Technology in the Science Classroom...An Evolution
Technology is a major force that is impacting K-12 education and changing teaching and learning forever. It is changing how we communicate and access resources for the classroom.One of my respected colleagues, a biology teacher who also teaches computer technology, said to me, "Remember, Pat, someone can be a good science teacher without using technology." Yes, but can that someone can be a better science teacher if technology is used well?
I believe the answer is yes. The Internet was developed with funds from the National Science Foundation to facilitate the exchange of information between science researchers and, potentially, accelerate the pace of scientific discovery. Major universities still form the backbone of the Internet today, which now gives K-12 educators access to research information and entry into the scientific community.
Today, our students can participate in interactive science investigations with students around the world. They can retrieve real time data, such as earthquake information around the world. They can download digital images such as Jupiter's moons from NASA. They can ask questions of scientists or participate in real research. Students can use interactive probeware sensors hooked up to their computers to measure pH, temperature or dissolved O2. Teachers can find science lessons on just about any topic and information and graphics with which to adapt to their own classrooms.
How fast paced is the educational technology evolution? According to one study, it took 70 years for the telephone to be found in 50% of U.S. households and 44 years for electric lights to do the same. Just 10 years after the first affordable personal computer came on the market, 28% of households have a PC. Incredibly, in 8 years the VCR has penetrated 50% of U.S. households. As each new technology comes on the scene the time span for its acceptance and use becomes shorter and shorter.
Can you remember life without ATMs? Now look at how fast CD and DVD technology and cellular phones are taking hold.
How are our local schools doing? In 1995, we ranked in the bottom 10% nationally in classroom computer use. In 1996, Los Angeles County schools averaged 14 students per computer. Currently the ratio is 9.83, which is a 7 percent improvement over a year ago. In 1995 an average of 29% of computers in the county had Internet access. Today, that percentage is 85%. This percentage compares with 89% nationwide. Eighty-five percent of county teachers have computers at home with two-thirds reporting they also have Internet access. About 30% of all county students have computers at home. So, tremendous strides have been made, but more work is needed.
Clearly we still have a long way to go to provide technological skills for all students and access to on the Internet. Most computer owners are college graduates, earn more than $50,000 a year, and are concentrated in large metropolitan areas where computer literacy is essential for jobs in the information economy. So lack of access to technology can result in both lower academic achievement and lower job expectations. It can be the gatekeeper of the future.
Along with the need for more computing in our schools, we also need more technology training for teachers and students. Most importantly, teachers need professional development to learn how to integrate technology into a science rich curriculum that focuses on inquiry, and problem solving and conceptual understanding.
Just as evolution is not a steady state, but a punctuated equilibrium, where change occurs in rapid spurts and periods of no change, the use of technology is in a critical growth stage. Our students can either adapt to these changes or be left behind with endangered futures.
Patricia C. Dung
Science Director, LAEP
LAUSD
