This week has been an interesting mix between finding things for the science classroom, and finding science simulations that are just fun. I have written before about how I struggle to match things I have found and used previously to my new grade level of students. I enjoyed going through everyone's posts and websites shared on our class page. I found these things useful, but not necessarily applicable to my classes.
Although simulations are very practical for chemistry and higher level science, I find that elementary students are only about 50% on making useful applications by using simulations as inquiry activities. I find that hands-on activities provide more excitement and can be manipulated by me in a much more educational manner than most other methods.
Google Earth is a great program to utilize the wide range of data available in the world, however when I arrived here in Mississippi I was disappointed to find that there was only one computer in the entire school that has the capability to run Google Earth. As Natasha pointed out in her blog, Google Earth is not so much fun if it keeps crashing. I agree! Unfortunately this is my perpetual struggle with technology in Mississippi. Web 2.0 philosophy and applications are great, and add to the classroom dynamics. Getting the web into the classroom is mostly the problem. It seems that many of my peers have this problem as well. Susan relates in her blog that her use of computers is contingent on other classes' needs for the school computer lab. When this is the case, opportunities like Google Earth that might be developed for the classroom get left behind because of access issues.
This past week's discussion of simulations and Google Earth has been an interesting and reflective opportunity for me. I was introduced to these tools a few years ago as necessary to be a strong science teacher candidate. Now things have come full circle, as I find myself in a community without the resources to actively provide these opportunities. I have had to adapt my ability to use technology in the classroom, and have found what is truly important to my teaching. Simulations are integral to dispelling misunderstandings in science. Fortunately many basic simulations are free and easily accessible on the internet. Other more interactive simulations and programs similar to Google Earth are luxuries that I encourage students to consider evaluating in their free time. Knowing how other teachers are dealing with the balance between knowing the web 2.0 tools and applying them to the classroom has broadened my perspective on the realms of applying technology appropriately.
Google Earth is a great program to utilize the wide range of data available in the world, however when I arrived here in Mississippi I was disappointed to find that there was only one computer in the entire school that has the capability to run Google Earth. As Natasha pointed out in her blog, Google Earth is not so much fun if it keeps crashing. I agree! Unfortunately this is my perpetual struggle with technology in Mississippi. Web 2.0 philosophy and applications are great, and add to the classroom dynamics. Getting the web into the classroom is mostly the problem. It seems that many of my peers have this problem as well. Susan relates in her blog that her use of computers is contingent on other classes' needs for the school computer lab. When this is the case, opportunities like Google Earth that might be developed for the classroom get left behind because of access issues.
This past week's discussion of simulations and Google Earth has been an interesting and reflective opportunity for me. I was introduced to these tools a few years ago as necessary to be a strong science teacher candidate. Now things have come full circle, as I find myself in a community without the resources to actively provide these opportunities. I have had to adapt my ability to use technology in the classroom, and have found what is truly important to my teaching. Simulations are integral to dispelling misunderstandings in science. Fortunately many basic simulations are free and easily accessible on the internet. Other more interactive simulations and programs similar to Google Earth are luxuries that I encourage students to consider evaluating in their free time. Knowing how other teachers are dealing with the balance between knowing the web 2.0 tools and applying them to the classroom has broadened my perspective on the realms of applying technology appropriately.
Kelly,
ReplyDeleteThanks for your great insight! I find myself in similar situations regarding lack of resources (specifically computers) for all of my students. You also mentioned having to adapt your ability to use technology in your classroom. What are some of the ways you have been able to do this? -Quinn
Kelly, I agree about Google Earth crashing too, it's a bit of a pain. The hands-on experiences are definitely invaluable and could never be replaced by virtual simulations. I often have my students "act out" simulations. For example, I had 6 of them be a glucose molecule, and several others be enzymes etc. involved in Cellular Respiration. We mapped out the mitochondria in the classroom and they acted out the basic process of glycolysis up to the ETC. It was great. I also think filming their acting is a great way to review their simulation afterward (because often they are so engrossed in their roles they don't take in the "bigger picture." So I guess this would be a way of incorporating "live hands on simulations" with technology.
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