did a very brief creation of a partial timeline called Subway Restaurants.
As mentioned previously, xtimeline is provided free of charge and is simple to setup. It only requires an email address, a display name, and a password for your timeline account. Which for a class, you could make a class account and share the password with the students. The account than has a dashboard type feature where a teacher can delete/monitor the items being posted. The settings on the timeline or account can be public or private. Thus, the discussion can be made by only the classmates, those of choice, or open to everyone. Also, there is the option to have the timeline approved by an editor. The editor approval is required for the first timeline created on a new account. The events placed in the timeline can come from numerous types of sources. The source can be listed for those reviewing your timeline so they can seek additional information. Also, images and media clips can be added to the events posted on the timeline. I created an account AlyB51 and did a very brief creation of a partial timeline called Subway Restaurants.
Description of and rationale for how the technology might be used with and preferably by students. The use of xtimeline would be for students to create timelines about concepts or individuals discussed or reviewed in the course. The creation of timelines gives students an opportunity to gain more information and insight on how the object, person, or concept began, has evolved, and will continue to evolve. The student has the freedom to create a concrete product to share what they have learned. They are able to analyze the topic they are investigating and apply what they already know about the topic to where it came from and what it could possibly lead into. When the students have the ability to dig deep into a topic they can better understand that it did not come out of the "clear blue sky" and realize that in many cases the topic may have struggled to get to where it is today. They will more likely be able to explain the topic better and apply and analyze it's parts more efficiently. Investing the additional time into the topic will also allow for more appreciation and will more likely remember or recall what the topic is and what it entails. As an overall benefit it may lead students to appreciate concepts, ideas, objects, and people more because of the process they or it went through. Xtimeline allows students to create high-quality timelines that are interactive and can be evaluated by numerous people. It gives the students the ability to add photos or videos to events in their timeline. The site is very easy to use and the timelines can be broad or very specific depending on how much effort the student will be expected to put into it. Again, the timelines can be discussed by numerous people. Quesitons can be posted on students timelines that would promote reflection or more indepth analysis of their topic. Also, the students have the ability to explore many others' timelines on the website. The students could pick a timeline and check it over and see if they have questions or detect that something may not be correct. They then could comment on them with their concerns and research the correct explanation or answer.
Consideration of struggles for implementation (student, systematic, and/or hardware).
Possible struggles for implementation would include the number of computers available, the quality of internet, and the bugs with the site itself. The site did have some outage issues in its history. The site requires that the students have computer access and if there is not access for a computer for every student there is the option for group work. However, with group work I do not know if it is possible for two people to edit the same timeline at the same time, thus would be a struggle for implementation. Also, there have been comments made that the site has been known for acting up when numerous people are on the site at the same time. The server becomes too busy and freezes when a large number of people are working on the site at once. However, those types of comments were made about a year ago and numerous updates and new versions have been implemented, since then. The last concern that was brought up is the text formatting available when creating a timeline. There are no options for formatting the text such as underlining or bolding key terms. This may cause an issue when organizing information or presenting it in a way that emphasizes key points.
Possible struggles for implementation would include the number of computers available, the quality of internet, and the bugs with the site itself. The site did have some outage issues in its history. The site requires that the students have computer access and if there is not access for a computer for every student there is the option for group work. However, with group work I do not know if it is possible for two people to edit the same timeline at the same time, thus would be a struggle for implementation. Also, there have been comments made that the site has been known for acting up when numerous people are on the site at the same time. The server becomes too busy and freezes when a large number of people are working on the site at once. However, those types of comments were made about a year ago and numerous updates and new versions have been implemented, since then. The last concern that was brought up is the text formatting available when creating a timeline. There are no options for formatting the text such as underlining or bolding key terms. This may cause an issue when organizing information or presenting it in a way that emphasizes key points.
Consideration of the biases and trade-offs of the technology.
There are a number of biases and trade-offs associated with xtimeline. The website is funded by donations and advertisements. The advertisements make up a fairly large part of the webpages used when creating the timeline. Thus, allows for a lot of additional distractions for students. Normally distractions can occur while working on the computer and the internet but these distractions are right in front and easily accessible to the students. However, the other side to the trade-off is that the site is free for use. Also, the creation of events written description feature has very little text formatting. The students would need to proof read and edit what they are submitting very thoroughly because it does not detect grammatical errors as word programs would. This would emphasis good writing and proof reading practices. Since the site is online many students may limit their research to only internet sources to use in their timelines. This may limit the students' intellectual quality of research on the topic for the timeline. As with many other types of papers and research projects the students may just hunt for information and then copy and paste it into the timeline description without even reading, thinking about, or analyzing the information. The students may also just "slap on" images that relate to the event so placing an emphasis that the images should support the text from a variety of perspectives. This intellectual disconnect would not benefit the student's understanding about the topic. The way to compensate for the trade-off/bias would be to have students note why they chose to use the event or person in the timeline. The students would need to engage in their structured and organized way of learning and performing activities. The xtimeline site is pretty open and broad so the students would need to practice structuring the information they find and presenting it in an organized fashion.
There are a number of biases and trade-offs associated with xtimeline. The website is funded by donations and advertisements. The advertisements make up a fairly large part of the webpages used when creating the timeline. Thus, allows for a lot of additional distractions for students. Normally distractions can occur while working on the computer and the internet but these distractions are right in front and easily accessible to the students. However, the other side to the trade-off is that the site is free for use. Also, the creation of events written description feature has very little text formatting. The students would need to proof read and edit what they are submitting very thoroughly because it does not detect grammatical errors as word programs would. This would emphasis good writing and proof reading practices. Since the site is online many students may limit their research to only internet sources to use in their timelines. This may limit the students' intellectual quality of research on the topic for the timeline. As with many other types of papers and research projects the students may just hunt for information and then copy and paste it into the timeline description without even reading, thinking about, or analyzing the information. The students may also just "slap on" images that relate to the event so placing an emphasis that the images should support the text from a variety of perspectives. This intellectual disconnect would not benefit the student's understanding about the topic. The way to compensate for the trade-off/bias would be to have students note why they chose to use the event or person in the timeline. The students would need to engage in their structured and organized way of learning and performing activities. The xtimeline site is pretty open and broad so the students would need to practice structuring the information they find and presenting it in an organized fashion.
Explanation of how the project meets the selected teacher standard and student standards.
The use of xtimeline projects meets the INTASC standard eight and ISTE standards one and two. The INTASC standard eight states that the teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. The use of xtimeline projects gives teachers the ability to have students create and produce a timeline assessment of a topic and after posting the timeline it can be viewed and commented on. This promotes the continuous social and physical development of the learner in their chosen topic area. The students would need to produce an accurate, descriptive, and formal timeline but also be able to add some informal information to support or better describe the topic. The informal evaluation would be that, as mentioned previously, others can view and comment on their timeline discussing the accuracy of information presented.
Xtimeline also meets the ISTE standard one that 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-fact and virtual environments. Through the use of xtimeline teachers use their knowledge of the technology site to assign projects that promote that the students learn more about a concept or topic discussed through a virtual environment. The students advance learning by creating and designing a timeline that is supported by images or videos the students find that help intrigue others to learn from their timeline. In the end they learn more about the concept by using the technology to create a product to help them better understand a concept, object, or person and their history.
ISTE standard two states that teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes. The teachers use of xtimeline's explore option allows students to engage in digital-age learning experiences. They can view a structured outline of a topic that someone researched and learn about the topic more in depth. By having the students produce a timeline on xtimeline themselves they are able to design and develop a product in a digital-age assessment. They will gain additional knowledge about the topic and what it came through to get to what it is in present day. The use of the internet, books, and xtimeline website as tools and resources to construct a product about what they have learned and share with others who may want or need to learn more about the topic. The students will also gain the skills to better work with the xtimeline tool and how to navigate through a program that may not be familiar to them.
The use of xtimeline projects meets the INTASC standard eight and ISTE standards one and two. The INTASC standard eight states that the teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. The use of xtimeline projects gives teachers the ability to have students create and produce a timeline assessment of a topic and after posting the timeline it can be viewed and commented on. This promotes the continuous social and physical development of the learner in their chosen topic area. The students would need to produce an accurate, descriptive, and formal timeline but also be able to add some informal information to support or better describe the topic. The informal evaluation would be that, as mentioned previously, others can view and comment on their timeline discussing the accuracy of information presented.
Xtimeline also meets the ISTE standard one that 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-fact and virtual environments. Through the use of xtimeline teachers use their knowledge of the technology site to assign projects that promote that the students learn more about a concept or topic discussed through a virtual environment. The students advance learning by creating and designing a timeline that is supported by images or videos the students find that help intrigue others to learn from their timeline. In the end they learn more about the concept by using the technology to create a product to help them better understand a concept, object, or person and their history.
ISTE standard two states that teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes. The teachers use of xtimeline's explore option allows students to engage in digital-age learning experiences. They can view a structured outline of a topic that someone researched and learn about the topic more in depth. By having the students produce a timeline on xtimeline themselves they are able to design and develop a product in a digital-age assessment. They will gain additional knowledge about the topic and what it came through to get to what it is in present day. The use of the internet, books, and xtimeline website as tools and resources to construct a product about what they have learned and share with others who may want or need to learn more about the topic. The students will also gain the skills to better work with the xtimeline tool and how to navigate through a program that may not be familiar to them.
Cite and evaluate educational research related to the technology use.
The article evaluated in regards to the use of xtimeline, an online timeline creating website, was titled "The Impact of Using Digital Timelines in the Social Studies Classroom." Although the article is focused on the use of digital timelines for social studies classrooms many other subject areas have history in their concepts or objects. Also, the overall conclusions are broad and not just specific to social studies. There findings were presented on both the student and teacher perceptions. They found that after the students used a digital timeline creator they overwhelmingly felt more engaged in the learning process than with other types of assignments. The students feedback noted that the digital timeline project increased their understanding of the topic and they would be more likely to retain the information when the project was finished. The teachers noticed that the students in both the advanced and the non-advanced class were especially motivated after using the digital timeline creator. A teacher also said that it was rewarding to watch the students use their creativity to produce a finished project. The teacher noted that unlike other projects this type of project resulted in less off task type behavior among the students because they were engaging their creativity into the project.
Reference: The Impact of Using Digital Timelines in the Social Studies Classroom. Elizabeth K. Wilson, Vivian H, Wright, Ann-Marie Peirano. Volume 2, Number 2, Summer 2007. Journal of Social Studies Research and Practice.
............Alyson Bechtum...........
The article evaluated in regards to the use of xtimeline, an online timeline creating website, was titled "The Impact of Using Digital Timelines in the Social Studies Classroom." Although the article is focused on the use of digital timelines for social studies classrooms many other subject areas have history in their concepts or objects. Also, the overall conclusions are broad and not just specific to social studies. There findings were presented on both the student and teacher perceptions. They found that after the students used a digital timeline creator they overwhelmingly felt more engaged in the learning process than with other types of assignments. The students feedback noted that the digital timeline project increased their understanding of the topic and they would be more likely to retain the information when the project was finished. The teachers noticed that the students in both the advanced and the non-advanced class were especially motivated after using the digital timeline creator. A teacher also said that it was rewarding to watch the students use their creativity to produce a finished project. The teacher noted that unlike other projects this type of project resulted in less off task type behavior among the students because they were engaging their creativity into the project.
Reference: The Impact of Using Digital Timelines in the Social Studies Classroom. Elizabeth K. Wilson, Vivian H, Wright, Ann-Marie Peirano. Volume 2, Number 2, Summer 2007. Journal of Social Studies Research and Practice.
............Alyson Bechtum...........
Thursday, July 14, 2011
Technology Project #3 Vernier pH Sensor
Technology Project #3: pH Sensor Vernier
Vernier produces numerous types of sensors and equipment to aid in science and more importantly science education. The equipment provided by Vernier has many uses in a variety of subject areas such as chemistry, biology, physics, and middle school classes. The sensor analyzed in this particular blog post is the pH sensor. The pH sensor is a Ag-AgCl combination electrode with a pH range of 0 to 14. Although I am quite familiar with pH probes due to my chemistry background, I am interested in the higher quality of the sensors and advances they now have. This pH sensor adds the option of automated data collection, graphing, and data analysis. The pH sensor comes calibrated but can be re-calibrated buy purchasing the appropriate solutions. If the pH sensor continues to read around 6.7 while the sensor is in a 7.0 solution the sensor can be "shocked" to help fix the problem. Reference the user guide for this option.
Links to pictures of technology artifacts.
The following are links to the user guide for the pH sensor and images of the pH sensors. There is a web page that is designated for engineering education with Vernier technology that gives videos for advanced uses of the pH sensors. The sensor does cost around $79 not including the pH storage solutions and solutions for calibration of sensor. Without access to a laboratory I am unable to work hands on with the sensor but have worked with older styled pH sensors in educational career. I did my exploring of the technology through the user guide and searches on how the Vernier pH sensor has been implemented into laboratory uses.
Description of and rationale for how the technology might be used with and preferably by students.
The typical projects I would have the students do with the pH sensor would be those that allow the student to monitor the pH of the solution and to analyze results of an experiment to determine molar concentrations. Other types of projects could include more environmental science activities such as water sampling and analyzing. The pH testing of water samples or other common (everyday) samples will formulate a more concrete relationship between chemistry and everyday life. Especially in introductory science education the terms acidity, basicity, and pH may be abstract to the students. The reality that pH is why we as humans can stay alive and digest food and move for that matter is a concept worth exploring in detail. With the use of the pH sensor more adequate results and experiments can be conducted to give insight into the relationship between pH and how it impacts everything around us. Through numerous types of pH experiments, activities, and investigations the students will be able to actively engage in making the connections between the concept and reality. The students can get creative by deciding what types of solutions to test and go further to adjust the pH and see how it impacts the sample and reflect on how it would alter where the sample came from. Reflecting even further if the adjusted pH were to occur in real life what type of solution may be implemented to help regain the functional pH. Through all theses projects the concrete concept would be applied. Students would be doing hands on experiments and activities with real objects using the pH sensors to better understand the concepts of acidity, basicity, and pH and their impact on life. Throughout experiments and activities the students would work in groups bouncing off ideas and thoughts about what is taking place. The interaction amongst students in group work helps those who do understand a concept (i.e. pH) teach and help those who do not.
An in depth project I would use the pH sensor would be in determining the molar concentration of two acidic solutions by conducting titrations with a base of known concentration (titration). The experiment would require students to perform microscale acid-base titrations while monitoring the pH (using the pH sensor). To carry-out the calculations to determine the concentration of the acids students would benefit from the more precise measurements obtained from the pH sensor opposed to older pH sensors that take a fluctuating reading or the use of pH paper. The error reduced pH sensor readings will give students the ability to calculate acid (especially weak) concentrations more accurately. Thus, instead of just doing homework problems with made up amounts and results the students would carry-out a hands on experiment that would yield high quality read outs in order to relate the action to the calculations performed.
Consideration of struggles for implementation (student, systematic, and/or hardware).
The struggles of implementation would be that the sensor would need a supporting program to read the data. The programs accepted include LoggerPro, LabQuest, LabPro, Go!, EasyLink, Sensor DAQ, and CBL2. The purchase of one of these programs would be required. As mentioned previously, the pH sensor does cost around $79 a piece not including the cost of a stand and storage and calibrating solutions. The information can be obtained from a stand alone type of program but then in order to print or analyze must be imported to a computer or manually recorded. Also, the sensor is shipped calibrated but may require re-calibration after time. The pH sensor may be broken if left out to dry. To avoid the drying out of the sensor it needs to stay in a storage solution (preferably pH 4.0 KCl), like almost all other pH sensors. As with many other forms of technology there may be glitches in a sensors performance but Vernier offers support for their products and may solve the issue. Finally, a holder may be required so that the sensor sits in the solution well to obtain readings. Emerging the sensor handle in the solution will break the sensor for the handle is not water proof.
Consideration of the biases and trade-offs of the technology.
Some biases and trade-offs for the use of pH sensors and the associated automated data collection would be the lack of relationship between preparing for the data collection and what is occurring during the data collection. This intellectual relationship may be lost in automated data collection. For example, when a student is carrying out a microscale acid-base titration using a color indicator the student is able to see (concrete) when the color changes instantly when the solution being titrated becomes acidic (if base), or basic (if acid). The drastic and quick color change is a concrete way to show students when the endpoint has been reached. However, the trade-off to the pH sensor for benefiting the learning process is that the teacher can explain that with the pH sensor the readings can show a more precise equivalence point opposed to the endpoint. The endpoint achieved by color pH indicators is when the solution has gone slightly past the equivalence point and is more basic or acidic than the equivalence point. The equivalence point (equal concentrations of OH- and H+) can be explored and explained using the pH sensor and program to read the precise readings.
Another bias or trade-off would be that the students, if using a program to collect data that gives a graph reading simultaneously, would lose the practice graphing a titration. However, graphing of a titration is near impossible without the readings from a pH sensor. The pH sensor could initially be used only for the readings and the graphing and analysis of the data be carried out by the students. Having the precise pH readings and automated data collection and graphing would be beneficial for weak acid and base analysis where the concept becomes more difficult for students to understand. The automation will allow for the students to observe the outcome and grasp the idea before becoming frustrated. To accompany the use of the pH sensor and automated data collection and graphing the students could use pH indicators to observe the slower color change that occurs when titrating a weak acid or base. But for calculation purposes the precise automated values and collection would benefit the students in obtaining realistic answers to the calculation of an unknown weak acid or base. In conclusion, the pH sensor allows for precise readings and the drastic change can be seen as the pH value jumps or drops quickly. However, the use of pH indicators while using the pH sensor and or separately will allow for another way to observe the endpoint of a titration. If the students are not doing a titration in the experiment or activity and are using it to test a sample of water obtained from a pond or other source the use of a pH sensor with automated readings would be beneficial for the students to detect the pH without having to determine the pH from pH paper or by titrating it with an indicator and carrying out calculations. The quick reading of a sample solution will save the students a great deal of frustration and allow for the analysis of numerous samples.
Explanation of how the project meets the selected teacher standard and student standards.
The implementation of the pH sensor technology meets the ISTE second and third teaching standards. The second teacher standard states that the teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes. The use of the pH sensor and its associated activities and experiments allow for the teacher, as well as the students, to develop activities to investigate the scientific concepts that can be explored using the digital technology. The experiments may require calculations and submission of results to which the teacher can evaluate how well the student performed the experiment and how well they understand what was happening and why they did what they did. The teacher can evaluate how the student's work reflects what they know about the pH, acid, and base concepts related to the activity. The teacher can use activities that use the pH sensor and equipment to maximize the content learning with regards to acids, bases, and pH. This is done by not only having the students use pH indicators but associating real values with the experiment and discussing what the values mean and how to calculate or predict what the pH value should read when a known amount of acid and base is added.
The third ISTE standard states that teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. The use of the pH sensor and data collecting equipment during experiments demonstrates the model of digital-age work and learning. The students are learning and gaining hands-on experience with types of equipment utilized in scientific laboratories. The teacher can facilitate experiences with digital technology that will increase the accuracy of results and help them learn about the concepts using the up-to-date digital technology. The teacher can facilitate a professional type scientific laboratory experiment for the students to increase their degree of professional results and organization given by the programs they will be working with. In the end, the students are able to carry out practices similar to what the professional scientists do that builds on the basics with the use of digital and advanced technology, in addition to the teachers instruction and knowledge of available technology and activities.
Cite and evaluate educational research related to the technology use.
The article I read was titled Science in the Palms of Their Hands and it was a broad based article about the technologies that improve science education. The use of pH sensors was discussed but also the overall conclusions demonstrate why improved technology is beneficially for the intellectual advancement of students. The research suggested that the use of sensors and probes (technology) in the science classroom is motivating to the students. The use of technology motivates them to want to do more science, which is a main goal because science is doing. Researchers found that doing activities that use the technology help kids develop critical capacities in evaluating scientific measurements and knowledge, make stronger connections to the scientific concepts underlying their investigations, and develop deeper understandings of the relationship between science and technology. The article also went beyond to discuss how students should develop their own technologies to carry out tasks. That way the students have a better understanding for what the technology they are using truly does.
Reference: Science in the Palms of Their Hands. Elliot Soloway, Wayne Grant, Robert Tinker, Jeremy Roschelle, Mike Mills, Mitchell Resnick, Robbie Berg, and Michael Eisenber. Communications of the ACM. August 1999. Vol. 42, No. 8.
Vernier produces numerous types of sensors and equipment to aid in science and more importantly science education. The equipment provided by Vernier has many uses in a variety of subject areas such as chemistry, biology, physics, and middle school classes. The sensor analyzed in this particular blog post is the pH sensor. The pH sensor is a Ag-AgCl combination electrode with a pH range of 0 to 14. Although I am quite familiar with pH probes due to my chemistry background, I am interested in the higher quality of the sensors and advances they now have. This pH sensor adds the option of automated data collection, graphing, and data analysis. The pH sensor comes calibrated but can be re-calibrated buy purchasing the appropriate solutions. If the pH sensor continues to read around 6.7 while the sensor is in a 7.0 solution the sensor can be "shocked" to help fix the problem. Reference the user guide for this option.
Links to pictures of technology artifacts.
The following are links to the user guide for the pH sensor and images of the pH sensors. There is a web page that is designated for engineering education with Vernier technology that gives videos for advanced uses of the pH sensors. The sensor does cost around $79 not including the pH storage solutions and solutions for calibration of sensor. Without access to a laboratory I am unable to work hands on with the sensor but have worked with older styled pH sensors in educational career. I did my exploring of the technology through the user guide and searches on how the Vernier pH sensor has been implemented into laboratory uses.
Description of and rationale for how the technology might be used with and preferably by students.
The typical projects I would have the students do with the pH sensor would be those that allow the student to monitor the pH of the solution and to analyze results of an experiment to determine molar concentrations. Other types of projects could include more environmental science activities such as water sampling and analyzing. The pH testing of water samples or other common (everyday) samples will formulate a more concrete relationship between chemistry and everyday life. Especially in introductory science education the terms acidity, basicity, and pH may be abstract to the students. The reality that pH is why we as humans can stay alive and digest food and move for that matter is a concept worth exploring in detail. With the use of the pH sensor more adequate results and experiments can be conducted to give insight into the relationship between pH and how it impacts everything around us. Through numerous types of pH experiments, activities, and investigations the students will be able to actively engage in making the connections between the concept and reality. The students can get creative by deciding what types of solutions to test and go further to adjust the pH and see how it impacts the sample and reflect on how it would alter where the sample came from. Reflecting even further if the adjusted pH were to occur in real life what type of solution may be implemented to help regain the functional pH. Through all theses projects the concrete concept would be applied. Students would be doing hands on experiments and activities with real objects using the pH sensors to better understand the concepts of acidity, basicity, and pH and their impact on life. Throughout experiments and activities the students would work in groups bouncing off ideas and thoughts about what is taking place. The interaction amongst students in group work helps those who do understand a concept (i.e. pH) teach and help those who do not.
An in depth project I would use the pH sensor would be in determining the molar concentration of two acidic solutions by conducting titrations with a base of known concentration (titration). The experiment would require students to perform microscale acid-base titrations while monitoring the pH (using the pH sensor). To carry-out the calculations to determine the concentration of the acids students would benefit from the more precise measurements obtained from the pH sensor opposed to older pH sensors that take a fluctuating reading or the use of pH paper. The error reduced pH sensor readings will give students the ability to calculate acid (especially weak) concentrations more accurately. Thus, instead of just doing homework problems with made up amounts and results the students would carry-out a hands on experiment that would yield high quality read outs in order to relate the action to the calculations performed.
Consideration of struggles for implementation (student, systematic, and/or hardware).
The struggles of implementation would be that the sensor would need a supporting program to read the data. The programs accepted include LoggerPro, LabQuest, LabPro, Go!, EasyLink, Sensor DAQ, and CBL2. The purchase of one of these programs would be required. As mentioned previously, the pH sensor does cost around $79 a piece not including the cost of a stand and storage and calibrating solutions. The information can be obtained from a stand alone type of program but then in order to print or analyze must be imported to a computer or manually recorded. Also, the sensor is shipped calibrated but may require re-calibration after time. The pH sensor may be broken if left out to dry. To avoid the drying out of the sensor it needs to stay in a storage solution (preferably pH 4.0 KCl), like almost all other pH sensors. As with many other forms of technology there may be glitches in a sensors performance but Vernier offers support for their products and may solve the issue. Finally, a holder may be required so that the sensor sits in the solution well to obtain readings. Emerging the sensor handle in the solution will break the sensor for the handle is not water proof.
Consideration of the biases and trade-offs of the technology.
Some biases and trade-offs for the use of pH sensors and the associated automated data collection would be the lack of relationship between preparing for the data collection and what is occurring during the data collection. This intellectual relationship may be lost in automated data collection. For example, when a student is carrying out a microscale acid-base titration using a color indicator the student is able to see (concrete) when the color changes instantly when the solution being titrated becomes acidic (if base), or basic (if acid). The drastic and quick color change is a concrete way to show students when the endpoint has been reached. However, the trade-off to the pH sensor for benefiting the learning process is that the teacher can explain that with the pH sensor the readings can show a more precise equivalence point opposed to the endpoint. The endpoint achieved by color pH indicators is when the solution has gone slightly past the equivalence point and is more basic or acidic than the equivalence point. The equivalence point (equal concentrations of OH- and H+) can be explored and explained using the pH sensor and program to read the precise readings.
Another bias or trade-off would be that the students, if using a program to collect data that gives a graph reading simultaneously, would lose the practice graphing a titration. However, graphing of a titration is near impossible without the readings from a pH sensor. The pH sensor could initially be used only for the readings and the graphing and analysis of the data be carried out by the students. Having the precise pH readings and automated data collection and graphing would be beneficial for weak acid and base analysis where the concept becomes more difficult for students to understand. The automation will allow for the students to observe the outcome and grasp the idea before becoming frustrated. To accompany the use of the pH sensor and automated data collection and graphing the students could use pH indicators to observe the slower color change that occurs when titrating a weak acid or base. But for calculation purposes the precise automated values and collection would benefit the students in obtaining realistic answers to the calculation of an unknown weak acid or base. In conclusion, the pH sensor allows for precise readings and the drastic change can be seen as the pH value jumps or drops quickly. However, the use of pH indicators while using the pH sensor and or separately will allow for another way to observe the endpoint of a titration. If the students are not doing a titration in the experiment or activity and are using it to test a sample of water obtained from a pond or other source the use of a pH sensor with automated readings would be beneficial for the students to detect the pH without having to determine the pH from pH paper or by titrating it with an indicator and carrying out calculations. The quick reading of a sample solution will save the students a great deal of frustration and allow for the analysis of numerous samples.
Explanation of how the project meets the selected teacher standard and student standards.
The implementation of the pH sensor technology meets the ISTE second and third teaching standards. The second teacher standard states that the teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes. The use of the pH sensor and its associated activities and experiments allow for the teacher, as well as the students, to develop activities to investigate the scientific concepts that can be explored using the digital technology. The experiments may require calculations and submission of results to which the teacher can evaluate how well the student performed the experiment and how well they understand what was happening and why they did what they did. The teacher can evaluate how the student's work reflects what they know about the pH, acid, and base concepts related to the activity. The teacher can use activities that use the pH sensor and equipment to maximize the content learning with regards to acids, bases, and pH. This is done by not only having the students use pH indicators but associating real values with the experiment and discussing what the values mean and how to calculate or predict what the pH value should read when a known amount of acid and base is added.
The third ISTE standard states that teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. The use of the pH sensor and data collecting equipment during experiments demonstrates the model of digital-age work and learning. The students are learning and gaining hands-on experience with types of equipment utilized in scientific laboratories. The teacher can facilitate experiences with digital technology that will increase the accuracy of results and help them learn about the concepts using the up-to-date digital technology. The teacher can facilitate a professional type scientific laboratory experiment for the students to increase their degree of professional results and organization given by the programs they will be working with. In the end, the students are able to carry out practices similar to what the professional scientists do that builds on the basics with the use of digital and advanced technology, in addition to the teachers instruction and knowledge of available technology and activities.
Cite and evaluate educational research related to the technology use.
The article I read was titled Science in the Palms of Their Hands and it was a broad based article about the technologies that improve science education. The use of pH sensors was discussed but also the overall conclusions demonstrate why improved technology is beneficially for the intellectual advancement of students. The research suggested that the use of sensors and probes (technology) in the science classroom is motivating to the students. The use of technology motivates them to want to do more science, which is a main goal because science is doing. Researchers found that doing activities that use the technology help kids develop critical capacities in evaluating scientific measurements and knowledge, make stronger connections to the scientific concepts underlying their investigations, and develop deeper understandings of the relationship between science and technology. The article also went beyond to discuss how students should develop their own technologies to carry out tasks. That way the students have a better understanding for what the technology they are using truly does.
Reference: Science in the Palms of Their Hands. Elliot Soloway, Wayne Grant, Robert Tinker, Jeremy Roschelle, Mike Mills, Mitchell Resnick, Robbie Berg, and Michael Eisenber. Communications of the ACM. August 1999. Vol. 42, No. 8.
Wednesday, July 13, 2011
Technology Project #2 LoggerPro
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.............
Wednesday, July 6, 2011
Technology Project #1 ChemBuddy
Technology Project #1: ChemBuddy (www.chembuddy.com)
Chemical calculator including general chemistry software for pH, concentration and stoichiometric calculations for grade levels 9-12. The ChemBuddy software consists of four general chemistry programs. The software is designed to give hands-on experience to students while learning about new curriculum. The software also serves as a time and money saving device for educational purposes. The chemicals used in titrations, buffers, and solutions may not be available to chemistry laboratories thus, hindering the students ability to use and explore the chemicals they are learning about. Not having the ability to interact with chemicals and experience their outcomes can have a negative impact on the students ability to fully understand and practice judicious review of the curriculum. The ability to apply and have an adequate understanding will likely result in long-term knowledge on the topic.
The following will be a breakdown of the four different types of software available through ChemBuddy. This information was obtained from analyzing the tutorials and descriptions found on the website. The actual software costs money ($143 for all four types) so actual experience with the software is/was not available.
Learning to use various technologies
Buffer Maker- buffer calculator, buffer composition, pH of mixtures.
The buffer maker program utilizes the visual and interactive aspect of buffers. All types of acids and bases can be used in the composition of buffers. The buffer analysis can be conducted on the program or the program can be used to locate a desired buffer composition to be measured and performed in lab. The exact recipe of the buffer can be printed out for the students records. Numerous types of plots and information is given on the software in regards to the buffer. The buffer maker program gives the student interaction with pKa, Ka, and pH values. Also, the use of the Henderson-Hasselbalch equation, Bronsted-Lowry acid and base definitions, and chemical formulas will increase the students practice with general chemistry topics.
CASC Concentration calculator- convert concentrations, prepare solutions.
The CASC program allows the student to calculate concentrations and perform concentration conversions, and dilution calculations. It also, can be used to formulate recipes for all solutions that can than be carried out in the lab or on the program itself. The built-in solution mixer will allow the students to mix solutions with chemicals from a very large database (300 reagents).
BATE pH calculator- acid/base equilibrium, titration curves.
The BATE pH calculator allows the students the option to determine the pH of solutions and the change in pH as a titration is carried out. The program gives access to titration curves that can be printed and analyzed. The programs ability to carryout a titration for numerous acids and bases allows students to work with and see how chemicals that may not be available in the laboratory will react in an engaging experience.
EBAS Chemical equation balancer- balance equations, calculate stoichiometry.
The EBAS program allows the students to access help with key fundamental general chemistry concepts such as equation balancing and stoichiometry. The program will balance equations, determine percent composition, find limiting reagents, determine empirical formulas, and much more. The findings from using this program can easily be saved or printed for students future use.
Creating ways in which you might use the technologies with students (projects, tutorials, student collaboration, assessment, etc)
The ChemBuddy software contains numerous programs to help students interact, apply, and experience general chemistry topics. There are many ways in which to incorporate the ChemBuddy software into the students learning experience. The software offers the students an opportunity to use and evaluate the reactions of numerous reagents that may or may not be available in the laboratory. I will discuss the suggested ways in which I would use the software in each program available.
The buffer maker program would be used as a supplemental tool to help students understand what an acid and base is and their function. The program would serve as a resource to do a prelaboratory exercise to create a buffer and analyze how their buffer should ideally work. Then they would print out their created buffer recipe and perform the experiment and record data. Then in their lab report the documents from the program would be analyzed compared to what the experiment yielded and all aspects would be submitted with complete report.
The CASC program could be used to help students better understand concentration and conversions. Again I would use this program to have the students conduct a prelaboratory exercise that will give them a foundation for what they will do in the lab. This will allow them to print or save the recipes for their solutions to be prepared in the laboratory experiment. I would also have work time for students to use the program as a study guide for exam questions on conversions and concentration calculations. The program gives the solutions with the click of a button and would be used as a check after the students carry-out the calculation themselves.
The BATE pH calculator will not only work as a prelaboratory exercise but very helpful in analyzing experiments. The titration between an acid and a base can be carried out on the program to yield a data collection. This is a quick and efficient way to analyze a titration without using expensive constant pH reading tools. However, an actual hands on titration would be carried out but the program could utilize acids and bases that are more difficult to titrate or more toxic.
The EBAS chemical equation balancer program would be used to supplement students has they learn to balance chemical equations and learn about stoichiometry. These two general chemistry concepts are sometimes difficult to understand but play a significant role in using and understanding chemistry. The students could use this software as a way to check their calculations and find the best way to approach stoichiometric exercises. The program allows the students to determine (%w/w) and work with density, mass, and volume in a hands-on approach with instant feedback.
A general note about use of the software: The ChemBuddy software would be used as a supplemental form of technology to serve as an interactive form of learning. The students would use it as a way to reinforce what they may have just been presented. The software would have to be monitored so not used as a way to complete homework.
Creation of some sort of product with the technology
No product was produced due to the fee associated with the ChemBuddy software.
Reflecting upon the technology in your blog including:
Links to or pictures/videos of technology artifacts
The following are links/urls to the descriptions and screen shots of the software.
Buffer Maker- buffer calculator, buffer composition, pH of mixtures.
CASC Concentration calculator- convert concentrations, prepare solutions.
BATE pH calculator- acid/base equilibrium, titration curves.
EBAS Chemical equation balancer- balance equations, calculate stoichiometry.
Description of and rationale (linked to learning theory/Bloom’s Taxonomy) for how the technology might be used with and preferably by students.
The rationale for the ChemBuddy software technology is that it allows students to utilize their creativity for working with a large database of reagents and experiments. It also helps them evaluate and analyze the outcomes of reactions and calculations. The analysis of the exercise performed using the software will help the students develop a better understanding for the content and concept. The actual use of the software will be a form of applying the student's understanding of the general chemistry concepts they know. By creating, evaluating, analyzing, and applying concepts using the software the goal is that the student will better understand the material and thus have a better long-term memory of the concepts.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The software for this technology requires it be used with PC and Windows 1995 or newer. Thus a struggle for implementation would include the type of computers available for the students in the classroom. Also, the same set of computers or computer lab would need to be available for the students to access the software. Once downloaded the software may only be accessed on that certain computer. Thus, computer sharing between classrooms would hinder the availability to the software. The software costs money so only a certain number of computers may have the program thus working in groups larger than ideal may be necessary.
Consideration of the biases and trade-offs of the technology
The biases and trade-offs of the ChemBuddy technology include numerous aspects. The main bias is that the software primarily focuses on the theory of general chemistry. There is little about application of the concepts to real world experiences. The software gives instant solutions which helps the students check their work and prepare for lab experiments without wasting reagents. However, this feature would hinder the intellectual processing of how the calculations are carried out. The students can simply "plug and chug" and obtain answers without any thought process. The software does help eliminate the bias to certain chemicals used in experiments by allowing students to use more harmful chemicals on the computer controlled reactions. The trade-off to that is the lack of practice in performing general chemistry laboratory techniques.
Explanation of how the project meets the selected teacher standard and student standards.
The project meets the INTASC standard number six. The supportive interaction in the classroom and collaboration between the software program and the calculations conducted by the students. The software also allows the teacher to use strategies to evaluate and ensure continuous intellectual and physical development, which is INTASC standard number eight. The software allows the teacher to make evaluation exercises having the answer instantly obtain from the software. The physical development of the learner is that the teacher will direct the students to use of software but they must understand how to use chemical names and formulas to run the software. Thus, engaging in judicious review leading to a better quality of understanding. It also facilitates and inspires students learning and creativity. Numerous chemical combinations and approaches may be taken on the software giving the student the creative option to explore chemistry. The student learning is met by concrete physical data that is obtained by using the software incorporated with the curriculum. This meets the ISTE standard number one.
Cite & evaluate educational research related to the tech use (261).
The article by Nitza Barnea and Yehudit J. Dori discusses that chemistry software helps the students develop a better understanding of chemistry concepts. Those who were subject to chemistry software to supplement learning performed better on evaluations compared to those who did not use the software. Computer programs were found to improve the examined cognitive aspects of the average student. The use of computer programs is a beneficial strategy for those students who may have difficulties understanding science-oriented curriculum. The article focused more on the learning 3-dimensional molecular models using computer programs. Thus, there may be more benefit for that concept opposed to reactions and other concepts provided by the ChemBuddy software.
Barnea, N., Dori, Y. High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment. Journal of Science Education and Technology. Volume 8, 257-271.
Alyson Bechtum
Chemical calculator including general chemistry software for pH, concentration and stoichiometric calculations for grade levels 9-12. The ChemBuddy software consists of four general chemistry programs. The software is designed to give hands-on experience to students while learning about new curriculum. The software also serves as a time and money saving device for educational purposes. The chemicals used in titrations, buffers, and solutions may not be available to chemistry laboratories thus, hindering the students ability to use and explore the chemicals they are learning about. Not having the ability to interact with chemicals and experience their outcomes can have a negative impact on the students ability to fully understand and practice judicious review of the curriculum. The ability to apply and have an adequate understanding will likely result in long-term knowledge on the topic.
The following will be a breakdown of the four different types of software available through ChemBuddy. This information was obtained from analyzing the tutorials and descriptions found on the website. The actual software costs money ($143 for all four types) so actual experience with the software is/was not available.
Learning to use various technologies
Buffer Maker- buffer calculator, buffer composition, pH of mixtures.
The buffer maker program utilizes the visual and interactive aspect of buffers. All types of acids and bases can be used in the composition of buffers. The buffer analysis can be conducted on the program or the program can be used to locate a desired buffer composition to be measured and performed in lab. The exact recipe of the buffer can be printed out for the students records. Numerous types of plots and information is given on the software in regards to the buffer. The buffer maker program gives the student interaction with pKa, Ka, and pH values. Also, the use of the Henderson-Hasselbalch equation, Bronsted-Lowry acid and base definitions, and chemical formulas will increase the students practice with general chemistry topics.
CASC Concentration calculator- convert concentrations, prepare solutions.
The CASC program allows the student to calculate concentrations and perform concentration conversions, and dilution calculations. It also, can be used to formulate recipes for all solutions that can than be carried out in the lab or on the program itself. The built-in solution mixer will allow the students to mix solutions with chemicals from a very large database (300 reagents).
BATE pH calculator- acid/base equilibrium, titration curves.
The BATE pH calculator allows the students the option to determine the pH of solutions and the change in pH as a titration is carried out. The program gives access to titration curves that can be printed and analyzed. The programs ability to carryout a titration for numerous acids and bases allows students to work with and see how chemicals that may not be available in the laboratory will react in an engaging experience.
EBAS Chemical equation balancer- balance equations, calculate stoichiometry.
The EBAS program allows the students to access help with key fundamental general chemistry concepts such as equation balancing and stoichiometry. The program will balance equations, determine percent composition, find limiting reagents, determine empirical formulas, and much more. The findings from using this program can easily be saved or printed for students future use.
Creating ways in which you might use the technologies with students (projects, tutorials, student collaboration, assessment, etc)
The ChemBuddy software contains numerous programs to help students interact, apply, and experience general chemistry topics. There are many ways in which to incorporate the ChemBuddy software into the students learning experience. The software offers the students an opportunity to use and evaluate the reactions of numerous reagents that may or may not be available in the laboratory. I will discuss the suggested ways in which I would use the software in each program available.
The buffer maker program would be used as a supplemental tool to help students understand what an acid and base is and their function. The program would serve as a resource to do a prelaboratory exercise to create a buffer and analyze how their buffer should ideally work. Then they would print out their created buffer recipe and perform the experiment and record data. Then in their lab report the documents from the program would be analyzed compared to what the experiment yielded and all aspects would be submitted with complete report.
The CASC program could be used to help students better understand concentration and conversions. Again I would use this program to have the students conduct a prelaboratory exercise that will give them a foundation for what they will do in the lab. This will allow them to print or save the recipes for their solutions to be prepared in the laboratory experiment. I would also have work time for students to use the program as a study guide for exam questions on conversions and concentration calculations. The program gives the solutions with the click of a button and would be used as a check after the students carry-out the calculation themselves.
The BATE pH calculator will not only work as a prelaboratory exercise but very helpful in analyzing experiments. The titration between an acid and a base can be carried out on the program to yield a data collection. This is a quick and efficient way to analyze a titration without using expensive constant pH reading tools. However, an actual hands on titration would be carried out but the program could utilize acids and bases that are more difficult to titrate or more toxic.
The EBAS chemical equation balancer program would be used to supplement students has they learn to balance chemical equations and learn about stoichiometry. These two general chemistry concepts are sometimes difficult to understand but play a significant role in using and understanding chemistry. The students could use this software as a way to check their calculations and find the best way to approach stoichiometric exercises. The program allows the students to determine (%w/w) and work with density, mass, and volume in a hands-on approach with instant feedback.
A general note about use of the software: The ChemBuddy software would be used as a supplemental form of technology to serve as an interactive form of learning. The students would use it as a way to reinforce what they may have just been presented. The software would have to be monitored so not used as a way to complete homework.
Creation of some sort of product with the technology
No product was produced due to the fee associated with the ChemBuddy software.
Reflecting upon the technology in your blog including:
Links to or pictures/videos of technology artifacts
The following are links/urls to the descriptions and screen shots of the software.
Buffer Maker- buffer calculator, buffer composition, pH of mixtures.
CASC Concentration calculator- convert concentrations, prepare solutions.
BATE pH calculator- acid/base equilibrium, titration curves.
EBAS Chemical equation balancer- balance equations, calculate stoichiometry.
Description of and rationale (linked to learning theory/Bloom’s Taxonomy) for how the technology might be used with and preferably by students.
The rationale for the ChemBuddy software technology is that it allows students to utilize their creativity for working with a large database of reagents and experiments. It also helps them evaluate and analyze the outcomes of reactions and calculations. The analysis of the exercise performed using the software will help the students develop a better understanding for the content and concept. The actual use of the software will be a form of applying the student's understanding of the general chemistry concepts they know. By creating, evaluating, analyzing, and applying concepts using the software the goal is that the student will better understand the material and thus have a better long-term memory of the concepts.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The software for this technology requires it be used with PC and Windows 1995 or newer. Thus a struggle for implementation would include the type of computers available for the students in the classroom. Also, the same set of computers or computer lab would need to be available for the students to access the software. Once downloaded the software may only be accessed on that certain computer. Thus, computer sharing between classrooms would hinder the availability to the software. The software costs money so only a certain number of computers may have the program thus working in groups larger than ideal may be necessary.
Consideration of the biases and trade-offs of the technology
The biases and trade-offs of the ChemBuddy technology include numerous aspects. The main bias is that the software primarily focuses on the theory of general chemistry. There is little about application of the concepts to real world experiences. The software gives instant solutions which helps the students check their work and prepare for lab experiments without wasting reagents. However, this feature would hinder the intellectual processing of how the calculations are carried out. The students can simply "plug and chug" and obtain answers without any thought process. The software does help eliminate the bias to certain chemicals used in experiments by allowing students to use more harmful chemicals on the computer controlled reactions. The trade-off to that is the lack of practice in performing general chemistry laboratory techniques.
Explanation of how the project meets the selected teacher standard and student standards.
The project meets the INTASC standard number six. The supportive interaction in the classroom and collaboration between the software program and the calculations conducted by the students. The software also allows the teacher to use strategies to evaluate and ensure continuous intellectual and physical development, which is INTASC standard number eight. The software allows the teacher to make evaluation exercises having the answer instantly obtain from the software. The physical development of the learner is that the teacher will direct the students to use of software but they must understand how to use chemical names and formulas to run the software. Thus, engaging in judicious review leading to a better quality of understanding. It also facilitates and inspires students learning and creativity. Numerous chemical combinations and approaches may be taken on the software giving the student the creative option to explore chemistry. The student learning is met by concrete physical data that is obtained by using the software incorporated with the curriculum. This meets the ISTE standard number one.
Cite & evaluate educational research related to the tech use (261).
The article by Nitza Barnea and Yehudit J. Dori discusses that chemistry software helps the students develop a better understanding of chemistry concepts. Those who were subject to chemistry software to supplement learning performed better on evaluations compared to those who did not use the software. Computer programs were found to improve the examined cognitive aspects of the average student. The use of computer programs is a beneficial strategy for those students who may have difficulties understanding science-oriented curriculum. The article focused more on the learning 3-dimensional molecular models using computer programs. Thus, there may be more benefit for that concept opposed to reactions and other concepts provided by the ChemBuddy software.
Barnea, N., Dori, Y. High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment. Journal of Science Education and Technology. Volume 8, 257-271.
Alyson Bechtum
Tuesday, July 5, 2011
ED 261,
Today's class went well. I felt like there was a lot to take in but overall went well. Twitter has always concerned me and never truly understood it but I guess it is best I learn since my future students will be juniors and seniors in high school. Twitter will be nice for students to have the option to ask questions that may arise outside of the classroom. I would be concerned that some students may misuse twitter and would be interested in how a teacher should set the "ground rules" for school twitter.
The blog and reader are also new and I feel really behind the times. I guess practice will ease the gap between technology and I. I think blogs will be a wonderful reflective tool for students and myself to communicate about the curriculum.
Lastly, I look forward to learning numerous ways to integrate different forms of technology into the classroom to help students learn and apply the curriculum. Also, a little unsure on how to go about some of the assignments.
Alyson
- Agree completely with the grade discussion we had in class! Grades are taking over and hurting the long-term success of students.
Today's class went well. I felt like there was a lot to take in but overall went well. Twitter has always concerned me and never truly understood it but I guess it is best I learn since my future students will be juniors and seniors in high school. Twitter will be nice for students to have the option to ask questions that may arise outside of the classroom. I would be concerned that some students may misuse twitter and would be interested in how a teacher should set the "ground rules" for school twitter.
The blog and reader are also new and I feel really behind the times. I guess practice will ease the gap between technology and I. I think blogs will be a wonderful reflective tool for students and myself to communicate about the curriculum.
Lastly, I look forward to learning numerous ways to integrate different forms of technology into the classroom to help students learn and apply the curriculum. Also, a little unsure on how to go about some of the assignments.
Alyson
- Agree completely with the grade discussion we had in class! Grades are taking over and hurting the long-term success of students.
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