Problem:
According to dictionary.com, science is the systematic knowledge of the physical or material world gained through observation and experimentation. I teach Science in an alternative high school in a former elementary school. It is not equipped with lab tables, eye wash, shower or securely locked cabinet in a locked storage room to hold science supplies. I have six different classes of 45 minute length. It is hard to get materials around for demonstrations or labs in this short of time. I have tried using visual labs in the library but there is not enough computers or time for students to reach desired websites effectively or efficiently As a result, the students lack experimentation and observation skills needed to comprehend many science concepts. I need a more realistic, interactive technology with attention grabbing capabilities.
Solution:
To solve the lack of lab materials, the school district gave me an iPad to use for the classroom. The iPad apps provide realistic 3D graphics bringing science to life. They simulate the hand-on experience they are missing, and increase their intellectual capacity. Interactive learning takes basic book learning beyond the basic memorization and identification. It makes science real.
What is the TP knowledge for the solution? (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?):
The technology and pedagogy of an iPad complement each other. The iPad's main contribution to pedagogy is its captivating graphics. This will allow me to show videos, interactive images, simulations, blogs and podcasts that meet multiple learnings styles. I intend to perfect my own mp3 abilities so I can create youtube videos or screencasts that combine multiple sites for students to download on their smartphones.
What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible? Be sure to think about representation.):
The advantage of having small class size is that I can read everyone's face for understanding. With the iPad, I can project the image on the overhead or gather the students around it. As I explain the science topic, I can watch faces and ask questions that reflect knowledge. There are many opportunities to use the iPad for deeper thinking. I can access websites for graphics, readings, videos and tutorials. I can upload graphics and use my stylus to highlight problem areas. For students having problems with comprehension, I will ask them to come in before and after school to use the iPad themselves so that they will become comfortable with all of its options. The number of ways that I can present the information will be increased over the traditional book, paper and pencil. Thus, comprehension will be increased.
What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.:
The use of the iPad for instruction will provide resources that haven't been accessible for my students. I will begin at the basics, gradually adding more difficult or complicated material and explaining their application. This will increase the students reasoning skills. By taking screen shots, adding them to ShowMe or Educreations, I will be able to communicate this understanding as they explain the processes. It is so exciting to be able to show a 3D presentation of an element and its chemical structure or a demonstration of active transport or parallel circuits.
Finding and Implementation:
The implementation of the iPad is still a work in progess. Everytime I have used the iPad in class, I have received positive feedback. I did not receive the iPad until February so I only had a month to utilize it. Only in the last week have I been able to hook it up to my projector. I do not have wireless internet service in my room. When I have used Educreations, I unhooked my desktop computer from the internet connection. Most of the time I use the apps that save the material and not necessarily use the internet for information. The students really are engrossed in the iPad graphics. Next year, after I feel I have really grasped this implementation, I would like to look into a grant to purchase classroom iPads. I am really excited to continue to research how I can use my iPad. I recently downloaded the Prezi app and excited to explore Discovery Education. I feel I have only scratched the surface of its possibilites. Planning and documentation of all findings and how I implement my findings will only lead to further success.
Resources
Doherty, John & and Ketchner, Kevin (2010, November, 05) In Pedagogy and the iPad. Retrieved March 06, 2012 from http://nauelearning.wordpress.com/2011/11/05/pedagogyipad/
Beattey Johnston, Heather and Stoll, Carolyn J. (2011, May) In It's the Pedagogy, Stupid: Lessons from an iPad Lending Program. Retrieved March 5, 2012 from http://elearnmag.acm.org/featured.cfm?aid=1999656
Valstad, Henrik. (2010, December 13) In iPad as a Pedagogical Device. Retrieved March 8, 2012 from http://framsikt.files.wordpress.com/2011/09/ipad-as-a-pedagogical-device.pdf
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