What researchers say about using technology in the classroom...
A typical high school biology classroom consists of a diverse population of learners, as all high school students are required to take this course as part of their graduation requirements. These students come with varying degrees of background knowledge, reading levels, and higher-level thinking skills. In the Washoe County School District, there are no resource science classes offered at this time, meaning that all students on Individualized Education Programs (IEPs) are included in the general education setting for science instruction. In order to provide meaningful learning opportunities and increase scientific knowledge, teachers must use a hands-on inquiry-based approach to instruction (Girod & Twyman, 2009; Liu, 2009; Miller, 2010). Although researchers have shown that these approaches to instruction are effective for teaching scientific literacy, researchers have also shown that using technology can further enhance student understanding by providing learners with differentiated instruction and a connection to the real world (Montelongo & Herter, 2010; Parades, et. al., 2010; Serin, 2011). This website seeks to address the lack of educational technology use in the science classroom, and provides answers for improving scientific literacy skills in students, including those with special needs because they are included in the general education classroom for science instruction.
A main goal of this website is to provide teachers with information and basic training for a number of different educational technologies that are available for classroom use. Researchers show that teachers are not receiving adequate training on how to appropriately and effectively use technology in the classroom (Baker, et al., 2009; Greenleaf, et al., 2011; Liu, 2009). Efe (2011) further explained that teachers who feel comfortable with technology themselves are more likely to use it in the classroom and see the value of using it to teach students. Just as with learning anything new, there is a learning curve for technology as well. In my professional experience, often times technology can end up saving teachers time in the classroom. For example, teachers can program tests and quizzes into a web-based program such as Question Press and have all of the students take the test online. The program automatically grades the test, provides real-time feedback to both teachers and students, and allows students to get their scores immediately and do test corrections accordingly.
In addition to saving teachers time in the classroom, technology is an effective means for differentiating instruction and reaching multiple learning modalities. Ng (2011) provided information on the use of technology and lessening of students’ cognitive memory loads and provides differentiation for all types of learners, including those with special needs. In my experience, students with learning disabilities have difficulties with memorization, and technology is able to provide them the access to the content itself without having to overcome deficiencies in working memory. Another area that students with learning disabilities struggle with is written expression. Wollak and Koppenhaver (2011) used an online pen-pal program to aid students with disabilities in improving writing expression and develop effective communication skills, and found that after using the program, the students were able to more effectively communicate through their writing. By using technology-based programs, teachers are able to more effectively reach all types of learners.
Researchers have also shown that technology can help students understand media and gain media literacy skills by examining arguments and facts about science critically (Gardner, Jones, & Ferzli, 2009; Jarman & McClune, 2010; Vieira, Tenreiro-Vieira, & Martins, 2011). Students who are able to examine science critically are more scientifically literate when it comes to understanding scientific facts, concepts, and real-world connections. As stated before, teachers who are able to understand and use technology are more likely to use it in the classroom. This website will help teachers find ways to incorporate educational technology into the high school biology classroom for better student understanding and development of scientific literacy skills as well as gain 21st century skills such as digital literacy. The goal is to help teachers reach learners of different needs and abilities in the classroom through the use of educational technology, and allow learners with special needs to access the general education curriculum.
A main goal of this website is to provide teachers with information and basic training for a number of different educational technologies that are available for classroom use. Researchers show that teachers are not receiving adequate training on how to appropriately and effectively use technology in the classroom (Baker, et al., 2009; Greenleaf, et al., 2011; Liu, 2009). Efe (2011) further explained that teachers who feel comfortable with technology themselves are more likely to use it in the classroom and see the value of using it to teach students. Just as with learning anything new, there is a learning curve for technology as well. In my professional experience, often times technology can end up saving teachers time in the classroom. For example, teachers can program tests and quizzes into a web-based program such as Question Press and have all of the students take the test online. The program automatically grades the test, provides real-time feedback to both teachers and students, and allows students to get their scores immediately and do test corrections accordingly.
In addition to saving teachers time in the classroom, technology is an effective means for differentiating instruction and reaching multiple learning modalities. Ng (2011) provided information on the use of technology and lessening of students’ cognitive memory loads and provides differentiation for all types of learners, including those with special needs. In my experience, students with learning disabilities have difficulties with memorization, and technology is able to provide them the access to the content itself without having to overcome deficiencies in working memory. Another area that students with learning disabilities struggle with is written expression. Wollak and Koppenhaver (2011) used an online pen-pal program to aid students with disabilities in improving writing expression and develop effective communication skills, and found that after using the program, the students were able to more effectively communicate through their writing. By using technology-based programs, teachers are able to more effectively reach all types of learners.
Researchers have also shown that technology can help students understand media and gain media literacy skills by examining arguments and facts about science critically (Gardner, Jones, & Ferzli, 2009; Jarman & McClune, 2010; Vieira, Tenreiro-Vieira, & Martins, 2011). Students who are able to examine science critically are more scientifically literate when it comes to understanding scientific facts, concepts, and real-world connections. As stated before, teachers who are able to understand and use technology are more likely to use it in the classroom. This website will help teachers find ways to incorporate educational technology into the high school biology classroom for better student understanding and development of scientific literacy skills as well as gain 21st century skills such as digital literacy. The goal is to help teachers reach learners of different needs and abilities in the classroom through the use of educational technology, and allow learners with special needs to access the general education curriculum.