In "Basic Principles of Curriculum and Instruction," Ralph Tyler stated that we should determine what our children need to learn through analysis of contemporary society (1949). I argue further that we must teach beyond today's situation to prepare our students for an uncertain future. All things considered, students' minimal exposure to technology in schools is mystifying. How can we prepare our students for tomorrow's world when we continue to teach with methods and materials from yesterday? My early experiences as a teacher and in my Master's degree program have inspired me to work to integrate technology into the inquiry and constructivist models of science education. I have proven the value of both my instruction methods and curriculum design abilities in my own Biology classroom, at conferences, and while working with other teachers; however, I find the change I initiate to be frustratingly localized. I want to assume a leadership role outside of the classroom so that my efforts will influence more teachers and students and, perhaps, make a difference on policy and practice in science education.
Computers naturally engage students, so we must embrace and exploit this powerful bond as a means to serve our goals as educators. Yet throughout my experience in educational settings, the role of technology seems to have been reduced to a flashy, colorful way of reinforcing ineffective and outdated teaching strategies. I have focused my talents as a teacher and curriculum designer on the role of technology in the science classroom. I initiated this work during my Master's degree program, which was focused on technology in education, and began to adapt various computer programs and other devices to my Biology curriculum. During my first year of teaching I worked to bridge the gap between such technologies and my constructivist ideology, not only in Biology but also in Earth Science. I knew that if these amazing resources were to advance the mission of science education, they would have to work with the model, not against it.
Through research programs, curriculum development, and specialized training, I have excelled at the integration of multiple forms of technology with research-supported methods of science instruction. In the summer of 2001, I participated in the E-2020 program, affiliated with the University of Colorado at Denver, which matches teachers with scientists for summer research accompanied by workshops in inquiry instruction. My research took place in the Surface Optical Spectroscopy Laboratory at the Colorado School of Mines, where I learned to perform Raman Scattering.
Salonius-Pasternak Dorothy E., and Holly S. Gelfond. “The Next Level of Research on Electronic Play: Potential Benefits and Contextual Influences for Children and Adolescents.” Harvard Medical School 1.1 (2005): 5-22. Center for Mental Health and Media Human Technology. Web. 17 Nov. 2013.
In 1998, the US software industry sold $6.3 billion worth of video games (see Unknown). Not bad for an industry that didn't exist 25 years ago! Yet despite its continued growth, all is not well in the video game industry. School shootings in Littleton, Colorado; Pearl, Mississippi; Paducah, Kentucky; Conyers, Georgia and many other towns have shocked the nation (see Malcolm). Understandably, grieving parents and sympathetic citizens are searching for a cause for this "outbreak" of youth violence. It is natural to assume, "when children, the symbol of innocence, commit the severest of crimes, then something must be going wrong with society." (see Maker)
We now know a few things about CEOs. Their job is to make their organizations look good, however troubled and ineffective they might be. They do not feel obligated to divulge troubling information that might affect public confidence, cause valuable employees to leave, or make it difficult to recruit in the future.
Education reform could be considered as one of the most highly debated issues of today. People of many different backgrounds from many different locations have many different opinions on how children in this country should be taught. In this incredibly broad debate, one of the most highly discussed issues is that of a multicultural education. The problem with this topic is that the many different people who have an opinion on the issue have many different definitions of what a multicultural education should be. Perhaps if the ideas behind a multicultural education were defined more clearly, the issue would be easier to talk about and the seemingly circular argument that is education reform could move towards a definite goal. Some of the ideas that have been discussed within the parameters of a multicultural education include afrocentrism, tolerance, and morality, among many others. While these and other issues do have certain merit, they alone can not serve as the basis for a strong education. The aim of a multicultural education should be to integrate a child's acquisition of basic skills with a general knowledge of the people he or she lives with in the United States. One of, if not the main factor in education reform is the teachers. They are the foundation for a child's development, and the are the filter through which the child must learn. A single teacher should not be allowed the right to single handedly hinder a young person's education, as the material taught and the lessons learned should transcend the people teaching these lessons. The seemingly obvious way to eliminate differences between teachers would be homogenous teacher training. However, the fact must be understood that while most teachers wil...
C. Braun and J. Giroux (1989) determined that the most popular category of video games is the war-type game. These are usually the most violent games, as most of them involve destroying objects and other people. This destruction can range from one-on-one combat to mass annihilation of other humans or creatures. In 1982, Surgeon General C. Everett Koop (Orlofsky, 1982) stated that video games could encourage children to mimic the violence displayed on the screen, and that these games may have adverse physical and mental effects on teenagers. Ever since Koop’s warning, parents have become increasingly concerned about the video games their children play.
In these changing times one of the biggest aspects of society that should be updated on a regular basis is education. Changes in curriculum as well as methods of teaching need to be revised each and every year. With this idea came the idea of the Common Core State Standard which is currently being adopted by forty-four out of fifty states in the United States. This new rework is designed to help better prepare students for college, universities, and the work place. However, not everyone believes this is the right move education should be taking at this moment. Those in support state this is the best decision possible to teach the children of the 21st century. Others say the cause for the decline in the quality of education in the United States stems from other sociological factors not from how the system is currently being worked. Even more are concerned if schools will be ready for this new wave of change. Will Common Core be effective in helping prepare high school graduates for the future? Only time will tell if the Common Core Standards proves effective in further helping students be prepared for the future.
“Before you become too entranced with gorgeous gadgets and mesmerizing video displays, let me remind you that information is not knowledge, knowledge is not wisdom, and wisdom is not foresight. Each grows out of the other. And we need them all” (Re-inventing 1995). These words spoken by the distinguished author, Arthur C. Clarke, bring to light where exactly the technological situation in education is and the direction it is going. The discussion and debate of introducing and improving classrooms with technology has been a relatively heated topic as of late. Many have even claimed that if schools are to survive it is imperative for us to stand back and carefully rethink our notions of intelligence, learning, instruction, and evaluate the situation in light of the new age of communication. In discussing the use of technology in education a distinction needs to be made between itself and ‘tech ed’. The common definition of technology education is that it is an action based program for all students to use resources to design, produce, use, and assess the impacts of products and services that extend human potential to improve and control the natural and human made development (Patterson 1999). While these skills and practices are integrated into using technology in education it does not fully explain or utilize what is needed to provide affective technology in the classroom. A mission of this program is to help students apply technology to effectively make decisions and contribute to a rapidly changing technological society. But more than that, the purpose is to give students the best possible education for their generation with the suppli...
Porter, Laurence M. The Interpretation of Dreams: Freud's Theories Revisited. Boston, Mass.: Twayne, 1987. Print.
Sigmund Freud created strong theories in science and medicine that are still studied today. Freud was a neurologist who proposed many distinctive theories in psychiatry, all based upon the method of psychoanalysis. Some of his key concepts include the ego/superego/id, free association, trauma/fantasy, dream interpretation, and jokes and the unconscious. “Freud remained a determinist throughout his life, believing that all vital phenomena, including psychological phenomena like thoughts, feelings and phantasies, are rigidly determined by the principle of cause and effect” (Storr, 1989, p. 2). Through the discussion of those central concepts, Freud’s theory of psychoanalysis becomes clear as to how he construed human character.
The educational system of New York City is in a state of turmoil at this point. There are a number of teachers, many students are failing and most parents have lost faith in our unqualified educational system. This brings us to the question of who is responsible for the problems and how can we rectify our educational system through the use of school reform.
Kilfoye, C. (2013). A voice from the past calls for classroom technology. Phi Delta Kappan, 94(7), 53-56.
One of Freud's major contributions was his appreciation of unconscious processes in people’s lives. According to Sigmund Freud, the founder of psychoanalysis, the dream images and their symbolic messages can be observed as one's fulfilled wis...
“The young men who opened fire at Columbine High School. . . were video gamers who seemed
The question is, “Do violent video games influence children to act aggressively?” and “Can repetitive killing train a person to be violent himself?” Although the violence in these video games is fictional, research has proven the violence to lead to more aggressive behavior in children. Violent acts depicted in these games allow young children to believe that killing and fighting is acceptable and fun.
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach