Assignment #1 Technology Literacy

Part 1-Eric Article, Summary, and Reflection
Building a Better Biology Lab? Testing Tablet PC Technology in a Core Laboratory Course

Citation Information
Link:http://firma.northwestu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ824990&site=ehost-live
Authors: Gregory Pryor and Vernon Bauer
Source: Journal of College Science Teaching, v38 n2 p44-48 Dec 2008. 5 pp. (Peer Reviewed Journal)
ISSN: 0047-231X

Summary
In this article, a high school biology department put interactive Tablet PC Technology to the test to see just how effective integrating this type of technology into their science classes could be. The department set up a scientific experiment using control and variable groups. The control group, roughly half of the students, were taught without the use of the Tablet PCs while the variable group used the technology. To test learning effectiveness, both groups were given the same quiz (testing knowledge of biological concepts) prior to the beginning of the experiment, and then were given the exact same quiz again at the end of the testing period. In order to ensure legitimacy, statistical analyses were ran on the data to ensure that there weren't any outstanding differences during the first quiz so that the outcomes would be legitimate. The results turned out that that was not any significant increase in the quiz scores of the technology enhanced classrooms over the control classrooms. Although the results did not reflect a difference in learning capacity, students agreed that they enjoyed the classroom learning experience more. The teachers reactions varied based on their comfort of technology. There was one lab that was extraordinarily enhanced by the technology, however, the rest were better received as on-hands real world lab experience. However, teachers continued to use the technology in the following years, using a combination of the technology/hands on lab experience to enhance student engagement, active learning, using real-world bio-lab technology skills, and improve enjoyability of the course.

Reflection
I love that the biology department did a scientific experiment to see how effective integrating the PC tablets into their classroom would be. The article was extremely easy to follow and laid out in a manner that confirmed its scientific credibility. I was shocked by the outcome of their study pertaining to learning enhancement. I was thoroughly surprised that the integration of technology did not make a significant difference in quiz scores compared to the classroom that did not use the technology. I am curious to know the results of other studies that have been run integrating different types of technology. However, even if the results are the same, there are other aspects to consider. One of the major ones being that students found the course more interesting and desirable with the use of the technology. Another is that it gives students a more realistic glimpse of what it would be like to work in a scientific lab professionally. There is also the benefit of using and becoming familiar with new technology to help problem solve and gain experience for new learning experiences in their future careers. There were some drawbacks that the teachers experienced throughout their testing period as well. These included a large amount of time needed to set up the technology in preparation of use, when the system ran into glitches, decreased interaction between students and teachers, as well as increased distraction to the learning environment. Many times, the use of technology was not a good substitute to labs that were hands on. However, as proposed in the article, a balance of these two styles of teaching could be effective for learning as well as classroom engagement and enjoyment.

Application to My Classroom
This article was helpful to me in numerous ways. One of the first ways is the confirmation that technology can be used to help stimulate excitement, engagement and interest in what is being taught in the classroom. I also thought that it was really cool that the technology could be used to help generate more professional lab reports and simulate real-life professional lab work experience. As far as the outcome about the technology not having a significant affect on increased knowledge attainment...it's actually kind of comforting. I can use this knowledge to know that more traditional style lesson plans are not below technology enhanced lessons concerning the actual learning experience. This means that if at some points I resort to the more traditional concept, or something in the technological department does not go according to plan, I don't have to feel like a complete failure as a teacher. However, I will take into account the affect the use of technology has on students interest in the class. As was concluded in the article, a balance of the two seems to be the most effective, and most reasonable outcome.

Part 2-NETS for Teachers
Out of the five standards that comprise the NETS for Teachers, the one I want to focus on throughout the semester is the first one, Facilitate and Inspire Student Learning and Creativity.

This standard is important because the potential that kids have to create unique, intricate, and outstanding projects and presentations is incredible. I want my classroom to be a place where kids can discover topics that they find interest in and then be able to express these interests in a way that is original to them. Learning is important because embracing this ability can allow students to go places, pursue jobs, and meet people that they otherwise may not have had the chance to. The Creative portion is important because creativity is an expression of individuality, of personality. Each student will have different qualities, passions and experiences that make them different from anyone else in the world. Expressing creativity is a way to embrace this individuality and help promote self-love and hopefully an appreciation and respect for others as well.

Focus throughout the Semester: 3 ways
This standard is made of four sub letters that state how the teacher will accomplish the standard. I will choose to focus on three of these to apply to my learning throughout the semester.
1)Create an assignment that will "engage students in exploring real-world issues and solving authentic problems using digital tools and resources".
2)Create an assignment that will "promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes".
3)Plan an experience that would allow "engaging in learning with students, colleagues, and others in face-to-face and virtual environments".

Part 3-NETS for Students
As a high school biology teacher,the NETS standard that stuck out to me as one that is essential to doing work in the biology classroom is standard number three, "Research and Information Fluency". The very nature of science presents an ideal field to develop these skills as a student. As defined by the ISTE:

Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

There are two assignments that come to mind instantly that would incorporate these skills. Again, it is essential that if students choose to work in the scientific field that they become very familiar with these standards. Even for those students that will choose career paths outside of the scientific community, these standards are important for basic problem solving skills and development of logic.

Assignment #1:
Students will create an experiment using the scientific method. Students will make observations based in any matter of their choosing (ideas will also be provided by teacher) and then form a hypothesis of why this difference is so. Students will then follow through the scientific method and set up control and variable groups to test their hypothesis. They will record all of the steps that they take and write up a basic lab report in their lab notebooks. Students will then take their findings and make a presentation to share with their classmates not only discussing their results but the entire process by which they achieved those results.

Assignment #2
The second assignment is that of a research paper. Teachers could make the topic as broad as anything in the biological community, or make it more specific to what is being covered in class such as cell development, past-researchers that have contributed to the scientific community leading up to today, cause and effects in the ecosystem, biomedical diseases and illnesses, etc. The possibilities are endless. It would be a good experience for the students to require a topic that goes deeper into a topic that has briefly discussed in class. In this way, students have been introduced to the topic and have developed an interest, but the majority of the research will have to be conducted by the students. The paper (to be followed up with a class presentation) can be broken up into steps (outline, annotated works cited, rough drafts one and two, final) to help pace students throughout the semester. Requirements for works cited should also be made helping students to gather information that is legitimate, up to date, and from a variety of resources. After the final paper is turned in, students will create a presentation of their work and hand out brochures that they have produced on a computer to their classmates.