ERIC EJ1098648: Technology Engineering Science Instruction in the Information Age: Integrating Instructional Technology in K12 Education

2008·4.5 MB·English

by  ERIC

TECHNOLOGY ENGINEERING SCIENCE INSTRUCTION IN THE
INFORMATION AGE: INTEGRATING INSTRUCTIONAL
TECHNOLOGY IN K12 EDUCATION

JAMES E, OSLER Il*

GAIL HOLLOWELL**

‘CASSANDRA PALMER®*#

‘ABSTRACT
is papers summary of he use of fachnology Engineering in k12 education hat integrates science and technology
topostvelyimoac students ond teaches The Technologyénthanced Learning nSolenos Center TELS] s0res60roh
Ccontorturn hat uses cynamic and Innovative technology-based soluons combined wih solenoe & mathernatios
Couricuta in an innovative way fo empower teachers and enhance student ioaming. Asa best practice, the TELS mod!
‘can prove academicians with new teaching sategies tha seamiess Integrate technology into the claswoom fo
Inrese studentreteniion andtransfer of science ancimathemates concent

eyneres:Instuctional Methodology. Insructonal Stategy, Profesional Development, Science Education, Science
Insrucion, Technology Engineering. Technologénhanced Leoming. Technology Integration, TELS, Web-Based

Integrated Science Envronrant, MSE

INTRODUCTON
‘The Technology Engneeting (Osler, 2008) a teaching
methodology that Integrates ond seamlessly infuses
Inferactve technology, colabotatve: methods, and
discovery learning wih content and cunicuum.
Technology Engineering focuses on proving on
‘empowering ond etfectve teaching strategy that tokes
‘2avontage of the many vated modes of instuction
‘feed by “formation Age" technotogy. Technology
Engineering broadiy defined asthe combination of two
isinct yet interrelated concepts collaboratively
Combined together os @ whole. Fist, there isthe tern
“Technology whichis generoty defied as, “he use of
‘ne tools and machines that help to solve problems. This
's ir tum followed by “Engineeting’ which 1 more
Commonly known as, "the application of fecknology to
sove human problems". The two concepts are
combined collaboratively 10 create the new
methodology called: “Technology Engineering’
TechnologyEngineetng orTEistheroot productofthe wo
isinct “sos of nowedge fused togetner and appled
specifically to Instucton (Clo, 2005) In order o gain a
better grasp of Technology Engineering ond ts
‘appication fo the leaning envronment as @ teaching

‘methodology, on example i provided inthe poragranns
‘hatfolow

|-Technology Engineering -AnExemple

|An oxomplary example of tho ute of Tectnoogy
Engineering as an Instiuctional strategy is the
Technology-Enhanced Learning inthe Sciences or he
“TELS Center, he TELSintalve was sored asa research
Consortium to effectively promote the learning of he
selences in K-12 classrooms in which sclence learing
was rapidly declining. TELS (the center tor
Technology-Enhanced Learning In Sclence) bings
Luniversy researchers together win middle school and
igh school educators fo Improve instuction i science.
Eslabishod by the Notional Science Foundation os 0
Patlonal Center for Leaming ond Teacting, TES is
ecdquartered ot the Univrsty of Cotforia, Berkeley
(ond is tected by Professor Marcia C. Ln TELS includes
‘even unvetiee and an inthue of technology (atone
Sole Unive, Mls Colege, Christopher Newport
Univers, Norn Carona Centrl Univers, PennsyWvonia
Soto Unters, Technion - Isao nstute of Tactnoiogy,
Unwersy of Catfomla, Betsley, and The Unversty of
Toronto}, a nonprofit educational research and
development organization (the Concord Consortia),

= Tigo rr at SERSTFEDSOROPITRGROSOG VELA NOT ne at BOE
cond seven sehoo! stele and acktional schoo sytem
(Petor-toxborough Regional Schools, Boteloy Uniled
Schoo! Distt, Boston Pubic Schools, Creighton School
Distict, Comago Pubke School, Dumnom Pubic
Schools, Glbor Pubic Schools, Ml Dlabo Uniled School
Dtict, Newport News Pubic Schools, ProenixUnion High
Schoo! Distlct, Portsmouth Pubic School}. TELS also
PrOvidos resources tothe folowing lates at no cost:
‘The Center for Curicuurn Material in Science (CCMS),
Tho Centar for Informal Learning and Schools (Cs)
IDDEAS Pract, Te MAC Project, The Making Thinking
Visble Project, ROLE Project, Te MODELS Project. The
Technology Enhanced Acts Learning (TEAL Polect ct
MI. ond VTENotNorwen.

The TELS insttuctional methodology integrates
“nlomation Age" technological foo! into the couse
Ccurcul. Technology os on instuctonatoalisseamiossy
‘embedded ino the sructue ofthe leaming envionment
Innis manne TE snot onlya practic, but becomes cn
‘cto and engaging philosophy used by teaches to
create © cynaric and powerful leaning envionment
‘Contored.cround high leaner locus of contol. This ntun,
‘lows the studont fo take advantage of thot multiple
learing s¥es while interacting wih complex scleiitc
‘concepts, models, and teminology through Interacive
‘technology. he nstuctor becomes an active “tacitator
Ctleaming’ who promotes actvelearing and decovery,
which In fun, mates knowledge more relevant ond
teat tfecisthe way inwhich leamersreicincontent,
Irferoctiy ond Colsboration oe requled. They ae the
Inherentkey components of fechrology Engneoing. he
Ccourtes that ore taught though TELS emphasize this
‘rough he use ofoninginteractvenstwoting programs
(such os “Web-Based Leaning” through on onine tool
Callod: WISE), These fools workin concert wih interactive
fond aynarre teaching techniques (such os “Authentic
Tosis", “instuctonal Design Modes”, “Tear-bukdng
Techniques", “Cutwaly Dente Dynamic Teaching
Methodk", “Coloboratwe Projects", “Leamner-sased
Tool’, "Poduct Sased Leamring’, "Hands-On Sroteges",
fond Assignments that place @ stiong emphasis on
“Discovery Leoming’). Ts Infusion of technology with

Inforactwe and aynamic teaching methods creates on
fervching experience for the loaner ond promotes
Innovation in theleaming envionment. Tis ntum yields a
sttong senso of ownership and community wihin he
Clotsoom that posttvely Impacts both students and

‘teachers Students begin to lean ond parton bet ond

Ihowso, teacher can better calves the science content

fond concepts hat are mandated requirements fom

bothnationalondstotestondrds

TheTES teaching method as an example of Technology

Engineering provides the ‘following technological

‘odvantoges as olomentstotholeannngenvionment:

|. A tesearch consorium supported by tne Nationa
Science Foundation to study how Insuctonal
technology can benef leaching ond learning in
science.

2. Bott porineing lnstutons and the respecte
school dicts across he US

3. TELS poriners conduct lagescate, collaborative,
‘apple research to Kdenty promising technology
siondorde based eurieuor motes ond design
pincipes

4, The WISE: Web-Based Integrated science
Envronenent

5. Mexging technologies that are customizable for
Technology-Enhancedteamning envkonments

{6 An envionment that develops and tests sclence
‘cctv using imovative software and simulations
‘hathetp students to expire key scien concepts.

7. An ‘eteractve coloboration wih active school
Patines to teach benchmark topics In Sclence
Eaucation,

8. Creation of engaging Technology-Enhanced
hnehuctonal mateo hat actively invave sudenisin
the methods ond techniques used in he process of
scenic Inquiry to engage them in leoming more
‘eboutkay sciontfc concepts.

9. The design and implementation of professional
‘development programs for teaches patcipating in
{he TELS program.

[Tanager Jerr or Shel €arSont acho VOL 4 NaF dune Aap 2008 =
10.A.coheswe research progiam in cionce classooms
that Ylds evidence forivestgators designers, ond
poleymates.

11. Focuty, Studonis, Researchers, ond. Developers
‘troughoutthe academic yearand over the sure
have the opportunites fo lea new fechnologls, fo
‘contute othe design ofthe TELS envionment, to
‘dexign and develop cunicuuriprojects, and mentor
‘ond coloborate wih teachersacross ine.

12. Porinesips wih: Noth Corbina Cental Univexsiy,
The Universty of Caltomla ct Bertoley, Nort State
Universi, Aizona State Univers, Penn State
LUnvorsy, Mis College, Tectrionsice! Insitute ot
Technology, The Concord Consorturn, Durham
Pubic Schools, Serteley Untied Schoo! Disc
Maynard Public Schools, Comexidge Pub Schools,
‘ond MountDlobioUnitedSchoolDistict ant

13. The Concord Consortium Science Sofwore:
Pedagogica, Molecular Worbench, andlologcs,

Furhettectures TELS clus:

1. Delwerng science curiculrunis one.

2, Online noe taking and online assessment tools to
monitor students progress ond provide immediate
feedback
Proving an electonic forum for peer oiogue
‘A learning envionment guides students £0 the
{teacher con tulorinchcuc orem guns

8. Customizing inlotoctive content involves using
student performance as evidence to refine sclonce
Inston

6. WISEIELS outhoing makes content customization
.205/for teachers, who with o implement interactive
science sotwareintotneircuricue.

7. Resecrchersond teachers is studentresponsescnd
localepporunitestocustomizsinteractwe content

8, TELS Knowedge Integration Includes: acthely
‘engaging sudontsin the process of sciontitc nqury,
the incorporation of computer simulations of rea
‘work phenomena ino science bosed cucu, and
the collection and analy of scienificaty derived

dataasapatotcassoominsruction
9, TELS Modules, and Interactive software nos the
following elements: Virtual Chatting, video
‘Steaming, RealTime Infraction, Vitual Recoring
‘ond Replay, E-mal, Teleconferencing, Messoge
Boards, Grophic Usor Interfaces, WebPages, Vitual
Development Tools; and Dynamic Interactive
Learning Envtorments
10. The ancy of student outcomes which includes
<deterining fo what extent students Involved in TELS
learning develop 2 doopet, better integrated
Uundestanding of complex sclentic topics via
‘ossessment ond
11. The TELS ossossment methodology cludes: e-ost
‘Assessment (determining knowledge of a scientiic
‘concep! prot 10 module deoioyment), Posttos!
-Assossment (determining the amount of knowledge
retention of the end of module interact. ond
Benchmark Assessment (conducted at the end of
‘ecadoric arto doternine alls outcomes}
These adaliona! eleven elemenis ate exemplary
‘examples of how the infusion and implementation of
Technology Engineered programs such os the TELS
Inttatve provide odational retention ond transfer of
sclntite conceptual knowiedge that enhances the
learing envrorment.
The Use of the aforementioned advantagee ond
‘elemenis ctong wih stong couse design prncipes that
encourage scentiic examination, focitate leaning
sclontile concepts, and promote dscovey in the
leaning process creates anew and innovative teaching
paradigm inthe sclences, is new paradigm isone thot
‘cvaly engages siden’ Inthe learning process. Ths,
the teacher con increase student nferestin the sciences,
whle octvely encouragng learning through avalable
technology. AscresutIechnologynhoncedLeaningln
the Sciences soaks to enhance the dsciplnet of
feducation and philosophy through @ revolutionary
Colliooratve between Teaches, students, researchers,
(ond content devetopes using curent fechnology. Miss
the timate goat of Technology Engineetng as a

z Tigo rr at SERSTFEDSOROPITRGROSOG VELA NOT ne at BOE
phtorophy.
2,Technology-EnhancedLeamninginscionce EL)
Over he post 25 years the coupling of sclance ond
technology hos load to tots 1o redefine the goals for
Sclonce courses, produce scientific research that
recconceptuaizes sclence Instucton, ond suppot
studles nat explore the Impact of new technologies on
student earning {unn, 2003), he nature of feaching and
learning cided by educational technology anais vay
Lndersiood by many educational stakeholders thot
recognte the atferent levels of teernology integration.
Tectnology integtion is process In which teachers
Utlee computers and other fechnologies such os the
Infemet, and software as foo to facile Inqury-based
leaning, collaboration, ond problem solving (ED ond
Mehinge. 1998; Newnan, etl 2005; Stevenson, 2008}.
Despite the postive impact of educational technology
Con studentioamning ts usoInthe classoom by teachorss
sft,

‘3. Wob Based integratedsclonce Environment WISE)
Technology creates 0 more leainer-centered
fenvicament by Gllowing students 1o fake on more
responsbilies In thelr leaning process (Nson-Netson,
2001), Because of this technologyenhonced leaning
fenvtonments have emerged as he subjact of study fr
‘many resecrchers wth an intrest In science education
fond technology. The Technology-Enhanced Leaning in
Science Progam thot hos colaboraled win many
partners 1o develop a leaning envionment that would
help students to make thelr thinking vite, encouraged
student colaboration, promoted autonomous ite long
leaning, ond made selence concepts more accessible
(Una, 20000; Unn, Cir, ond Slota, 2002). The
‘envionment na ocitats ths kindof earring istered
os he Knowledge integration Enviionment or KE. Tho
Krowedge integration Envtonment isa byproduct ofthe
“soattolded knowedge Integration ftariework tnt sts
students on a path ot denttying whatsknown, Inking to
new knowledge, anc making connections to tacitate a
deeper understancing based on the principles of
selenite nqury that att them the opporunty 40

connect sclence class internation te personaly elevant
roblerrs and por nowiedge (lam andinn, 2002).
Snce inquly-bosed learning Is @ key component of
‘echnology-enhanced leaming envionents, oth
‘eachers ond students can become better cies of
sclentile concopis and materials asa resut ot engaging
Ininguirypxocts inn, Clark ond Sta, 2002). Poms
lscussons, recorded observations, and dlicouse
between teaches and students all eceurin fechnology
Tearing envorments which provide mare challenging
leaming opportunites for students while providing
supports that alow such chalenging leaning to be
recognted [Songer Lee, Korn, 2002}. However, he
Cchalenge sil remains which is 0 support teachers ia
hanessing thes tind of technological capabatisin ine
classoom.

4. TELS Teacher Profesional Development

Professional development Is dened as the process of
Improving statt sls ond competencies needed 10
Produce outstanding educational resuts for students
(Wert, 2004) Overtne pas!20 years, stondarashavebbeen
developed for profesional development fo focus on
knowing what students must be able odo, knowing which
stttegles lead to student success. and Ident¥ving focus
‘teas omeet such goals Hal, 2005),

The Use of technology Inthe classoom has gained a
significant omount of momentum. Changes in
Insiucton, astossment, and the process of schooing
have led fo the need for valour Knds of professional
development. his issuppoted by feseorchers Wison ond
Beme who state on page 178 of ther atcie “Teacher
leaminganatne aequisionofpxolessonatknowledge” a
‘he Review of Educational Resgarch state te folowng
Mounting efor to increase the profesonazation of
Yoaching consitulos yet another force. Professional
teochers require profesional development” (Wson &
Bome, 1999}. This Hustates the increasing need for
‘teacher profesional developmentinatsbotn timely ond
relevant In today’s diverse soctoy this is especialy tue
when teachers a1e contonted with technology o
fclence professional development ond taining.

[Tanager Jerr or Shel €arSont acho VOL 4 NaF dune Aap 2008 =
According fo Salpeter (2004), he absence of r-nouse,
‘on-demand, and customized help often leads teachers
‘obereluctanttouse echnoiogyinine ctasioom,
Despite tne postive impact of profesional development
Con teaching, hore re severat reasons wht often fas to
Cchiove its objectives. The inlovance of actos to
classoom practices, one-shot workshops, and the
Inabitty to actress teachers ngeds and concems al set
lieitations on the effectiveness of professional
evelopment on clastoom teaching (Mowe, 2003)
‘nce successful use of computers largely depends on
‘teacher pedagogy. then efor mustbe devotedtowards
hebing teachers understand: 0} the pupote of
‘educational technologyandb he Important pedagogy
‘nat is needed forts implementation {Mouza ond Bef,
2001; band Cox, 2003).

Protessonal development is citical to the eftectve
Infogiation of technology into the classtooms ond it must
bbe ba:edon teacher needs inorder to ensue succeestul
Implementation nto the classioom (Shulman, 2004;
Dawson ond Rakes, 2008; Moura, 2003). Yet. many
feachers have not reached an adoption of such
‘advances ond thet pedagogies do not reflect the
Integration of tnsttuctional technologies tn thelr
classooms(Mitchem, eta, 2008; Nsan-Nolion, 2001),
Conclusion

“infomation Age" technotogles enobie teachers to
over content In now ond innovative ways. Now
pedagogical and anctagogical methods ore constantly
being developed. deployed. and evalusted.
Tecnology Engneetng trough the TELS into hash
Unlimited potential to take teaching the science to
previous unforseen heights However we wish io ay
re0ch ond unlock tne unlimled potential of our students
we must delve futher ito Inierectve technologies that
‘ake advantage of "nfermation Age" students ferry
‘wth Interactve technology. The future success wih the
TELSinitatve largely depends onbothte compotoncyot
the tclence teacher at well ae support fram the
Instutons administration The end resus may iote a
new modelin eaching hat has ar eachingiplcations

for education and may iocuce @ new generation of
stucenfstotneciences

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Teachers’ Informal

"ABOUT THE AUTHOR

*psssor Prefer Scretotcascaen, Narh Carina Cantal Unbent Fated Steet Duan

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