A forward: The 1:1 environment is distinctly different from push-in technology. While you may have used technology in the past with your students on devices that arrived on a cart or were stationed in one part of the building, students now have their own dedicated device that comes with them everywhere. And that will make all the difference.

Digital simulations are a wonderful opportunity for open exploration and inquiry in the Sciences. Structured properly, lessons that include simulations can encourage students to pose their own questions, design investigations, analyze results and research further. Some online simulations offer accompanying worksheet guides that read something like: adjust this, click here, observe screen, write the answer. These guides also have their place in the classroom, but children often gain most when they are engaged in play. In Part 1 of this training, we will explore how to modify simulations to support the inquiry model.

There is much to see on the internet for the Science learner. When should we use these resources in our classroom, and how? How can we avoid a classroom that consists of kids looking at screens? In Part 2 of this training, we will explore subtle tweaks to classic lessons that encourage students to develop research skills and collaborate online.

This section offers a resource bank for Science teachers looking to expand their lessons and add digital tools. A word of caution: start small! Many simulation resources are designed for upper levels but can be used in a more basic way for younger students. Perhaps attempt one simulation lesson per month or delegate the investigation of one resource or one lesson to each teacher in a PLC. Don't overwhelm yourself, and remember your students might need at least twice as long as you do to navigate any simulation.