Application 3, Research Questions

After making some modifications, my problem statement will be the following: I plan to determine if technology use with third grade science students raises benchmark scores.

The research questions that I will address are as follows:

1. What teacher centered technologies will be used with the science instruction?
2. What student centered technologies will be used with the science instruction?
3. What types of standard science instruction will be used?
4. How will the benchmark data be collected and interpreted from use of technology tools vs. non technology tools?

I have decided that the mixed method, exploratory design will work best for the literature review. I feel that collecting the qualitative data first will help promote the quantitative data I am looking for in the benchmark scores. McMillan & Schumacher (2008), stated, "By using a qualitative component in the beginning, researchers are able to use the language and emphasis on different topics of the subjects in the wording of items for the survey".

Reference:

McMillan, J., & Schumacher, S. (2008) Research in Education: Evidence-Based Inquiry (Laureate custom edition). Boston: Pearson.

Application 2, General Problem Statement

I plan to determine if technology use on third grade science students raises benchmark scores. I will also plan to record the monthly benchmark scores of the third graders to determine which type of instruction is more effective.

• Who: Third grade students who are learning science.
• What: Use of technology with science instruction vs. standard science instruction.
• Why: Impact on achievement in Science.

All students in elementary school are required to learn science. However, students are not given the end of year state test until they are in grades third through fifth. It has been my observation that some third grade students are not prepared for the end of the year state test.

McMillan and Schumacher (2006), stated, "A research problem is significant when it aids in the development theory, knowledge, or practice". Benchmark testing has shown that their are students that are not understanding the information given to them in their lessons. I plan on developing lesson plans that give students the opportunity to use technology tools with the unit. When test results become available, I will compare the scores of students using the technology tools with those from another class using standard instructional methods. When the data is collected, I will share the results with the third grade teachers.

Reference

McMillan, J.H., & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry (Laureate custom edition). Boston: Pearson.

Reflection

As the end of this course approaches, I look back to my theories of how students learn. Basically, as I had mentioned in my Week One assignment, the goal for my Science students was learning through a hands on experience. Being a "Specials" teacher, I will see my students for about seven days every quarter. With limited days of instruction and an awareness of different learning styles, I try to give each student their opportunity to learn. Often in my Science classroom, my students will create or build a model to help them learn. Dr. Michael Orey (Laureate Education, Inc., 2009a), defined Constructionism with the students, "Getting involved in building stuff". I will continue to use models, visuals, songs and hands on experiences in my classroom. Now with new knowledge of technology tools learned from the course, I will be able to create a better learning environment.

One immediate adjustment that I plan to make is, better use of Concept Mapping tools. I have used this as an instructional tool in the past. Now with the use of technology, students can create their own concept maps for a more interactive lesson. I plan to have my students use a concept mapping program to organize their information on the habitats of Georgia. Another adjustment I plan to make soon is to incorporate the use of the interactive white board. I recently found out that I will be receiving one of these for the next school year. Many teachers seem to believe that the boards are a teaching tool. I plan to use it as an interactive learning tool for my students. Dr. Orey (Laureate Education, Inc., 2009b) stated, "Learning Tools are what the child can do with the technology".

I also have two long-term goals that I want make in my classroom. The first is to develop new creative instruction with the use of Voice Thread. I found this learning tool to be amazing and want to introduce it to teachers at my school. The possibilities for using Voice Thread for learning seem endless so therefore, I plan to form a group at school to create fun lessons for our students. My only concern is getting Internet clearance from the school board. The second long-term goal is the use of Virtual Field Trips in my instruction. The idea of taking a class on an adventure without leaving the classroom is quite intriguing. Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) explained, "The live expedition broadcasts are available via KU Band satellite dish and via the National Geographic Channel". It would be great to take a class to the south pole on a live broadcast. I will have to check with our Media Center to set this up.

References

Laureate Education, Inc., (Producer). (2009a). Program seven. Constructionist and Constructivist Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author.

Laureate Education, Inc., (Producer). (2009b). Program thirteen. Technology: Instructional Tool vs. Learning Tool. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

My Science Classroom(s)

For my first Voice Thread, we take a look at my Science classroom. My principal was kind to give me two classrooms that are next to one another. I folded up the wall that separated them and created a giant science lab. Setting this up for the school year became quite a challenge. Throughout the year, things were constantly changing. Some arrangements worked out great, and some did not. With the classroom packed up for the summer, I ask my classmates for their suggestions on setting up a giant sized classroom.

http://voicethread.com/share/529849/

Cooperative Learning

Another instructional strategy that can use technology is Cooperative Learning. The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K., 2007). Students learn the value of teamwork and have a sense of camaraderie when working and communicating together. Students also learn from each other's strengths. Dr. Orey (Laureate, 2008) also pointed out, "Teaching others helps the learner develop a deeper understanding of the content".
Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. 2007). Examples of cooperative learning with technology could be the use of multimedia software to make movies that are connected with the curriculum. Students use web resources to connect with live expeditions. With the advancement of communication, students can work together on various projects from all parts of the globe. Being a Science Teacher, I was naturally drawn to one of the collaboration tools called NASA Quest Planetary Flight. This site has great science information including webcasts, classroom collaboration and chats. I look forward to further exploration of this site during the summer to prepare for the next school year.

Constructivism in Practice

For this week's instructional strategy that uses technology, to generate and test a hypothesis is to be connected with the theory of constructivist/ constructionist learning. When students generate and test a hypothesis, they are engaging in complex mental processes, applying context knowledge like facts and vocabulary, and enhancing their overall understanding of the content. (Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. 2007).



In our resource section this week, we were asked to explore some of the project-based learning tools available. Some that I found interesting gave a tour of the solar system and how to design a planet. Another site showed students testing wing designs and discussing their findings with engineers. These experiences are so powerful in learning something new.



According to Pitler, Hubble, Kuhn, & Malenoski (2007), "Technology can play a vital role in generating and testing hypothesis because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data, a process that can be tedious and error prone." This year in my Science classroom, we received three hand held computing devices that can measure temperature and voltage. These devices quickly collect and display data on a small screen. Hopefully, next year we will be able to purchase additional probeware to measure sound, light and weather. This type of interactive equipment will certainly give the student more time to think on more complex issues and problem solving.



Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

This week we were asked to explore two more instructional strategies that use technology. The first strategy which is cues, questions and advanced organizers focus on enhancing students' ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, &Malenoski, 2007). Being a visual learner, these strategies really got my attention. There were times in grade school when I had such a tough time understanding my teacher's lesson. The only way to sort out the information was through my own version of a "graphic organizer". Now that I am a elementary school science teacher, I try very hard to organize the information that I am giving to my students. Cueing the student to what they are learning and stating an essential question is so important. Providing great visuals makes it even better. Using an advance organizer helps students see the "big picture" of a particular topic. Incorporating multimedia helps bring it to life.

Another instructional strategy we learned this week was "summarizing and note taking". Here, teachers work on helping students separate important information from extraneous information and state the information in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help support student learning, word processing software can be used to change large paragraphs of information into small summarized sentences that are easier to understand. To help students with note taking, teacher made notes can be adjusted to graphic or text models. With new communication programs, such as wikis, students can work together on projects separately from their own homes.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.