I’m using probes in some of my chemistry labs, although I’m sure I could be doing more with them. In addition, I’m still trying to learn how to enhance lessons with the interactive board that was installed this year. I recently attended a workshop featuring several Web 2.0 tools that look interesting, but I now I’m feeling really overwhelmed. How can I keep up with all of these tools and strategies so I can teach my students how to use them?
—Julia from Oregon
I’m not sure anyone can “keep up with” the evolving tools and strategies in the field of educational technology. (I’ve been trying unsuccessfully for more than 25 years!) When I look at the entries on blogs such as the Free Technology for Teachers or suggestions from other educators via Twitter or the NSTA listserves I feel your frustration—too many cool tools for the science classroom and too little time to explore them! On top of all of the other day-to-day responsibilities of teaching, it seems impossible to learn about all of the available resources for science classes and design activities for students to learn about and use them in conjunction with the learning goals.
My principal had a saying: School seems to be the place where old people do most of the work while young people watch. So maybe it’s time to switch our model from the teacher as the know-it-all “sage on the stage.” If we want students to become lifelong learners, they need opportunities to learn independently and collaboratively with the teacher not only as a “guide on the side” but also as a partner in the process.
For example, when I was teaching a multimedia design elective, we received a multi-user license for a video editing program. I had dabbled with it, but I certainly did not know all of its capabilities. So I decided to get the students dabbling too. After a brief overview of what I knew, I gave each team of students a different section of the user manual. The students had to explore and experiment with the feature, edit one of their videos using that feature, give a demonstration to the rest of the class, and prepare a one-page introductory handout with step-by-step directions. As the assessment, the teams traded handouts and tried to follow the directions their peers had written.
At first some of the students were annoyed that, when they had a question, I replied, “I don’t know but I can try to help you figure it out.” I sat with each team to observe their problem-solving strategies and collaborative skills (and learn from them). I was astounded at what they figured out and produced in a few class periods.
Recently, a teacher did something similar with the Glogster tool. She showed students the site but then they had to figure out how to create a digital poster that summarized a lab investigation. Although this took a little longer than having students use the standard lab report template, the students had a chance to work collaboratively and incorporate their lab findings into a visual format. Next time, they’ll be more at ease, and the teacher learned about the tool from the students. I suspect she won’t abandon the traditional lab report format but will use this as an option.
This kind of strategy puts both the teacher and the students outside of their traditional comfort zones. The teacher is not the source of knowledge and the students are not passive receptacles. It requires some risk-taking to give responsibility for learning to the students. And students may be frustrated by their new role at first, asking, “Why don’t you just tell us what to do?” But these are the same students who—without formal instruction—have figured out the nuances of video games and mastered the art of texting.
Teachers also may be reluctant to try new things because of the time factor and the perceived need to cover a list of topics. But during the year there are pockets of time that students can use to explore new tools and strategies. For example, at the end of a unit when some students are making up assignments or retaking tests, other students could be exploring new uses for the probes, designing activities for the interactive board or web tools, and preparing demonstrations for the other students. The days before a long break can be also used for these explorations, rather than starting a unit and having to re-teach the concepts after the break.
 
Photo: http://www.flickr.com/photos/johnnieutah/3432012705/sizes/l/in/photostream/