21st Century Learning Tools: Reflection

Empowering students through technology is not difficult. Engaging students through a wealth of innovative tools and services is essential for student’s to be successful in today’s ever-changing world. When implementing technology I am providing opportunities for my students to see a broader perspective of life scaffolding their understanding of the world.

The content area I selected to focus on relates to our district’s Big Idea 13: Forces and Changes in Motion. The most powerful and innovative resources relating to forces and motion are too numerous to list. Several of the resources I have researched offer modules, questions, and extensions to learning utilizing an interactive format. The 21st century learning tools have students investigating curriculum-related problems, issues, and information, and then developing solutions or products which will determine mastery of content. Many of the resources noted below will have students using technology tools and multiple media sources to compare and analyze information in order to solve real-world problems.

Creating a classroom blog earlier this year was an excellent telecommunications tool where students gathered, shared, and publish information on a unit of study. Students utilized digital cameras, scanners, and stored their data using USB drives. They learned how to upload pictures onto the blog. The dialogues that took place amongst students granted me a window into the depth of their comprehension of content, their strengths and areas yet to be mastered. National Geographic’s’ Jason Science site (http://www.jason.org/public/whatis/start.aspx) provides opportunities for students to interact with scientists in the field via a blog challenging them to apply their knowledge to real-world scenarios.

One site, Engineering Interact, (http://www.engineeringinteract.org/resources.htm), offers five sub-topics: light, sound, forces & motion, earth & beyond and electricity modules, correlating questions, and applications. I found this site not only kid-friendly, but introduced content vocabulary in a meaningful way which is vital to comprehension, especially English Language Learners.

Several sites I found powerful were provided during our coursework. The Pendulum Lab (http://phet.colorado.edu/simulations/sims.php?sim=Pendulum_Lab), school-for-champions (http://www.school-for-champions.com/Science/motion.htm), myphysicslab (http://www.myphysicslab.com/spring1.html), and funderstanding (http://www.funderstanding.com/coaster), provided high interaction in a meaningful yet fun way. The roller coaster simulation allows one to design and manipulate the size of the loop, the speed, and the height of the hills. While being actively engaged in this simulation, I also gained a greater understanding of the physics of roller coasters. This is what appealed most to me. Once students experience engineering and science this way, learning increases and a stronger foundation has been established.

Additional web addresses I found innovative are: http://www.exploratorium.edu/, http://www.jason.org/public/whatis/curr.aspx, http://www.nationalgeographic.com/, http://www.quia.com/web, http://www.sciencenetlinks.com/, http://www.thinkfinity.org/in-the-classroom, http://www.thinkquest.org/en/, and http://www.thirteen.org/edonline/index.html. Each of these sites was unique and motivating, offering a myriad of means to engage in the concepts of forces and motion. Furthermore, actively participating in these sites help prepare students for the demands of the 21st century in becoming scientifically literate citizens.

Implementing these resources in the classroom takes some time and creative thought. Inquiry-oriented lessons such as WebQuests, have students using Internet resources (preselected by the teacher) and answering higher-order thinking questions about a specific topic. I have found Web Quests to be excellent culminating activities on specific units. Another means to implement technology is during centers.

As I reflect on this week’s lesson and resources I envision several physical science activities that would work well with the Pendulum Lab and the funderstanding web sites. If I were to select one it would reference our previous guided inquiry on the pendulum and be an ideal lesson to implement with my students as we study force and motion. Following this inquiry, students will reflect on their findings and form a hypothesis on how the swing of a yo-yo is determined by the length of its pendulum. They should have learned from their pendulum inquiry that the string length is the only variable which affects the pendulum’s period. The better students understand the physics of the yo-yo, the more engaged they will become. Yo-yo science is always one which engages fifth graders and Science NetLinks offers a comprehensive unit. Having students work collaboratively to discuss the physics involved with the pendulum (yo-yo) and comparing and contrasting data would be a fun yet innovative culminating activity. A bonus project suggested by Science NetLinks would be to determine how long the string must be to require exactly one second per swing. What a challenging extension this would be and an excellent one for students to blog on.

“Effective technology integration is achieved when its use supports curricular goals. It must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.” (McHugh, 2005).

References:

McHugh, J. (2005, October). Connecting to the 21st-Century student. Edutopia. Retrieved June 10, 2010, from http://www.edutopia.org/ikid-digital-learner

Yo-Yo Motion. (2006, August 16.). Science NetLinks. Retrieved May 14, 2010, from http://www.scienclinks.com/lessons_printable.php?DocId=456.