Five article reviews by Jacqueline Bowman
Christmann, E. and Badgett,J. (1999). “A comparative analysis of the effects of computer-assisted instruction on student achievement in differing science and demographical areas.” Journal of computers in mathematics and science teaching, 18(2), 135-143.
This meta-analysis of a variety of CAI quasi-experimental studies showed that CAI (computer-assisted instruction) has different effects on students in different subject areas and in different educational settings. There were no negative effect sizes but the effects in all sciences but general science were extremely low. CAI is most effective in urban areas and weakest among rural student students. However, I would be reluctant to conclude anything from this paper. Most of the results in the disciplines were based on a few cases, usually researched by the same person. There was no attempt to look at the quality of the studies selected for the meta-analysis and the sample size was inadequate. There was little analysis of the results and no effective recommendations.
Winders, A. and Yates, B. (1990). “The traditional science laboratory versus a computerized science laboratory: think carefully before supplanting the old with the new.” Journal of computers in mathematics and science teaching, 9(3), 11-15.
Although somewhat dated this article provides some thoughtful suggestions on the use of technology in science laboratories. The authors agreed wholeheartedly on the issue of using computer interfaces with data collecting equipment. They disagreed on the movement to use simulations to replace many or most of the hands-on science laboratories. Their reason is that hands-on labs are more likely to develop important skills in data gathering, organizing, creativity, manipulation, communication and safety than simulations. Simulations should be reserved for those experiments it would be impossible or unsafe to perform in a school laboratory. Computers, therefore, have an important place in the school laboratory, but that place must be carefully defined.
Roth, W-M. (1992). “Bridging the gap between school and real life: toward an integration of science, mathematics, and technology in the context of authentic practice.” School science and mathematics, 92(6), 307-317
This article examined a constructivist-style physics classroom. The teacher allowed students the freedom to develop experiments on their own. Students were encouraged to move between real world experiments, data analysis programs and student-developed simulations in developing their knowledge about how motion works. Student opinions about the course were extremely positive. Students enjoyed the freedom to develop their own experiments and enjoyed working in groups. Before reaching an overall positive conclusion about the use of constructivism in physics classrooms, it should be pointed out that the school involved was a high-achieving urban school with more than 90% of the student body continuing to college studies. There was no mention of any student resistance to this program which has been frequently reported in other studies.
Mattoon, D.R. (1998). “Biology in bytes and pieces.” American Biology Teacher, 60(5), 328-334.
This report describes an integrated high school course called Biology and Technology. The technology integration begins with word processing and spreadsheet use at the beginning of the course. This proceeds to power point and the development of web pages and the technology integration is completed in the second semester with a technology-integrated research project which must be posted on the web. The major problems encountered in developing the course are familiar, including difficulty in producing consistent student work, problems associated with student access to the Internet, and teacher training in technology. I found it unusual that in 1998 many of their students didn’t know how to use a word processor or spreadsheet.
De Vore, P.W. (1992). “Technological literacy and social purpose.” Theory into Practice, 31(1), 59-63.
This interesting and provocative article examines the fundamental concepts underlying technological literacy. It begins with the changing ethical system we are beginning to develop. As we become more aware of the fragile nature of our planet, we develop an ethical system based on sustainable use of resources. This new understanding of sustainability and fragility comes largely from the development of technology, which allows us to model large scale systems like the earth. This implies that future members of society will need to be technologically literate and the illiteracy will result in profound problems for the nation and the world. He outlines the components of a broad-based and philosophical idea of what technological literacy and technology education mean. I found this to be a thought-provoking article which resonated with many of my own ideas about technology and its use.
Four article reviews by Lianne Soucy
Patti, C.A., and Dziubek, P. (1998). MCS sets sail on the Internet. Science and Children, 36 (2), 32-36, 58.
This article describes the virtual ocean voyage of students from the
Midtown Community School (MCS) in Bayonne, New Jersey. These students,
in a collaborative effort with schools from Friedburg, Germany and Hailfax,
Nova Scotia, tracked a cargo ship, via the Internet, across the Atlantic
Ocean. The schools communicated with each other through e-mail. The
student’s computer use aided in: studying latitude and longitude; observing
the speed and direction of the ship; collecting real-time satellite data;
organizing, analyzing, and plotting data; predicting distance and port
destinations; gathering and analyzing weather data; and developing communication
skills through journal entries and e-mail. This article offers a
description of the unit’s process, its objectives, the National Science
Education Standards it addressed, web site addresses, a directive example,
assessments, and a reflection of the program.
Craig, D.V. (1999). Science and technology: A great combination. Science and Children, 36 (4), 28-32.
In this article Craig discusses the educating of the “Net-Generation,”
a group of students who are technology literate and who naturally engage
in self-generated inquiry. Craig emphasizes introducing children
to a specific research process outlined by Atwell (1990), Calkins (1986),
and Graves (1983). This process includes: student generated “topic
banks,” prioritizing topics, creating “concept webs,” collaborative research,
student generated questions and inquiry format, journal writing and note
taking, organizing information, presentation of research. Craig stresses
the importance of “Net Etiquette” and presents this concept in an information
box. Examples of planning charts, prioritized topic banks, and project
and presentation guidelines are offered as well. Craig concludes that opportunities
for classroom inquiry is crucial to the “Net-Generation” and that having
resources available for the inquiry process to occur creates a pathway
for obtaining knowledge and a connector between technology and curriculum.
French, J.L., and Hilleary, P. (1999). Virtual field trip to Antarctica. Science and Children, 36 (7), 27-31, 61.
A field trip to Antarctic--what a wonderful experience for a group of
5th graders. Unfortunately for most school children this is one field
trip unlikely to materialize, unless of course, it is a virtual field trip
via the Internet. This article relates the creative efforts of 5th
grade language arts and science teachers who bring this experience to their
students through Internet research. In the article French and Hilleary
recounted the process used and provided a sample student packet, a sample
page from a student’s diary of their imagined Antarctic trip, and descriptions
of their inquiry-based explorations. These explorations include activities
that deal with: visual deprivation, simulated glacial movement, the benefits
of blubber, the insulating properties of various materials, and Antarctic
Convergence. The students also e-mailed guest-experts who had traveled
to Antarctica for a variety of reasons. Two points are stated in the article
that strengthens the argument for virtual experiences. The first point
is “that it teaches the Internet in an authentic manner, as opposed to
teaching it as another subject to be mastered,” and second, that the most
recent information can be obtained rather than relying on books whose information
is already at least two years old. In conclusion French and Hilleary
observe that even though the students did not actually travel to the Antarctic,
this unit allowed them to feel as though they had.
Trotter, A. and Hoff, D.J., (1999 Nov-Dec). Ahead of the curve: A new survey highlights the factors that encourage educators to embrace digital tools. Teacher Magazine, 14-15.
The focus of this article is Florence McGinn, a high school English
teacher who Trotter and Hoff declare is, “ahead of the curve when it comes
to using technology for learning.” The authors comment on a survey
published by “Education Week,” which revealed reasons why computer use
in many classrooms is limited. The first reason discussed was the
computer-to-student ratio. Classrooms with an adequate ratio were
more likely to use technology for learning. McGinn’s high school
has 1,200 computers for 2,400 students and a network powered by 39 file
servers. McGlinn’s classroom has 16 late-model computers, which is
more than one for every two students. The other factor mentioned
was time. Teachers stated that more time was needed to tryout software
and for training on how to integrate technology into the curriculum. McGinn
voiced the opinion that students benefited most from using the web in interactive,
collaborative, and global ways. In doing so students take control
over their learning which gives them control over the curriculum—an approach
she believes that many teachers, administrators, and policy makers do not
ready to take.
A Web Journey in Science Education by Kathy Vaida
Under current readings from our syllabus, I explored under
Educationindex.com to the
AAAS Directorate of Education and Human Resources
at http://ehrweb.aaas.org/ehr/to
read the latest issue of Science
Education
News (July and
August 99)
The first article explored Project 2061 (with link to web site). This
project
is based on a 2.4 million dollar grant from the Science Foundation
for reform
in science education, to develop strategies to align assessment with
specific
standards.
This journal also provided announcements for teachers regarding
opportunities, teacher workshops, awards and grants. Resources were
also
provided including the highlighting of new web based adventures for
kids
(kineticcity.com) providing monthly learning adventures for 3-7 graders.
Leu, Donald J., Jr. (1999). Teaching
with the Internet: Lessons from the Classroom.
BOOKS GUIDES - Classroom Use - Teaching
Guides (For Teacher). Pages-336.
DISCUSSES HOW TEACHERS
ARE USING COMPUTERS AND TECHNOLOGY
TO INCORPORATE A FUN FILLED LEARNING
ENVIRONMENT. THE INTERNET
IS ONE OF THE MAIN SOURCES OF LEARNING
FOR THE STUDENTS. COMPUTERS
OFFER MANY DIFFERENT TYPES OF ACTIVATES
THAT AID THE STUDENTS IN
THEIR PROGRESS OF LEARNING. SOME
TYPES OF THESE EDUCATIONAL
PROGRAMS ARE; E-MAIL INTERNET EXPLORER,
WEB SITES AND EDUCATIONAL
SOFTWARE PROGRAMS(WHERE IN THE WORLD
IS CARMEN SANDIEGO?)
http://csulib.ctstateu.edu:83/search/wTEACHING+WITH+THE+INTERNET/1,670,670,B/frameset&wTEACHING+WITH+THE+INTERNET&1,1,
ROTH, WOLFF MICHAEL. (1997).
FROM EVERYDAY SCIENCE TO SCIENCE
EDUCATION: HOW SCIENCE AND
TECHNOLOGY STUDIES INSPIRED
CURRICULUM DESIGN AND CLASSROOM
RESEARCH". NEW LEARNING ENVIRONMENTS
CAN BE SET-UP FOR STUDENTS. THE
STUDENTS CAN ALSO GO OFF ON THEIR
OWN TO EXPLORE IN INTERNET AND FIND
RESOURCES. THE INTERNET IS A
GREAT AID IN TEACHING STUDENTS,
BUT STUDENTS DON'T UNDERSTAND THEY
ARE LEARNING WHILE WORKING.
http://csulib.ctstateu.edu:83/search/wFROM+EVERYDAY+SCIENCE+EDUCATION/1,397,397,B/frameset&wFROM+EVERYDAY+SCIENCE+EDUCATION&11,11,<
U>
FREITAG, PATRICIA. K. (1991).
"LEARNING IN THE MIDDLE SCHOOL EARTH
SCIENCE CLASSROOM: STUDENTS
CONCEPTUALLY INTEGRATE NEW
KNOWLEDGE USING INTELLIGENT
LASER DISCS".
THE SECOND ARTICLE THAT I
READ SHOWED ME THAT TECHNOLOGY
HELPS AID IN THE CLASSROOM.
STUDENTS HAVE THE TECHNOLOGY AT THEIR
FINGER TIPS AND CAN APPLY THAT TECHNOLOGY
TO PROJECTS. THE STUDENTS ARE
ABLE TO APPLY PICTURES AND
SOUND TO SCIENCE PROJECTS. STUDENTS
SHOWED MORE ENTHUSIASM IN THEIR
PROJECTS, WHICH HELPED THEM LEARN
THE MATERIAL. THE STUDENTS USED
DIFFERENT STRATEGIES IN PREPARING
THEIR PROJECTS.
http://csulib.ctstateu.edu:83/search/wCOMPUTERS+EDUCATION+EARTH+SCIENCE/59,113,113,B/frameset&wCOMPUTERS+EDUCATION+EARTH+SCIENCE&a
mp;59,59,
MORSE, RONALD H. (1991). "COMPUTER USES IN SECONDARY EDUCATION.
ERIC DIGEST". THIS ARTICLE
DISCUSSES HOW IMPORTANT COMPUTERS
ARE AND WILL BE IN THE FUTURE TO
STUDENTS AND TEACHERS. COMPUTERS
IMPROVE THE OVERALL LEARNING
PROCESS. SOME OF THE SKILLS THAT
COMPUTERS HAVE PROMOTE IN
THE YOUTH OF TODAY INCLUDE;REASONING
SKILLS AND OVERALL GENERAL
KNOWLEDGE OF THE SUBJECT. THE ROLE
OF THE SCIENCE TEACHER IS CHANGING
WITH THE ADDITION OF NEW
TECHNOLOGY. TEACHERS WILL
NEED TO ADJUST THEIR TEACHING PHILOSOPHY
TOWARDS THE CLASSROOM. COMPUTERS
ARE HELPING STUDENTS WITH
PROBLEMS(EQUATIONS) THAT
WOULD NORMALLY BE DIFFICULT TO
UNDERSTAND AND SOLVE.
http://csulib.ctstateu.edu:83/search/wCOMPUTERS+EDUCATION+EARTH+SCIENCE/13,113,113,B/frameset&wCOMPUTERS+EDUCATION+EARTH+SCIENCE&
amp;58,58,
BY GARY GRINDLE