The Impact of Implementing Technology in Science Instruction

1. The Impact of Implementing Technology in Science Instruction RozinaMacaj Education 702.22 Fall ‘09

2. Table of Content • Introduction -Statement of the Problem -Review of Related Literature Statement of the Hypothesis

3. Statement of the Problem Understanding science is not an easy process for most students, especially for those who have been in traditional classrooms where science is learned, through textbooks, as a number of facts. Based on my experience, those students think that science is boring and hard to understand. The main obstacle that educators should overcome is getting students to enjoy science. There are numerous good approaches that teachers can use to make science lessons enjoyable. Integrating technology in teaching science is one way that will increase students’ interests and attitudes toward science.

4. Related Review of Literature • Theorists: • Howard Gardner: Multiple Intelligences Theory. Gardner’s theory is that eight different types of intelligences exist: Linguistic, Musical, Logical-mathematical, Spatial, Bodily-kinesthetic, Intrapersonal, Interpersonal, Naturalist. Gardner’s theory relates with the trend toward using technology to support group work. Students’ roles in groups can be assigned based on their type of intelligence.

5. Review of the related literature • Pros: Enormous studies have proved that integrating technology in science instruction enhance students’ learning in science by: supporting observation and inquiry, addressing different learning styles, creating continuity in students’ learning experiences, interacting with peers, setting scenes for students’ science talk. ChanLin (2008); Ching & Kafai (2001); Bellamy & Woolsey, (1997); Gillen, Littleton, Twinter, Staarman, & Mercer, (2007); Kim, (2006); Lin, Sun, & Yu, (2007)

6. Review of the Related Literature • Cons. -Less than 45% of new teachers feel prepared to use technology into their teaching.(National Center for Education Statistics, 2000) -Lack of digital technology Wellington (2000),as cited in Hennessy, et al. (2005), states that there are a number of reasons why simulations can’t be used in science, because they are simplified models of a real scientific process, giving students the idea of easiness on controlling variables. Dani & Koening (2008); Hannasy, et al. (2005)

7. Review of the Related literature It is documented that a large number of computer technologies are relevant to science learning. • Whiteboard: -Continuity in students’ learning -Multimodal teaching. Gillen, Littleton, Twiner, Starmant,& Mercer, (2007) • CD – ROM: -Access to information recourses. Bellamy & Woolsey, (1997) • Web-based Labs: -Accommodate different learning styles. Lyn, Sun , & Yu, (2007 • Electronic Voting Machines -Provide instant feedback while multiple choice questions are posed to the class. It engages students in active learning. Dani & Koeing, (2008)

8. Related of the Literature Review • Simulations: Modeling dynamic data and systems such as how a tornado forms for instance. It helps students perform an experiment that would be impossible. • Data collection: Gathering data such as still images, text, voices, etc, using probeware. • Imaging: Capturing multiple kinds of information using scanners, video cameras, graphic programs etc. • Writing: The description of scientific observations using word processing. Bellamy & Woolsey, (1997); Dani & Koeing, (2008)

9. Statement of the Hypothesis HR1: Implementing technology into science instruction twice a week over eight week period will positively increase 26 fifth grade students’ attitudes toward science in PS X.

10. References: Bellamy, R., Woolsey, K. (1997). Science Education and Technology: Opportunities to Enhance Student Learning. The Elementary School Journal, 97, 385-389. Retrieved October 8, 2009 From Educational Full Text Abstract. ChanLin, L. (2008). Technology integration applied to project-based learning in science. Innovations in Education and Teaching International, 45(1), 55-65. Retrieved October6, 2009 from http://vnweb.nwwilsonweb.com Ching, C. C., Kafai, Y. B. (2001). Affordances of Collaborative Software Design Planning for Elementary Students’ Science Talk. The Journal of the Learning Sciences, 10(3), 323-363. Retrieved from http://www.jstor.org Dani, D., Koeing, K. (2008). Technology and Reform –Based Science Education. Theory into Practice, 47, 204-211. Retrieved October 6, 2009 from http. www.jastor.org Gardner, H. (2000). Can Technology Exploit Our Many Ways of Knowing? Retrieved from Hannessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., Velle, L., … McFarlane, A. (2005). Pedagogical Approaches for Technology-Integrated Science Teaching. Retrieved October 9, 2009 from http://web.ebscohost.com Lin, Y., Sun, K., Yu, CH. (2007). A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers and Education, 50(4),1411-1422. Retrieved October 15, 2009 from http://www.sciencedirect.com Zucker, A. A., Tinker, R., Staudt, C., Mansfield, A., Metcalf, Sh. (2008). Learning Science in grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project. Journal in Science Educational Technology, 17, 42-48 Retrieved October 16, 2009 from http://web. Ebscohost.com