Print Email Take a look back a mere two decades ago when people had to go to a brick and mortar school in order to learn. It took travel, gas money, extra time, and leaving your family at home, to be able to go to college. Now, even stay at home moms can get their degrees, and stay at home to do it.
Page Share Cite Suggested Citation: Brain, Mind, Experience, and School: The National Academies Press. These collaborative experiences help students understand complex systems and concepts, such as multiple causes and interactions among different variables.
Since the ultimate goal of education is to prepare students to become competent adults and lifelong learners, there is a strong argument for electronically linking students not just with their peers, but also with practicing professionals.
This trend provides both a justification and a medium for establishing virtual communities for learning purposes. Through Project GLOBE Global Learning and Observations to Benefit the Environmentthousands of students in grades kindergarten through 12 K—12 from over 2, schools in more than 34 countries are gathering data about their local environments Lawless and Coppola, Students collect data in five different earth science areas, including atmosphere, hydrology, and land cover, using protocols specified by principal investigators from major research institutions.
Students submit their data through the Internet to a GLOBE data archive, which both the scientists and the students use to perform their analyses. Students in GLOBE classrooms demonstrate higher knowledge and skill levels on assessments of environmental science methods and data interpretation than their peers who have not participated in the program Means et al.
Emerging technologies and new ideas about teaching are being combined to reshape precollege science education in the Learning Through Collaborative Visualization CoVis Project Pea, a; Pea et al.
Over wideband networks, middle and high school students from more than 40 schools collaborate with other students at remote locations. Thousands of participating students study atmospheric and environmental sciences—including topics in meteorology and climatology—through project-based activities.
Using scientific visualization software, specially modified for learning, students have access to the same research tools and datasets that scientists use. Learners are first acquainted with natural variation in climatic temperature, human-caused increases in atmospheric carbon dioxide, and uses of spreadsheets and scientific visualization tools for inquiry.
These staging activities specify themes for open-ended collaborative learning projects to follow.
Students then investigate either a global issue or the point of view of a single country. The results of their investigations are shared in project reports within and across schools, and participants consider current results of international policy in light of their project findings.
Working with practitioners and distant peers on projects with meaning beyond the school classroom is a great motivator for K—12 students.
Students are not only enthusiastic about what they are doing, they also produce some impressive intellectual achievements when they can interact with meteorologists, geologists, astronomers, teachers, or computer scientists Means et al.
This was foreseen long ago: As applications have spilled over from other sectors of society, computer-based learning tools have become more sophisticated Atkinson, ; Suppes and Morningstar, They now include calculators, spreadsheets, graphing programs, function probes e.
In the Little Planet Literacy Series, computer software helps to move students through the phases of becoming better writers Cognition and Technology Group at Vanderbilt, a, b.
For example, in the Little Planet Literacy Series, engaging video-based adventures encourage kindergarten, first- and second-grade students to write books to solve challenges posed at the end of the adventures. In one of the challenges, students need to write a book in order to save the creatures on the Little Planet from falling prey to the wiles of an evil character named Wongo.
The challenge for education is to design technologies for learning that draw both from knowledge about human cognition and from practical applications of how technology can facilitate complex tasks in the workplace.
These designs use technologies to scaffold thinking and activity, much as training wheels allow young bike riders to practice cycling when they would fall without support. Like training wheels, computer scaffolding enables learners to do more advanced activities and to engage in more advanced thinking and problem solving than they could without such help.
Cognitive technologies were first used to help students learn mathematics Pea, and writing Pea and Kurland, ; a decade later, a multitude of projects use cognitive scaffolds to promote complex thinking, design, and learning in the sciences, mathematics, and writing. The Belvedere system, for example, is designed to teach science-related public policy issues to high school students who lack deep knowledge of many science domains, have difficulty zeroing in on the key issues in a complex scientific debate, and have trouble recognizing abstract relationships that are implicit in scientific theories and arguments Suthers et al.
As students use boxes and links within Belvedere to represent their understanding of an issue, an online adviser gives hints to help them improve the coverage, consistency, and evidence for their arguments Paolucci et al.
Scaffolded experiences can be structured in different ways. Some research educators advocate an apprenticeship model, whereby an expert practitioner first models the activity while the learner observes, then scaffolds the learner with advice and examplesthen guides the learner in practice, and gradually tapers off support and guidance until the apprentice can do it alone Collins et al.
Others argue that the goal of enabling a solo approach is unrealistic and overrestrictive since adults often need to use tools or other people to accomplish their work Pea, b; Resnick, Jun 06, · “With mobile Windows-based devices in the classroom, students can access more resources when and where they need them they can look things up, read what interests them, dig deeper, ask more questions,” said Cindy Minter, senior director of Information and Technology Services.
Get the latest science news and technology news, read tech reviews and more at ABC News. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information.
technology truly helps students retain information and if it makes the material they are learning more meaningful to them. In completing this inquiry, I found whether taking the time to teach students.
Mobile Technology In The Classroom Mobile device ownership is increasing in South Africa. Research shows that there are about 20 million smartphone users in SA and students . The mission of MIT Technology Review is to bring about better-informed and more conscious decisions about technology through authoritative, influential, and trustworthy journalism.