{"id":694,"date":"2018-02-11T14:23:57","date_gmt":"2018-02-11T19:23:57","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=694"},"modified":"2018-02-11T14:27:09","modified_gmt":"2018-02-11T19:27:09","slug":"effective-utilization-of-tech-tools","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/02\/effective-utilization-of-tech-tools\/","title":{"rendered":"Effective utilization of tech tools"},"content":{"rendered":"<h1 style=\"text-align: right\"><strong>Effective utilization of tech tools<\/strong><\/h1>\n<p style=\"text-align: right\"><em>By: Hayley Johnson<\/em><\/p>\n<p style=\"text-align: center\">We educators know how prevalent technology is becoming in classrooms. Students have Chromebooks, laptops, desktop computers, handheld mobile devices, tablets, and probably more technology that we have never used before in the classroom.<\/p>\n<p style=\"text-align: center\">Properly engaging students by utilizing the technology that they are familiar with and even more advanced technology can foster a brand new classroom learning experience with multiple exposures to information and knowledge.<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-695 aligncenter\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/02\/tech.jpg?resize=279%2C181\" alt=\"\" width=\"279\" height=\"181\" \/><\/p>\n<h3 style=\"text-align: right\">&#8220;Among the many debates on inquiry in teaching and learning, researchers have reported that well-designed science tools help to provide <strong>authentic learning environments<\/strong>, foster <strong>students\u2019 motivation<\/strong>, and support <strong>multiple representations of knowledge<\/strong>.&#8221;<\/h3>\n<h3>&#8220;The invention and distribution of handheld technologies have helped students to <strong>collect field data<\/strong> (e.g., temperature) as well as to input and <strong>manipulate data<\/strong> immediately.&#8221;<\/h3>\n<h3 style=\"text-align: right\">&#8220;Tools can be used to <strong>\u201cdecompose\u201d complicated inquiry<\/strong> tasks and procedures (such as examining hypotheses and manipulating variables), thus reducing extraneous cognitive load in order for students to <strong>focus on core concepts<\/strong> and <strong>monitor their inquiry processes<\/strong>.&#8221;<\/h3>\n<p>&#8220;Technology tools can problematize and challenge ideas by <strong>posing question prompts<\/strong> and <strong>providing feedback<\/strong> to encourage students to <strong>formalize their thinking<\/strong> and <strong>examine multiple perspectives<\/strong>.&#8221;<\/p>\n<h6>-Minchi, K., et. al. 2007. Technology-Enhanced Inquiry Tools in Science Education: An Emerging Pedagogical Framework for Classroom Practice,\u00a0<em>Science Education, Vol. 91 <\/em>(Issue 6).<\/h6>\n<p style=\"text-align: right\"><strong>KEY TERMS:<\/strong><\/p>\n<p style=\"text-align: right\"><em>multiple perspectives, integrate, maximize, balance, stimulate, access, motivate, engage<\/em><\/p>\n<p>&nbsp;<\/p>\n<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-697 alignright\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2018\/02\/brain.png?resize=341%2C266\" alt=\"\" width=\"341\" height=\"266\" \/><\/p>\n<p style=\"text-align: center\"><span style=\"text-decoration: underline\">Examples of useful tech:<\/span><\/p>\n<p style=\"text-align: center\">-PhET simulations<\/p>\n<p style=\"text-align: center\">-Camcorders<\/p>\n<p style=\"text-align: center\">-Virtual reality simulator<\/p>\n<p style=\"text-align: center\">-Data collections tools (electronic thermometer, pH meter, photometer)<\/p>\n<p style=\"text-align: center\">-3D printer<\/p>\n<p style=\"text-align: center\">-Modeling software (NetLogo)<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: right\"><em>\u201cIntegrating technology with face-to-face teacher time generally produces better academic outcomes than employing either technique alone.\u201d &#8211; Edutopia<\/em><\/p>\n<p>Many classrooms have computer or laptop access for students, so there are many websites and programs that can be done simply through the internet:<\/p>\n<p>http:\/\/edtechteacher.org\/tools\/science\/general-science-tools\/<\/p>\n<p style=\"text-align: right\"><em>\u201cTeachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event.\u201d \u2013 Heidi-Hayes Jacobs<\/em><\/p>\n<p><iframe loading=\"lazy\" title=\"Redefining Learning &amp; Teaching using Technology. | Jason Brown | TEDxNorwichED\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/AOTEQVYDPpg?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><em>TEDTalk:\u00a0<\/em>Students already have mobile devices, tablets, and other\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0media devices&#8230; SO LET&#8217;S USE THEM!<\/p>\n<p><strong>Classroom examples:<\/strong><\/p>\n<p>https:\/\/twitter.com\/whtnychrs\/status\/959480742194507776<\/p>\n<p>https:\/\/twitter.com\/MrsOhlemacher\/status\/959109707720949760<\/p>\n<p>https:\/\/twitter.com\/crwarner2\/status\/956305955490271234<\/p>\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\">\n<p lang=\"en\" dir=\"ltr\">\u201cIt\u2019s not just for the tech class. You\u2019re using technology in art, you\u2019re using technology in science, you\u2019re using technology in \u201c[English Language Arts].\u201d &#8211; Audra Cerruto, president of Rockville Centre Education Foundation <a href=\"https:\/\/t.co\/XHYpaEPRnK\">https:\/\/t.co\/XHYpaEPRnK<\/a><\/p>\n<p>&mdash; zSpace (@zSpace) <a href=\"https:\/\/twitter.com\/zSpace\/status\/959867105515589632?ref_src=twsrc%5Etfw\">February 3, 2018<\/a><\/p><\/blockquote>\n<p><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script><\/p>\n<p>https:\/\/twitter.com\/SteveMaier_\/status\/959492562708041729<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: right\"><strong><em>\u00a0\u201cTechnology is just a tool. In terms of getting the kids working together\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 and motivating them, the teacher is most important.\u201d &#8211; Bill Gates<\/em><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Effective utilization of tech tools By: Hayley Johnson We educators know how prevalent technology is becoming in classrooms. Students have Chromebooks, laptops, desktop computers, handheld <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/02\/effective-utilization-of-tech-tools\/\" title=\"Effective utilization of tech tools\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":2135,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[92],"tags":[113,111,28,112,78],"class_list":["post-694","post","type-post","status-publish","format-standard","hentry","category-research-in-science-education","tag-balance","tag-engage","tag-motivation","tag-simulation","tag-technology"],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/694","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/2135"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=694"}],"version-history":[{"count":2,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/694\/revisions"}],"predecessor-version":[{"id":699,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/694\/revisions\/699"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=694"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=694"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=694"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}