According to the experts, the best way to use technology in teaching science is through the use of probes, LEGOs, robotics, software, and digital media. Students should have ample opportunity to collect real time data and connect graphs with their real-world experiences. Technology and science instruction go hand-in-hand.The use of technology in science instruction especially, has been found to increase students' ability to apply and produce knowledge in the real world. According to Janine Lim's research, "Technology allows teachers... to augment the curriculum with current information and timely study of real-world events, thus making learning more dynamic, engaging, and valuable. Studies have shown that students who used simulations, microcomputer-based laboratories, and video to connect science instruction to real-world problems outperformed students who used traditional instructional methods alone" (Lim, 2002). Lim insists that the use of unbiased and educational software (to introduce lesson topics and for student use), document cameras (in order to show objects, posters, demonstrations, etc.), handheld computers (for gathering information, measuring, and comparing data), and probes (for data collection, easy graphing of data, understanding data analysis, and so that students can more effectively find connections between their learning and their own lives) is essential for students' understanding, comprehension, and ability to apply knowledge in the science classroom. It's essential for students in all content areas to be able to apply knowledge to unfamiliar situations they experience in their own lives.
In order to make the use of LEGOs and robotics in the classroom effective for the teaching of science, teachers must be educated on the materials (how to use them and how to use them to achieve content standards) and understand how open-ended problem solving can be effective in the classroom. According to Cejka, Rogers, and Portsmore, "Robotics naturally lends itself to teaching math, science, technology and engineering...LEGO Mindstorms makes it easy for students even in kindergarten to design and build their own robotics creations" (2006). If teachers are properly educated and believe in the power of robotics and LEGOs, then these uses of technology will engage children in science, help students connect science concepts to real world situations, provide hands-on learning experiences, and allow students to analyze data and visualize concepts in a way they weren't able to before. Robotics provide "a valuable tool for the practical, hands-on application of concepts across various engineering and science topics" ( Weinberg et al., 2001). Robotics allows students to view data and information through a device that process that information into graphs that students can analyze and interpret. It also give students experience with technology and allows them to make connections between electronics, mechanics, and computing information. These are real-world skills; therefore, technology such as Robotics, probes, and computer software are wonderful tools to integrate into science classrooms for the long-time benefit of students. LEGO technology has become more popular in recent years as integrating it into the classroom as technology engages students, allows them to make connections between what they build and the real world, and give students the opportunity to "build mechanical contraptions (e.g., cars, creatures, ferris wheels, and greenhouses), plug them into an interface box that is connected to a desktop computer, and then program the creations to perform various actions" (Martin, 1996). LEGO technology engages students not only because it's hands-on, but also because the majority of students have either played with LEGOs or at least know what they are. Students gain engineering skills and strengthen problem-solving skills while learning to build different objects out of LEGOs that move. It provides a fun way to learn; everyone loves LEGOs! Students learn how motors, gears, sensors, and programming works and gain skills in mastering different kinds of technology. The skills students gain and strengthen from using LEGO technology in the science classroom give students confidence in their abilities, empowers students, and will assist students in real-world situations in their futures.
All in all, according to the experts, probes, LEGOs, robotics, software, and digital media are the best practices regarding integrating technology in the science classroom. These technologies teach students engineering and computer science concepts as well as give them experience in these areas which will benefit them in the future job market. Technology supports inquiry-based skills and problem-solving skills teachers strive to teach students in the science classroom and, at the same time, promotes confidence, pride in individual skills and abilities, and fluency in technology.
In my own classroom, I would love to be able to use LEGOs, robotics, and probes in teaching science. I think it's important for students to be given the opportunity to experience science hands-on so that they visualize concepts, invent their own questions, test their inquiries, and develop understandings in order to master more complex concepts later. After experiencing LEGOs for the first time, I've been influenced to use them in my own classroom. The use of LEGOs is extremely engaging, fun, promotes creativity, and helps students understand engineering and technology. By integrating these types of technology, I would reinforce technology skills, promote inquiry, and other skills essential for getting a job in the the ever-changing and demanding job market. The purpose of using technology in my classroom would be to engage students, develop/strengthen the mentioned essential skills, and to provide connections between science topics/concepts and the real-world so that students believe that what they're learning is truly important and can be applied to situations in their everyday lives.
References
Cejka, E., Rogers, C. & Portsmore, M. (2006, August). Kindergarten robotics: Using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education, 22(4), International Journal of Engineering Education, 711.
Lim, J. (2002, March). Out on a Lim with Educational Technology: Ideas for Integrating Technology into Science Classes. Retrieved on March 4, 2013, from http://www.janinelim.com/jae/02summ.htm
Martin, F. (1996, April 6). Kids Learning Engineering Science Using LEGO and the Programmable Brick. Retrieved on March 4, 2013, from http://www.cybercamproboticsacademy.com/Benefits_of_Robotics_files/engineering1996.pdf
Weinberg, J., Engel, G., Karacal, C., Smith, S., White, W. & Yu, X. (2001). A Multidisciplinary Model for Using Robotics in Engineering Education. Retrieved on March 4, 2013, from (http://roboti.cs.siue.edu/classes/integratedsystems/educators/publications/ASEE2001.pdf
http://www.flickr.com/photos/gocarts/2451203237/
https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=767&bih=622&q=Lego&oq=Lego&gs_l=img.3..0l10.1169.1970.0.4030.4.4.0.0.0.0.141.458.1j3.4.0...0.0...1ac.1.5.img.ZKAPs31mKgE#hl=en&site=imghp&tbm=isch&sa=1&q=robotics&oq=robotics&gs_l=img.3..0l10.7135.8538.0.9961.8.7.0.1.1.0.336.1133.2j3j1j1.7.0...0.0...1c.1.5.img.EnqMcBzZdUc&fp=1&biw=1366&bih=650&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&cad=b&sei=iPk4UcXaA6Ln0wG_moCADA&imgrc=i9_XIq_JezWJAM%3A%3B7aEBfb8a_gKsxM%3Bhttp%253A%252F%252Fcdn.dipity.com%252Fuploads%252Fevents%252F7107ebd4acf42b75a0e314cb7cb404ef_1M.png%3Bhttp%253A%252F%252Fwww.dipity.com%252Fbetsymac%252FLego-Robotics%252F%3B382%3B296
