Smith, H., Underwood, J., Fitzpatrick, G., & Luckin, R. (2009). Classroom e-science: Exposing the work to make it work. Educational Technology & Society, 12(3), 289- 308.
The authors of this quantitative empirical research article examined the effects of various forms of technology implemented in secondary science classrooms in two research studies. The article focused on what needs to be done to apply the results of the studies to use educational technology in the school setting facilitated by teachers.
The participants of the initial studies were 13-16 year old students attending local schools in Brighton, UK. Both studies included e-Science related activities that asked students to collect, process, and interpret data and communicate with real scientists through the use of technology. The authors found that collaboration with teachers was a key component in designing the learning activities to fit the students’ needs and relevant science curriculum in the initial studies. They also noted that significant preparation was involved when designating technology appropriate to the desired learning objectives. Communication and collaboration with scientists in the field was also necessary to ensure that real-world application of the learning tasks was present for the studies. The authors explained that the technology equipment used in the initial studies had to been acquired and loaned to the various classrooms involved because the schools did not have access, and any technological difficulties had to be fixed by off-site technology assistance team. The results of the authors’ analysis showed that there are many hidden factors that go into bringing technology enhanced learning experiences into the classroom.
Educators can utilize the results of this analysis by being aware of the planning and preparation that comes along with using technology in the classroom. In order to use technology as a learning tool, educators may have to collaborate with outside sources and have the background knowledge necessary to troubleshoot any difficulties that may arise.
The authors of this quantitative empirical research article examined the effects of various forms of technology implemented in secondary science classrooms in two research studies. The article focused on what needs to be done to apply the results of the studies to use educational technology in the school setting facilitated by teachers.
The participants of the initial studies were 13-16 year old students attending local schools in Brighton, UK. Both studies included e-Science related activities that asked students to collect, process, and interpret data and communicate with real scientists through the use of technology. The authors found that collaboration with teachers was a key component in designing the learning activities to fit the students’ needs and relevant science curriculum in the initial studies. They also noted that significant preparation was involved when designating technology appropriate to the desired learning objectives. Communication and collaboration with scientists in the field was also necessary to ensure that real-world application of the learning tasks was present for the studies. The authors explained that the technology equipment used in the initial studies had to been acquired and loaned to the various classrooms involved because the schools did not have access, and any technological difficulties had to be fixed by off-site technology assistance team. The results of the authors’ analysis showed that there are many hidden factors that go into bringing technology enhanced learning experiences into the classroom.
Educators can utilize the results of this analysis by being aware of the planning and preparation that comes along with using technology in the classroom. In order to use technology as a learning tool, educators may have to collaborate with outside sources and have the background knowledge necessary to troubleshoot any difficulties that may arise.