Universities The term educational technology refers to the use of technology in educational settings, whether it be elementary and secondary schools, colleges and universities, corporate training sites, or independent study at home.
Trends in Elementary Science Education Science is a wonderful thing, if one doesn't have to earn one's living at it. That's exactly what science education professor Alan Colburn tells his undergraduate education students at California State University, Long Beach.
Working under those circumstances, it's no wonder that teachers tend to treat science as an afterthought, say veteran science educators. But there is hope. Colburn, who is training a new crop of science teachers and helping midcareer educators to advance their practice, promises to launch his students on the road to becoming exemplary science teachers.
NCLB is driving schools to take a closer look at how they teach science and to improve their practices accordingly.
Science testing under NCLB is slated to begin in the — school year, prompting a flurry of activity among educators. State departments of education have been busily devising standards-based tests that will be administered annually within grade bands at the elementary, middle, and high school levels.
And school administrators have looked up from their students' reading and math scores just long enough to realize that yet another test is on the horizon.
Additional concerns have joined in the push to improve science teaching. In many countries, public and private groups are demanding better science education at all levels because they see science and technology as the keys to economic advantage in the global village.
Europe has recognized the importance of science and math education for economic success Wellcome Trust,and even Asian nations, consistently high achievers in international comparisons of math and science, are not immune from worry.
During the last decade, while U. Ironies in international education reform aside, one thing is clear: For example, a committee of leading scientists and business leaders working under the National Academy of Sciences recently recommended recruiting 10, science and math teachers annually by offering the nation's smartest students four-year college scholarships.
The same group wants government and private grants to fund professional development for science and math teachers, including summer institutes, master's degree programs, and training programs for advanced placement and International Baccalaureate programs.
Ultimately, improvements in science education—and educators' willingness to embrace change—will depend on how well schools, the government, and even the private sector provide teachers with the necessary resources and professional development to teach hands-on, inquiry-based science.
Experts say the national science education standards developed by the National Research Council NRC in have not yet gained a strong foothold in the science teaching practices found in most U. Nonetheless, science educators and education policymakers see the NCLB spotlight as one additional opportunity to ensure that science remains on everyone's academic radar screen.
Although it's understood that not every student will grow up to be a scientist, scientific literacy is essential in a highly technological society in which the fruits of scientific research can have a major effect on such aspects of society as health care, food, transportation, and communication.
Fordham Institute in Washington, D.
Some standards-based curricula have created other problems as well, say the authors of the Fordham survey. In a solid science curriculum, the accumulation of facts and concepts should go hand in hand with laboratory or field investigations.
Calling On the Cognitive Sciences The next step in science education reform makes use of research within the cognitive sciences, which seek to uncover the mental processes of learning. According to this promising model, concepts, facts, and inquiry in both its intellectual and hands-on aspects play mutually supportive roles in learning science.
Within each domain, conceptual frameworks promote organization and understanding. In science, for instance, the concept of the adaptation of species gives new meaning to what a student already knows about the characteristics of fish, birds, and mammals.
In How Students Learn: Science in the Classroom, Donovan and Bransford distill three principles from cognitive and developmental research that can help science teachers strengthen their classroom instruction and boost their students' learning: First, find out what students already know.
Help students reflect on their learning process. Addressing Preconceptions Students enter the classroom with their own ideas about how the world operates.
These preconceptions may come from a variety of informal sources, including students' own observations. Some incomplete ideas persist as misconceptions into adulthood. One well-known study Harvard-Smithsonian Center for Astrophysics, showed that a majority of randomly chosen Harvard University graduates, faculty, and alumni could not give correct explanations for either the change in seasons or the phases of the moon.
One featured misconception held that the earth has a pronounced elliptical orbit that swings closer to the sun during summer and farther from the sun in winter. The study also showed that such fixed personal understandings are hard to root out, even after teachers provide correct information see illustration on facing page.
Accordingly, teachers who understand the individual preconceptions that students bring to a science topic can address misunderstandings directly and thus better focus their lessons.The Design of Elementary Schools.
iPads, smart phones, “clickers”—enable students and teachers to bring technology to the task, rather than the task to the lab. There are several opportunities where the school’s architecture can intervene by organizing spaces that encourage greater interaction among adults and students.
In the lower school, students begin an academic program that will teach students study habits and skills that they will use for the rest of their lives while they study elementary math, English, computers, science, history, dance, music, visual arts, PE, and library science. All elementary schools have access to carts of laptops at a ratio of (grades K-2) or (grades ).
All students in grades have been assigned a laptop for home and school use. The technology integration group provides many resources for teachers to use this equipment effectively. "Yes," said Beth Gregor, elementary technology coordinator at Pleasantdale Elementary School, a K-4 school in La Grange, Illinois.
"Students of all ages need to be on the computer. "Students of all ages need to be on the computer. the relationship among principals’ technology leadership, teaching innovation, and students’ academic optimism in elementary schools.
chuan-chung. 2. hsieh. 1, hung-chin yen. 1. and. The available technology provided by the Dearborn Schools allows students to interact in the digital community, collaborate with peers, and engage with the world from their seats in our classrooms.
The possibilities for learning know no boundaries online.