PERSONAL ATTITUDES TOWARD TECHNOLOGY FOR SCIENCE INSTRUCTION
Attitudes toward technology in science education affect your decisions about instruction and curriculum. Read each statement below and place an "x" on the continuum to represent your feelings towards that statement. Add comments to qualify your response as needed. A related question for your response is appended to selected items.
1. Technology should be integrated in K-9 science instruction.
In which grades do you consider technology most important for science?
2. Purchasing traditional basic supplies and materials for science is more important than obtaining new technology for use in the classroom.
When purchasing technology equipment, what three items do you think should have top priority?
3. Teachers should model appropriate uses of technology for their students.
In the process of facilitating the integration of technology in science activities, what responsibilities can be given to students?
4. Technology will replace a significant number of classroom teachers in the future.
What roles of teachers will change when technology is integrated into science activities?
5. Technology usage by students in carrying out the school science curriculum is as vital as reading, writing, and language skills.
6. I feel threatened by teachers who are good technology users.
7. I am reluctant to try new technology because I feel that my skills are not strong enough.
My technology skills are strongest in:
I would like to learn more about:
8. My school district supports teachers in the use of new technology in classrooms.
9. I feel threatened when students use technology better than I.
10. New technology, such as microcomputers and video cassette players are just passing fads in the science classroom.
I would like to learn more about the following uses of new technology in the classroom:
Figure 1.5 Your Attitudes Toward Technology's Impact on Your Students' Learning
Examine Figure 1.5.
Which technologies do you know how to use? Place an "x" on those.
Which technologies would you like to be able to use? Circle those.
New technology requires a variety of hardware and software operating skills. Reflect on your abilities in using technology for instruction in science, or for your own professional productivity, considering first your confidence level and then how desirable it is to have competence in that skill. Mark an "X" in both for each of the skills listed below:
Skill Competence or ability to operate/use: Desirability to have to operate and/or use:
1. GENERAL COMPUTER USE
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1.1 Run software programs |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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1.2 Wordprocessing |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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1.3 Database (file) |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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1.4 Spreadsheet |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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1.5 Data analysis |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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1.6 Graphics or drawing |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
2. OTHER TECHNOLOGY
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2.1 Interfaced instruments |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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2.2 Multimedia presentation |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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2.3 Video camera |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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2.4 Videotape player |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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2.5 Laser disc and player |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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2.6 CD ROM disk and drive |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
3. TELECOMMUNICATIONS
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3.1 E-mail |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.2 Access to the Internet |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.3 Literature search |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.4 Download images |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.5 Videoconferencing |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.6 Multimedia |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
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3.7 Sending Faxes |
Low_|_|_|_|_|_High |
Low_|_|_|_|_|_High |
4. OVERALL SKILLS Low_|_|_|_|_|_High Low_|_|_|_|_|_High
5. SELF REFLECTION
5.1 I would describe my personal technology use as:
5.2 I would like my technology use to be:
Reflect on classroom practices that integrate technology in instruction. Consider (1) to what extent does each occur (mark with an "x")in your own situation , or in places you know, and (2) how desirable (mark with an "o") each is. Add comments in the outside margins. Follow-up by comparing the responses for ocurrance with the responses to desireable. Drawing a line to connect the x's and o's might reveal interesting profiles. Discuss implications with a colleague.
1. Students use a computer lab for science.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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2. Students use computer stations in the classroom.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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3. Students work with technology equipment in cooperative or collaborative groups.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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4. Students use technology to share their learnings with their peers.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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6. Students use technology for practice assignments, e.g., to improve individual performance in selected skills; memory of details, words, or facts; or gain confidence working in particular formats.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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7. Technology is integrated into everyday instruction. The technology itself is invisible with students focusing on science problems or projects.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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8. Technology is used as a motivational device in the classroom.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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9. Technology is accessible to all students.
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Never Sometimes Often Always |
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Occurrence: |
__|_______|_______|_______|___ |
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Desirable: |
__|_______|_______|_______|___ |
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As teachers we periodically reflect on our teaching practice in order to examine what we do well in the classroom and what could improve our classroom practice. The surveys, or assessments, in this section, may be carried out by you from several perspectives: (1) as a classroom teacher, (2) as a preservice student teacher or teaching intern who is focusing on a setting in which you are observing or practicing, (3) as a leader attempting to view a situation from another person's position, or (4) in another role. If possible, discuss your reflections with a colleague. We recommend that you revisit these or similar surveys after reading this book and again from time to time in order to see whether, and how, your perceptions have changed.
SETTING GOALS
Whether you know a lot or a little about integrating technology in science instruction, a book like this provides new ideas, new perspectives on old ideas, opportunities to rethink comfortable positions, confirmation of adopted practice, avenues for change, language for discussion and debate, and a rationale for being concerned. It is easy to feel overwhelmed as you think about the possibilities for learning more about technology and incorporating it into your own professional life. This section of the chapter may be helpful for establishing a mind set, identifying goals, and/or developing an action plan for expanding your repertoire in science instruction.
For sections I, II, and III follow the directions below:
A. Check what would you like to do? Indicate your level of commitment:
x try it out, explore possibilities, get an introduction.
xx become proficient, carry out an activity or complete a project, share expertise.
xxx become an expert, plan formal inservice for others, carry out advanced work.
B. Indicate your role for those you know and those you've checked:
P personal user
T use as a teacher with students
M mentor, master user, inservice facilitator for others
D designer of instructional materials
C. Identify the priorities:
Select the five most important to you and number them in the order you wish to do them.
1.
2.
3.
4.
5.
D. Think about a tentative action plan:
What is a reasonable time line? How will you reach the goals? Who will work with you?
How will you report to others about your progress in professional growth and development? What steps are necessary for you to reach your personal professional goals?
E. Revisit your action plan and update your goals and objectives.
REMEMBER: REVISIT THIS LIST PERIODICALLY AND REVISE YOUR GOALS.
Figure 1.7 Identifying Interests and Setting Goals
Date:Dates Revised:
Application and Production Software
___word processing
___file programs
___graphing data
___statistics
___drawing, painting, graphics
___ creative design, artistic layout
___presentation packages
___digitized moviesHardware, equipment
___video cassette player (or VCR)
___video camera, camcorder
___still video camera, or digitizing camera
___CD-ROM player
___scanner
___MIDI (musical instrument digital interface)
___optical laser disc
Curriculum materials and equipment
___review instructional software
___try out multimedia packages
___find materials to use with students
___purchase equipment
___review laserdisc technologies
___review new software applications
Projects
___videotaping
___portfolio
___multimedia presentation
___research
Professional Development
___take a workshop or course for personal growth and development
___improve personal basic skills
___improve personal advanced skills
___instructional design
___on-line literature search
___prepare an electronic presentation
___prepare an electronic portfolio
___subscribe to a professional journal focusing on technology
___attend a professional conference on technology
___interact with a colleague regarding a new technologyA