Math, Science, and Technology Implementation in the Classroom
Heather Sanderson
Eastern Connecticut State University
June 8th, 2018
After reading Adams and Hamm’s Teaching Math, Science, and Technology in schools today, my main takeaways include that a science teacher must portray excitement about the subject, differentiate to reach all learners, encourage group collaboration, create and implement real world based inquiry lessons, and make use of technology.
Since many students enter a science class having a negative feeling towards the subject, usually because they have found it difficult in past years, a science teacher must excite the students right from the start. Adams and Hamm state that “a student’s academic success is strongly influenced by the teacher’s energy, knowledge, character, sense of humor, and ability to relate to young people” (Adams and Hamm, 2014, p.28). In my own classroom, I try to hook my students on the first day by assigning an engineering task that challenges them to build the tallest free standing tower, working collaboratively in a group, with one piece of paper and 30 cm of tape. The students’ excitement grows as they look around the classroom, and the towers begin to take shape. At the end of class, all of the towers are put on display, and the tallest tower gets a prize from my prize bin. I teach five science classes, and the winning tower overall stays on display in the classroom for the remainder of the year. After we complete this lesson, I tell students we will be completing many engineering tasks throughout the year, and this usually gets them engaged and excited about science.
Throughout Adams and Hamm’s book, the authors also stress the importance of differentiating instruction. As stated, “With teacher assistance, even students who are having learning problems can move from believing they ‘can’t do’ or ‘don’t like’ these subjects to having a sense of genuine achievement and confidence” (Adams and Hamm, 2014, p.vi-vii). At my school, all of our students have iPads, and on almost a daily basis I do a quick closure game on either the app Quizizz, Kahoot, or Nearpod to collect data on students’ understanding of the content. I use the data to pinpoint students who need help and to assist them accordingly to ensure all students are successful in my class. Also because my class in lab based, students are almost always working collaboratively, which can help the struggling learners gain confidence in the subject. Adams and Hamm state, “Collaborative learning is a ‘total class’ approach that lends itself to students who are having difficulties” (Adams and Hamm, 2014, p.107). In a group the struggling student does not feel isolated and confused, and he or she has classmates who can help them gain understanding of the topic.
Additionally, to be an effective science teacher one must implement lessons that are real world inquiry based. Adams and Hamm state “imaginative problem solving, technology-related applications and collaborative inquiry have important roles to play in creating tomorrow’s innovators” (Adams and Hamm, 2014, p. 31). We as teachers ultimately are responsible for preparing our students to be successful members of the workforce. For the past few years I have implemented four engineering tasks, including: building a boat which can carry a certain mass and volume of cargo across a canal when we study measuring matter, creating working lifejackets for Disney figurines when we study density, designing and building containers in which ice will not melt in a desert when we study heat transfer, and assembling an earthquake- proof house when we study earthquakes. These engineering projects become the highlight of my students’ year and demonstrate to the students the real world importance of the content they have just learned. These engineering tasks also teach some valuable lessons that Adams and Hamm mention, which are to “keep adapting and do something about it” and “when it comes to innovation, some things work and some things do not. What is important is learning from mistakes” (Adams and Hamm, 2014, p. 55). When we complete our engineering tasks, the students must test and redesign to make their prototypes even better. They must understand their designs’ weaknesses and correct them, which are beneficial skills to have.
I really appreciate Adams and Hamm’s final chapter on technology. I agree with them about technology being positive when used correctly, but it can also have a negative effect on society. Adams and Hamm state, “Technology can get in the way or it can help create the next generation of innovators” (Adams and Hamm, 2014, p. 133). As stated earlier, all of my students have an iPad. Most of my students use their iPads to research or to create projects for presentations, but some use them to play games when they should be listening or working on classwork or homework. When Adams and Hamm say technology can “bring out the worst in human nature and diminish the imagination,” I think of my students who go home and either play video games instead of exploring nature or spend the day on their iPhones instead of creating craft projects (Adams and Hamm, 2014, p.135). Adams and Hamm believe that “Digital technologies can be excellent vehicles for questioning, investigating, analyzing, simulating, and communicating” (Adams and Hamm, 2014, p. 135). I agree, and I have used the iPad in class for assignments that use simulations, such as the PHET interactive website, and for communication through the Google Classroom website. While technology is essential to make progress, it is refreshing to see that Adams and Hamm are not shy about expressing the many ways in which technology can also have a harmful effect on society, as well as in the classroom.
References
Adams, D., & Hamm, M. (2014). Teaching math, science, and technology in schools today (2nd ed.). Lanham, MD: Rowman & Littlefield