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Educational Technology and Science Teaching . Reading Assignment Chapter 13 in Teaching Science to Every Child: Using Culture as a Starting Point. Teacher’s Skeptical Optimism. Findings show that teachers are both skeptical and optimistic about technology in the classroom.

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educational technology and science teaching

Educational Technology and Science Teaching.

Reading Assignment

Chapter 13 in Teaching Science to Every Child: Using Culture as a Starting Point

teacher s skeptical optimism
Teacher’s Skeptical Optimism
  • Findings show that teachers are both skeptical and optimistic about technology in the classroom.
  • As teachers, when it comes to technology, we all
  • are slow and deliberate before adopting new things
  • believe it is effective if it can be implemented successfully
  • have the opportunity to be learning facilitators instead of information providers
  • But, we question if technology
  • enhances professional development
  • helps accommodate students’ personal learning styles
  • may reduce the number of teachers employed in the future
instructional vs educational technology
Instructional vs. Educational Technology
  • Instructional Technology (IT) covers the processes and systems of learning and instruction. Technologists apply research in learning theory, psychology, and emergent technologies to solve instructional and performance problems.
  • Four performance areas of IT:
  • Design of instruction
  • Production of instructional products and events
  • Management of instructional settings and resources
  • Evaluation of instructional programs
  • Educational Technology (ET) includes other systems used in the process of developing human capability.
  • ET includes, but is not limited to, software, hardware, as well as Internet applications and activities.
  • ET provides active leadership, quality support, and valuable resources to students, educators, parents, and communities, which improve academic achievement and teacher effectiveness through the use of technology.

Culturally Responsive Classroom Management

  • Classroom Management: the set of strategies used to ensure a productive, harmonious learning environment
  • Classroom Organization: the ways teachers structure time, space, and classroom interactions to promote learning
  • Discipline: any action taken by the teacher to directly control student behavior
  • Punishment: a form of discipline entailing either withdrawing a privilege or subjecting the student to unpleasant consequences
  • Culture: the shared values, beliefs, and ways of knowing and living of a group
To support diverse recognition:

Provide multiple examples

Highlight critical features

Provide multiple media and formats

Support background context

To support diverse strategies:

Provide flexible models of skilled performance

Provide opportunities to practice with supports

Provide ongoing, relevant feedback

Offer flexible opportunities for demonstrating skill

To support diverse affective learning:

Offer choices of context and tools

Offer adjustable levels of challenge

Offer choices of learning context

Offer choices of rewards

Culturally Responsive Classroom Management

urban middle school students have spoken out on effective school practices they prefer rigor
Urban middle school students have spoken-out oneffective school practices.They prefer RIGOR.
  • Raise your expectations.
  • Involve your students.
  • Guide your students.
  • Open -end your activities.
  • Rigorous Engagement
ELEMENTS OF COOPERATIVE LEARNINGUnder certain conditions cooperative efforts may be more productive than individualistic efforts.

Those conditions are:

  • Clearly perceived positive interdependence
  • Considerable face-to-face interaction
  • Clearly perceived individual accountability and personal responsibility to achieve the group’s goals
  • Frequent and regular group processing of current functioning to improve the group’s future effectiveness
Utilizing a WebQuest

A WebQuest is an inquiry-based activity in which most or all of the information used by the students is drawn from the Internet.

They are designed to focus on using information rather than looking for it, and to support students' thinking at the levels of analysis, synthesis and evaluation, while staying on task.

Instructional and cognitive practices supported by WebQuests include:

critical thinking authentic assessment schema theory novice/expert models cooperative learning technology integration scaffolding constructivism

some drawbacks of webquests
Some Drawbacks of WebQuests
  • lack of student thinking and relatively narrow focus
  • difficult for students with no technology skills
  • expending a lot of time just playing with technology items
  • long time to access sites on the Internet; computers are not always working properly
  • time taken to create a quality one, and will it work once we get to school.