Technology in the Classroom Week 3

This week’s reading included the first four chapters of Leading 21st Century Schools (Shrum, 2009). Sounding very much like the ISTE, Shrum informs us that society has changed and that thriving in the 21st century requires critical thinking; problem solving; creativity; the ability to quickly adapt to innovation; communication and collaboration skills; and information, communication, and technology (ICT) literacy. Because expectations for our high-school graduates are changing, curricula must change. I completely concur.

Shrum recommends that web-based technology be used in the science classroom to place the student in the role of scientist, using inquiry-based activities and exploring problems (Shrum, 2009, p.73).  Based on my experiences in the TCPCG program, I recognize that using web-based resources and creating a wiki for a classroom offer many opportunities for learning science and engaging in authentic collaborative projects.

As an example, every high school physics curriculum includes a study of the mechanics of motion, which includes the concepts of speed, velocity, acceleration, mass, gravity, and friction. Having students design and build a roller coaster is, of course, impractical.  However, by using the online resource “fundercoaster” (http://www.funderstanding.com/k12/coaster/) students may build a virtual roller coaster and manipulate these variables freely and without collateral damage.  The rubric for this assignment will require that collaborative assessments (discussions) be held prior to exploring the website in order to answer “predict-what-will-happen” type questions.   To further increase the ICT literacy component of this investigation, grouped students will journal their predictions about and exploration of “fundercoaster” on a wiki page. I hope this will encourage critical thinking about and understanding of what happens when variables are changed.  It is my experience that providing students with the opportunity to be creative makes the project more interesting to them. Perhaps I’ll offer bonus points for creativity and aesthetics (in order to encourage both). Once each group has had a chance to design (and redesign) its roller coaster and journal its "scientific inquiry" process the results can be shared. I love the idea of this practical yet entertaining (hopefully) assessment.

Schrum, L., & Levin, B. B. (2009). Harnessing Technology for Engagement and Achievement in Schools. Leading 21st Century Schools. p. 1-78.