Angelina’s Article:
Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science
Problem –
The problem that is identified within this research paper was the use of using video technology within the classroom, so the preservice teachers are able to learn from watching them. The problem that goes along the digital video technology are the ethical issues, technical issues (equipment, sound capture, compatibility) and also have it grounded in theories. The other problems are having the people that are trained with using the equipment.
Solution –
The solution to having digital video technology is to have resources and to make sure that the people that are operating the equipment are going through consistent professional development. With having the teachers going through these developments they are able to stay up with the current equipment. The preservice teachers are able to learn from what their prior teachers have recorded and documented from within their classroom.
Purpose of the Study –
The research that this paper uncovered and was the primary purpose was to see the impact of digital video technology within the classroom and also how it would help preservice teachers become more prepared in their development of teaching before they become an in-service teacher. This research also pointed out the challenges and the many different advantages of having this with the classroom and pre-teaching programs.
Method –
Within a group setting 62 preservice teachers were selected to take part in a study that was wither technology based or into a traditional classroom. The traditional classroom was the controlled group of the study and the technology infused classroom was the one that was being observed for the enhancements of the study. The study was done too see how much the preservice teacher would be “…effective in their ability to observe, recognize, and analyze what effective teaching” (de Mesquita, P. B., Dean, R. F., & Young, B. J. (2010)) looks like in a technology infused classroom.
Results and Conclusion –
The use of the digital video technology can be beneficial because it helps the preservice teachers to be able to get exposure to the different scenarios that might happen within a future classroom. It also helps to have the digital video technology within the classroom because it helps the person that is being recorded to be able to go back and review what happened during that time of teaching. It helps not just grade school teacher but also for researchers when they are going different experiments.
APA Citation:
De Mesquita, P. B., Dean, R. F., & Young, B. J. (2010). Making Sure What You See is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science. CONTEMPORARY ISSUES IN TECHNOLOGY AND TEACHER EDUCATION. Retrieved October 15, 2018, from https://www.citejournal.org/volume-10/issue-3-10/science/making-sure-what-you-see-is-what-you-get-digital-video-technology-and-the-preparation-of-teachers-of-elementary-science/
Kayla’s Article:
Preparing Tomorrow’s Science Teachers to Use Technology” Guidelines for Science Educators
This article talks about how the advancement of technology has Impacted science education. The Problem with the explosion of technology is how to find or know if your teaching with applications that are relevant. Another problem is that teachers have to think about how they will interact with students, worry if they are following the National Science Education Standards. Not to mention the variety of formats they can publish their work. If they don’t know the format, then the teacher must teach the students how. Here are some guidelines that can help develop teachers’ lessons.
- Technology should be introduced in the context of science content.
- Technology should address worthwhile science with appropriate pedagogy.
- Technology instruction in science should take advantage of the unique features of technology.
- Technology should make scientific views more accessible.
- Technology instruction should develop students’ understanding of the relationship between technology and science.
This study was done because it is important to understand as teachers that it is our job to be up to date with the latest technology, what is relevant, and will it bring high quality into your lesson. The results and conclusion from research and teaching experiences have found that the students benefit from the use of technology to teach science is impacted by the teacher’s professional development with the advancement of technology.
APA Citation:
Henriques, L. (2002). Preparing tomorrow’s science teachers to use technology: An example from the field. Contemporary Issues in Technology and Teacher Education [Online serial], 2(1). Retrieved from https://www.citejournal.org/volume-2/issue-1-02/science/preparing-tomorrows-science-teachers-to-use-technology-an-example-from-the-field
Krystal’s Article:
Leveraging analysis of student’s disciplinary thinking in a video club to promote student-centered science instruction. — Cases of four teachers to illustrate their efforts to experiment with practices to promote students’ evidence-based reasoning as they participated in a semester-long video club.
Purpose/Problem:
Addressing obstacles on implementing ambitious science instruction that promotes students’ evidence-based reasoning and explanation building.
Solution:
Used a video club model to engage participants with particular tools, tasks, and forms of talk to promote the development of teachers’ noticing of students disciplinary thinking and exploring the instructional triangle using critical discourse. Student’s demonstrated using disciplinary thinking and applied it to their learning and classroom practice. Observation suggests that participation in the video club stimulated changes in thinking for all participants.
Results:
Sets up more ambitious changes in the future because small changes in practice to incorporate more student-centered instruction. This may change teachers’ beliefs about what ideas students can contribute. Good instructional shifts demanded as teachers attempt to implement The Next Generation Science Standards.
Carolina’s Article:
Teaching Kids to Think Like Engineers
Research shows that students don’t know what engineers do. Sone students thought that they drive trains and others think that they build buildings. This was found to be a problem because if they don’t know what engineers then young students do won’t aspire to become them. It’s important that students dream big and try to be the best and have an exciting career. Because of this teacher are adding more activities and projects that involve engineering influences. This way students can see what wonderful things they can create as engineers and students can have more hands-on activities.
Problem:
Students don’t know what engineers do and they might not know that they can enjoy and aspire to become one.
Solution:
Adding activities that show what engineers do. This way students are exposed to a possible career.
Purpose of the study:
To open the minds of the students when it comes to pick in future careers. We depend on engineers to create and build everything in our lives and the activities might inspire students to want to become engineers.
Conclusion:
The students enjoy doing hands on activities and activities that they don’t usually do. It opens the mind of students and opens the door to more science, math and technology.
Article link: http://discovermagazine.com/2013/dec/15-e-is-for-engineering
The Ups and Downs of Science 