TECHNOLOGY AND HANDS-ON STRATEGIES FOR TEACHING SCIENCE AND MATHEMATICS

Fadi P. Deek
DEPARTMENT OF COMPUTER AND INFORMATION SCIENCE
Director of Undergraduate Programs
New Jersey Institute of Technology
University Heights
Newark, New Jersey 07102
Voice: (201) 596-2997
FAX: (201) 642-1847
Internet: deek@admin.njit.edu

Laura Frazer
CENTER FOR PRE-COLLEGE PROGRAMS
Project Administrator
New Jersey Institute of Technology
University Heights
Newark, New Jersey 07102
Voice: (201) 596-3425
FAX: (201) 642-1847
Internet: frazer@admin.njit.edu

INTRODUCTION

Educational technology can be a powerful force for change in education. However, technology can not be considered a panacea for educational reform (Kimmel and Deek, 1995). Technology, when properly used as an integral part of the curriculum and the instructional approach, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas involving all students in complex, authentic tasks. The use of technology in the classroom can give all students a learning environment that allows discovery and creativity through the use of computer visualizations, such as modeling and simulations, and has the potential to dramatically change the way we view science and mathematics. Opportunities can range from achieving greater independence and maximizing productivity to connecting with the virtual communities across the world and sharing information and ideas (O'Shea, Kimmel, and Novemsky, 1990). Special needs students can be provided with access to technologies that empower and enable them to be successful in an inclusive learning and working environment (Holzberg, 1995; Wiburg, 1995).

Technology can support the kind of student learning advocated by current educational reform. However, enabling students to benefit from such tools goes beyond the availability of technology in school systems.

Less than half of K-12 teachers have had adequate training in the use of technology for instruction to their students. The problem is exacerbated for special education teachers. Teachers must be ready and equipped to prepare and deliver instruction using new approaches which include technology, and hands-on and collaborative teaching.

THE PROFESSIONAL DEVELOPMENT PROGRAM

The establishment of a long-term structure for the continued improvement of science and math teaching and learning within the special education population is an important goal of this project. This restructuring must be systemic and comprehensive and include improvement of the physical learning environment, delivery of instruction, and the integration of educational technologies. This project aims to develop a cross-disciplinary elementary and middle school special education science and math curriculum that introduces the basic scientific and critical thinking skills, and uses conceptual themes to develop and reinforce these skills in all students. The curriculum is based on the recommendations of the National Council for Teachers of Mathematics standards (NCTM, 1989), the National Research Council (NRC, 1996), and the American Association for the Advancement of Science (AAAS, 1993). Training workshops are designed to provide an environment in which teachers feel comfortable in asking and having their specific questions answered so that they will feel at ease with both science and mathematics teaching and learning. A continuing two-way communication is being developed between university faculty and staff, teachers, counselors and parents in support of classroom activities. The training program includes three one-day workshops and a three-week summer component each year for special education teachers teamed with general education teachers. The emphasis of the summer program involves the teachers in a process of teaching science and math that effectively engages the students in learning. The program provides exposure to alternative teaching strategies in the different disciplines of science and mathematics, and introduces approaches to the integration of the subjects. The variety of instructional methods, including the use of technology, demonstrate and model the means by which good math/science teaching can be achieved by addressing the needs of the learners. The teachers are given the opportunity to use alternative classroom techniques in the summer programs provided for students on the NJIT campus.

The science and mathematics lessons were implemented in a practicum situation where teams of teachers were assigned to individual Project student participants. Daily lesson plans and assessment of practicum activities document the practicums. The two-on-one scenario provided maximum benefit to the students and allowed the educators the opportunity to work collaboratively and practice new teaching skills to be used in their classrooms. The teachers were exposed to and experimented with techniques and materials they had not previously considered using in their own classrooms such as manipulatives for introducing math concepts and for enhancing student comprehension. The morning practicums were followed by afternoon sessions that allowed discussion, reflection, and assessment of the morning practicums as well as team planning for the next days activities. These sessions provided a forum for teachers to share experiences, successes, and problems. This became a most valuable learning experience for project staff as well as for participating teachers.

EDUCATIONAL TECHNOLOGY TRAINING

Initial training sessions introduced participants to the hardware components, and the operating system and its commands. A full day presentation by the Center for Enabling Technology introduced teachers to various hardware and software items that enable students with physical or learning disabilities to access the computer. Keyboard adaptations, screen enlargement, screen reading and other adaptations and solutions were explored. In subsequent sessions, hands-on training allowed the participants to try popular software and hardware such as Intellikeys, Intellitalk, Sammy's Science House and Gizmo's and Gadgets (science software and physics software).

Participants were introduced, through hands-on activities, to different applications, such as a database management system, called Tabletop, which has plotting and data visualization capabilities. The applications were related to the teaching of science and mathematics. Teachers were first given an overview of the software and its functionality and then asked to solve problems, as they would ask their students to do. An application of Tabletop to science used the data in the Periodic Table to illustrate trends in physical properties and chemical properties within and across families of elements. An integrated math/science lesson involving the distribution of colors in a package of M&Ms demonstrated the different ways that data can be analyzed, interpreted, and manipulated in Tabletop. In mathematics, the functionalities provided opportunities to build formulaes by combining mathematical elements, such as variables, operators, and functions. As a final group exercise, the participants were asked to consider a current project or experiment relevant to a subject matter of their class and adapt it to Tabletop. The goal was to get the teachers to create their own database using data and then report on how it may be possible to use Tabletop to organize, manipulate, and retrieve this information, and to share with their colleagues.

Science and mathematics have a long tradition of being text based subjects, and other than some very basic math are virtually inaccessible to students with certain disabilities. A shift to more hands-on and visual imagery, as provided in this program, recognizes students, especially those with special needs, as learners who tend to enjoy and benefit from this learning approach.

Within the practicum experience described above, the last half hour of the morning is spent on a software demonstration and discussed in terms of utilization and appropriateness for specific disabilities, how the software can complement a specific hands-on activity to enhance comprehension and supplement learning. During later practicums, the teachers then have the opportunity to "field test" the software and appropriate strategies and techniques before using them in their own classrooms. Then the afternoon discussions, reflections, and assessments included the experiences with the software and the technology as well as hands-on science and mathematics activities. The establishment of the computer-based instructional laboratory gave us the opportunity to attend to the individual needs of the teachers, as well as the group training sessions. During the school year, the laboratory is open late afternoons for teachers to come in for more specific training, as well as hardware and software evaluation, gaining familiarity with assistive technology (alternative keyboards, switches, etc.), and evaluating their use with specific learning and physically disabled students. This is a learning environment not normally available for teachers and provides the teachers with further opportunities to gain better understanding and ability to assess the needs and selection process for a given instructional environment. The state-of-the-art Multimedia Personal Computer Laboratory includes networked PC's and Apple Powerbooks. The Laboratory was used to introduce teachers to the multi-media and application software available. The powerbooks are used primarily with the students and in the practicums. NJIT will continue to act as a resource center for those teachers who participated in the first year of the project and the districts interested in establishing their own computer laboratories. A library of software is being researched and developed so that teachers can experiment with applications before they purchase them for their schools. MECC has designated NJIT as one of three New Jersey sites for field-testing and evaluation of their software for participating teachers.

CONCLUSIONS

This project is supported in part by the National Science Foundation, Award # HRD - 9450074.

REFERENCES

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