Science and technology

Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using
       technology: What educators need to know and do. New York:
       Teachers College Press.

Eidietis, L., & Rutherford, S. (2009). Sailing toward Understanding Surface
       Currents: A Science and Geography Integration Activity for Upper-
       Elementary Students. Science Activities: Classroom Projects and
       Curriculum Ideas, 46(3), 5-14. http://search.ebscohost.com

As I read the chapters for this week, I was particularly interested in the chapter that related to science integration with technology (Ashburn & Floden, 2006). As a fifth grade teacher I am required to administer the science MSA (Maryland State Assessment) to my students; on this test they are tested on every science concept they have had from first through fifth grade. This is a very daunting assessment, and it causes a lot of stress for the teachers and the students. It doesn't help that it is the only test we administer online and that it is the first test our students have ever encountered in an online setting. This chapter grabbed my attention because we have been encouraged to address this anxiety by incorporating more technology into our science instruction, so that students will connect technology and science and so it won't "feel" so different when they have to complete experiments and analyze data online.

I enjoyed reading this chapter because I agree that science instruction needs to meaningful, and I liked the ideas included in this chapter. For example, I liked that the chapter showed how the students were able to graph their data on the computer (Ashburn & Floden, 2006). Even though one teacher felt that the students would have learned more if they were forced to create the graph themselves, the reality of our world is that technology is available and students will be expected to use it when they are adults in the work force (Ashburn & Floden, 2006). I also liked that the chapter mentioned vocabulary. When analyzing our science MSA scores, vocabulary was the weakest area. As the chapter mentions, stimulating vocabulary is necessary for a deep understanding of science and an ability to communicate scientific ideas (Ashburn & Floden, 2006). The scenarios described in the chapter involved experiments that use difficult terms and cross-curriculur connections that would reinforce the science related vocabulary. Finally, I loved that the WISE project allowed the students to feel "like real scientists" (Ashburn & Floden, 2006, pg. 62). Science is growing in importance as a subject, and technology allows students to be able to participate in science experiences that cannot be easily reconstructed in the classroom setting.

As a result of reading this chapter, I decided to look for other programs that focus on using technology to teach science, and I read about another school that used technology when teaching currents (Eidietis & Rutherford, 2009). Currents are difficult to teach because it is hard to create experiments on this topic for a classroom setting, and this article showed how the teachers used technology to make this abstract concept more concrete (Eidietis & Rutherford, 2009). For example, the students were able to copy information off of the Internet, and then cut and paste that information into a table, which allowed them to organize their research. When they finished, they could print out the table and then use the information to draw conclusions. They could also organize their data using charts and graphs, and then look at these tools to locate patterns. As an assessment, students were able to use online maps to predict currents for fake bodies of land and water based on what they learned. They then drew these currents on computer-based maps. This article, as well as the other readings for this week, show that technology is an excellent way to make science instruction hands-on and motivating.