Course Overview

Technology tools for science teachers. The goal is to understand the affordances and constraints of technology in teaching and learning science. Students in this course work on projects applying technology to secondary science teaching.

Class Project Presentations

On Wednesday, July 18, you will present your class project to your colleagues in class. Each student will have 30 minutes for the presentation plus time for Q & A. During the presentation, I ask you to address the following points:

  • What are your project goals?
  • What is your theory/philosophy of learning?
  • How does using technology fit with your goals and theory/philosophy of learning?
  • How does technology allow you to accomplish these goals in ways you could not accomplish them without technology?
  • What impact do you think your project will have on your students' learning and why?
  • What evidence will you have for student outcomes?
  • What do you think are the strengths of your project?
  • What do want to improve on your project?
  • How do you anticipate that you will be able to continue to use technology in your teaching?
  • What else to you want to learn to improve your use of technology in teaching? How might you do so?

Backwards Design

Technology can be seductive.  It seems like every day, new technologies are announced and, almost as quickly, someone predicts that this technology will be the "silver bullet" that will improve education, make learning more engaging for students and generally make the world a better place to live.  However, the history of technology in education shows that these predictions are rarely fulfilled without situating technology within a larger instructional design.

In this course, we are going to use Backwards Design (Wiggins & McTighe, 1998 / 2005) to develop projects that focus on using technology within a larger instructional design.