Wed June 11, 2014
4:00 - 7:00 pm preparing lesson plan
Tues June 10, 2014
4:00 - 7:00 pm preparing lesson plan
Tues June 10, 2014
4:40-5:00 p.m blogging
11 p.m -2 a.m reading articles from NSTA
Thurs May 29, 2014
4:35 - 4:50 p.m. blogging
Thurs May 22, 2014
6:08 - 6:15 p.m blogging
Thurs May 15, 2014
2 hours researching science websites
1 hour setting up blog
~Reflection:
After viewing two wonderful science blogs: one on Physics and the other Biology, I find that there are multiple ways to incorporate technology in a classroom. As a teacher, you have to decide when it is best to utilize these tools in your classroom and daily lessons. In an inquiry or scientific investigation, sometimes you want to start students off small and work your way up to examining scientific concepts. With that being said, you can save your technology/simulation till the end to reinforce the learning objective of your lesson. Moreover, you could do the reverse; start off "big" with a scientific phenomena or simulation from the technology resource you use and then work your way down from there.
No matter which path you take, in the end what matters is how you facilitate your lesson. With a strong learning goal, you want to make sure that you cannot solely rely on these technology simulations to teach the lesson for you or feed off information to students in a non-productive fashion. You want to make good use of these tools to help elicit and make clearer scientific concepts. USE TECHNOLOGY THE RIGHT WAY, the TEACHING way!!!
~Reflection:
After viewing two wonderful science blogs: one on Physics and the other Biology, I find that there are multiple ways to incorporate technology in a classroom. As a teacher, you have to decide when it is best to utilize these tools in your classroom and daily lessons. In an inquiry or scientific investigation, sometimes you want to start students off small and work your way up to examining scientific concepts. With that being said, you can save your technology/simulation till the end to reinforce the learning objective of your lesson. Moreover, you could do the reverse; start off "big" with a scientific phenomena or simulation from the technology resource you use and then work your way down from there.
No matter which path you take, in the end what matters is how you facilitate your lesson. With a strong learning goal, you want to make sure that you cannot solely rely on these technology simulations to teach the lesson for you or feed off information to students in a non-productive fashion. You want to make good use of these tools to help elicit and make clearer scientific concepts. USE TECHNOLOGY THE RIGHT WAY, the TEACHING way!!!
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