Science Chapter 9

Chapter 9 expressed the reason educators should use technology in science and in their classrooms: “To do things that would be difficult to do, not to repeat what could ordinarily be done.” (193) Technology integrated in science can be used to assist in the curriculum that is hard to teach and also difficult for students to understand. Technological tools and software can provide models, stimulations, stimulated microscopes and current information that are not available in textbooks.
One key point in this chapter was the importance of identifying student’s misconceptions that they have on content topics. By asking students, what they think they know about a given topic, provides the teacher with a new direction for teaching instructions. While discussing Groundhog’s Day, I asked my students what they thought they knew about groundhogs. As I was charting their responses, one student stated, “ They have spikes on their backs.” This led to a discussion and changed my teaching instructions to providing information about groundhogs. We were able to clarify this misconception through the use of a nonfiction book and the Internet. We also were able to watch “Phil” come out of his burrow thanks to the Fox Network on my laptop. I would not have known about this misconception, if I had not asked the simple question, “What do you think you know?” Once my technological pedagogy has been developed, I will then be able to use technology effectively in my teaching. “Science is a way to understand the world and Technology is a set of tools to enhance this understanding.” (201) The rapid changes in technological hardware and software leaves me with an overwhelming sense of frustration. I know I need to be willing to learn new technology, but I lack the “tech-savviness” to do so. These rapid changes lead to “wicked problems” for me. Educators choose technology instruction based on their knowledge and understanding of it. The only way to achieve this understanding is through experience. I wonder how this can be obtained, when the accessibility to hardware is limited, and budget cuts for staff development and tech integrators are inevitable?
The solution for this problem in chapter 9 is to provide more training for undergraduate students who routinely use technology in their teaching of science. These students also need to aware of the “how and why” technology can be used. Will this solution widen the gap between “digital natives” and “digital immigrants?” Now with the lack of funds, what provisions will be made for the “digital immigrants.” Time will tell…………