The last discussion of the summer may have been one of the best. I think we can all agree that adding technology to the classroom is a great way to foster student interest in the content. That may be the end of the agreement, however. Questions like, “what’s the best way to deliver experience with technology to students: in content classrooms or in tech classes like 504?” and “at what point does technology overshadow content?” are certainly conflicting ones. The former is certainly tough to answer, though mostly likely a good answer would be a combination of both. But since this seems to be a policy issue I don’t feel like researching now, I’ll skip it and ask for your comments.
The second question is one we talked about more thoroughly and also one I have thought about in the past regarding physics labs. When computers and other electronic measuring devices became affordable in the 90s, there was a justifiable push to integrate these devises in college physics labs. At the time, the rewards out weighed the risks. Students could learn physics and learn to use more sophisticated tools. In many cases, the new devises provided a more streamlined learning environment for both students and instructors. Learn physics and learn how to use Excel! Computers in the lab! Yeaaaahhhhh! It certainly couldn’t hurt, right?
These days, I’m not so sure. Today, probably 99% of college freshmen know more about computers than the instructors. Computers, Excel, digital data recorders and the like are not that engaging to 21st century students because they've used them before. So labs, which are by nature interactive sessions for students, have become more a passive experience due to the saturation of technology in the lab. Today, this type of technology does not engage students. It also does not create a more interactive learning environment. So, why use it? At this point, in this specific context (21st century college physics labs) technology seems to hinder content learning by taking students one or more steps away from the tactile and engaging experience these labs already furnish.
I hope its clear that I’m not pursuing the opinion that tech == OMG bad!!! for all classrooms and all physics classes. Certainly not. What I’m trying to express is essentially what Jeff said the last day of class: that technology for it’s own sake is not the goal. More specifically, instructors should have a purpose for implementing technology in the classroom and be conscious about the context in which one implements the technology. If you want to introduce students to the type of work they will do in the future, be sure it’s something they haven’t used before. If you want use technology just to create a more interactive environment, maybe physics labs aren’t the place to do it.
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4 comments:
Good to hear about tech and physics from someone else's point of view. During that lecture I was sitting around pondering the lab equipment I had worked with. At Cranbrook they had force sensors and temperature sensors that fed directly into the computers. It certainly made for a different sort of emphasis than I had expected. For instance, one lab using the force sensors was all about doing work with displacement, velocity, and acceleration graphs and how they relate to force so the numbers needed to be fairly accurate. But it wasn't a lab where they dealt with the 'why's of force or anything, just a lot of excel graphing and write ups about relationships.
I feel fairly certain that low tech labs have an important place in high school physics though sometimes the kids get so involved with the details and set up of the lab that they miss the main point.
Anyhow, good post. And I found out that your wife is a Creative Memories person! Woo! Someday I will buy something from her.
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It seems to me that you're asking great questions, Dan, and that you're keeping your eye on the important goal of creating authentic learning experiences for your students. It strikes me that this matter of what the use of technology facilitates and constrains is a most worthy topic for your ongoing research, this year and beyond, and your valuing of authentic learning experiences ought to guide your teaching decisions, which include your decisions about the use of technology.
Maybe Courtney will pop in on this discussion...I'd be interested in whether her work with her students using wikis was at all germane to the issues you raise.
I think that technology is often used as a crutch. The first our generation became dependant on: the calculator. I could not do long division to save my life. Ifcalculators became extinct, I would be lost. Now, computer programs are replacing traditional ways of learning. As Rebekah discussed, her lab had sensors that fed directly into the computer and then spit out the results. Being able to measure things is a key concept in any science laboratory. I am concerned that kids are missing important concepts and skills. Technology has its place in the classroom, but I don't think it should replace basic skills.
Dan
I think you are bringing questions that many may be thinking and afraid to post. I think your point about students knowing more technology than their teachers is...true...to a point. What I have found is that they may know how to use technology for fun (Wii, iPods, Cells, Web2.0 social networks, Chat rooms...etc) much better than their teachers. However, they do not view these technologies as potential learning tools or future professional tools (Yet many reports have come out saying that in 10 years mobile skills, Web2.0 networking skills... will be vital and required in the workplace). Teachers have an opportunity (some may argue a responsibility) to teach their students how a video game or an iPod can become an important data collection tool in Physics. In other words...redefining the tool from a social toy to a learning tool.
While teachers struggle to learn how to use these tools or avoid using them in schools the result is that only 23% of students feel well-prepared for the 21st Century digital world (according to the Speak Up 2007 Report). 10 years ago more than half of student's felt prepared. Just some food for thought.
Thanks for a thoughtful and engaging post.
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