This week, I read about generating and testing hypothesis in Using Technology with Classroom Instruction that Works. The constructivist/ constructionist learning theories help students to gain a deeper understanding of concepts through project-based, problem-based, and inquiry-based approaches. The instructional strategies discussed in this chapter can help students to clearly explain their hypotheses and conclusions. Integrating technology as part of these strategies will allow students to, “…spend more time interpreting the data rather than gathering the data” (Lever-Duffey & McDonald, 2008).
Students can use spreadsheet software to make informed predictions, collect and analyze data, and revise their original hypothesis. Programs such as Microsoft Excel and Google Spreadsheets allow students to use technology to create a hypothesis and organize their data in a meaningful way to them. Having access to computers will allow the students to make changes to their data without having to use paper or write and erase numerous times. This technology uses the constructivist/ constructionist learning theories by having students complete projects which can be revised to development an idea. “Using data collection tools enables students to see the bigger picture and recognize patterns,” (Lever-Duffey & McDonald, 2008). When students can use digital data collection tools, they can spend more time analyzing and synthesizing the data, rather than writing it out. Tools such as digital microscopes will allow students to see the bigger picture of what they are looking at, making it easier to evaluate their hypothesis. Web resources such as interactive computer games allow students to, “…use background knowledge, make decisions, and see the outcome of their hypothesis” (Lever-Duffey & McDonald, 2008). Simulation software provides students with a more engaging learning experience, which will increase their motivation to learn and help them to retain the information. Through projects, problem-solving, and inquiry, I plan to use these tools to help my students learn through the constructivist theory and actively construct their own knowledge.
References
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Tiffany --
ReplyDeleteIn addition to using MS Excel in the ways you described, I also encourage my students to use their graphing calculators to automate processes for them. It provides them a portable spreadsheet of sorts, simply by using the "table" feature built into the calculator. Now, I realize that most 3rd graders will not be carrying around a TI-84+ graphing calculator, but it might be a useful demonstrator in class, especially after students have gotten used to using Excel as a tool.
I was fortunate to attend a classroom tech workshop in which the presenters described an elementary school where all the students worked with palm-top computers. Each student had his/her own computer, purchased by the school, and used the computer as their primary means of doing assignments. Students created PowerPoint presentations, MS Word documents for reports, and used Excel for math and science. They were able to turn in their assignments via the web, and much of their grading and feedback was much like we experience with our Walden classes.
We are not yet at that stage with my school, but I am working toward moving more of my assignments onto the web. Students who can access lessons for their computers (or even to play on their iPods) are much less at a disadvantage when they miss school due to illness or trips.
-Andrew
I think using spreadsheet software in a classroom is a great way for students to create, change, and monitor hypothesis and analyze data. This would be great to use with my students when we are learning about the scientific process. I guess my biggest worry is taking, or finding, the time to teach my 2nd graders how to use this software. I worry that it will take up a lot of time to even teach them how to use these spreadsheets, let a lone how to input data. Have your 3rd graders used any of this? If so, was it easy to teach them? It sounds like a wonderful idea, and I'd love to incorporate it into my science lessons next year.
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