Critical Thinking in Action
Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources.
Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).
The following are technological integration strategies for stimulating critical thinking and inquiry-based learning in science and math class.
Data Analysis
Analysis of data is an essential skill science and math students must have for success in these two content areas. Examples of technology integration tools and techniques to support this skill include:
Online Data Bases – using real-time data has the ability to allow students to become comfortable with sets of numerical data and use it in meaningful ways. This is particularly crucial when students analyze large sets of numerical data to support developing the ability to draw well reasoned conclusions.
Spreadsheets – besides saving time and organization, spreadsheets stimulate critical thinking as students visualize a change in numbers and ask “what if…” This tool is useful in problem solving, science investigations, general math, algebra, and calculus. An excellent resource for strategies and techniques for integrating spreadsheets in lessons is Spreadsheet Magic by ISTE.
Project Based Learning – student learning benefits both academically and personally from their involvement in project based learning. Student participation in actual real-world learning activities encourages them to do their best work and see the relevance of science and math in their daily lives. Examples include:
Communication of Findings and Conclusions
Communication of findings and conclusions is fundamental to understanding science and math concepts. Without communication, there is no value to a learning activity for any student, teacher, or others. Examples include:
Digital Storytelling – linking project based learning with digital storytelling is natural. The integration of digital technology motivates students, allows them to easily share their work, and encourages collaborative learning. This in turn helps them develop a more in depth understanding of science and math concepts through a digital lens.
Google Docs – offer a set of collaboration and communication tools to help students acquire the skills necessary to help them soar in their education and outside the classroom.
Podcasts – students benefit from podcasting because it reinforces science and math concepts, along with their reading and writing skills as they prepare scripts.
VoiceThread – creates an interactive classroom which can be used in almost any science and math grade level. Teachers can use this Web 2.0 tool for digital storytelling of concepts by students, causing critical thinking, student project presentations, and even a tool for assessment.
Both on-line and in-class technology tools promote authentic communication and collaboration between teaches to students, students to students, and students to teachers. Also, these tools provide authentic inquiry-based learning, project-based learning, and problem solving situations which stimulate critical thinking in science and math.
Flip Camera
The Flip camera is great for all types of projects in science and math – at any grade level. Flip cameras are small handheld video cameras that can record 30 or 60 minutes worth of video. They connect to a computer with a USB plug that “flips” out from the side of the camera.
The benefits of these cameras include another means for assessing students understanding of concepts beyond worksheets and tests. Besides a teacher’s record, the videos provide a digital record for parents and administrators to show a student’s successes or areas which need improvement.
Teaching Strategies: Integration within Lessons and Projects
The following five creative strategies provide a catalyst for integrating flip cameras in science and math. These techniques also offer an alternative digital assessment of students’ prior knowledge and experiences, understanding of concepts, and ability to make connections between concepts.
Digital Twist on a Book Report - create a video cast of a trade book to explain the concept or concepts embedded within the book. This technique offers another strategy for determining a student’s true understanding of concepts and embedded misconceptions.
Concept Challenge – make a digital visual representation of a specific science or math concept. It also is a means to discover students’ misconceptions related to the concept.
- Science example – create a video to analyze motion of a roller coaster
- Math example – estimation of how fast a roller coaster travels compared with actual measurement
Digital Demonstrations – flip camera videos are uploaded to VoiceThread and used to share “how to’s” and seek student comments on the” how to.”
- Science example – students demonstrate how they conducted a science experiment, along with sharing their findings and conclusions
- Math example – students demonstrate how to solve specific math problems or explain a math concept
Concepts Without Walls - record observations of events or phenomena related to specific concepts taught in class. You can also slow the video down using QuickTime Player to provide the ability to analyze and demonstrate facts related to the concept being presented.
- Science example – a lightning strike to demonstrate different types of lightning and their paths
- Math example – linear patterns everyday objects found within a neighborhood or community
Digital Story Telling – students use flip cameras to record artifacts related to a project based learning activity such as interviews with experts and data collection techniques.
- Math example – students record all the problem solving steps they used in completing a tessellations project.
Educational Benefits: Flip Cameras in the Classroom
Benefits for using a Flip Camera in the classroom include being a creative outlet for students. Students can express themselves by creating projects, ads, movies, trailers, virtual field trips, and many more video projects for class.
These cameras also encourage collaboration among students as they share their ideas and solutions to a wide range of science and math problems. The cameras are supportive with helping ESL students learn new words, ideas, and more related to science and math.
There are so many ways a flip camera can be integrated into classroom learning activities, because of their portability and ease of use from recording to downloading.
Web 2.0 Tools for Teaching and Learning
Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking.
These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example:
- Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time.
- Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers.
- RSS feeds allow students to access all the desired research information on one page.
- Students learn to be autonomous in their learning process.
Online Tools: Supporting Student Learning with Interactive Tools
The following 10 Web 2.0 tools should be part of any science and math classroom (in no specific order).
Twitter – helps students learn to create clear and concise communication with other students and experts, because of the 140 character limitation. Classroom activities integrating twitter cause students to think outside the box as then extend their understanding of concepts beyond the basics.
Google Earth – the possibilities are unlimited regarding the integration of science and math with this free software program by Google. Google Earth projects provide real-time perspective of everything affecting the earth’s environment. Using this program, students have access to data which was only available to scientists a few short years ago.
Google Reader – students can use this RSS Aggregator to collect, annotate, and share research during collaborative projects. Teachers who use student blogs can keep track of student posts in one place. Teacher can also share items, provide links for research projects, provide science or math journal prompts, or WebQuests.
SlideShare – this Web 2.0 tool offers the ability to overcome common problems both teachers and students have when giving presentations in class. SlideShare also provides the ability to eliminate the often used phrase – “fear of using technology in the classroom.” After spending time preparing a dynamic presentation providing another level for overcoming technical difficulties are worth the effort.
VoiceThread – using Voice Thread creates an interactive classroom which can be used in almost any science and math grade level. Teachers can use this Web 2.0 tool for digital storytelling of concepts by students, causing critical thinking, student project presentations, and even a tool for assessment.
Digital Media – follows the old adage “A picture is worth a thousand words!” when it comes to science and math. The use of digital media is ideal for helping students construct background knowledge for developing a better understanding of science and math concepts.
WallWisher – this online application allows the author (teacher or student) to add information as postit stickies, it also allows others to add comments or information to the wall - subject to the author’s approval. Students can then embed WallWisher walls they create into a Group Project Wiki, Google Doc presentation, or Blog.
Jing – is an alluringly addictive little piece of freeware that allows you to make screencasts (as well as screenshots) of whatever is appearing on your computer screen. Creating a screencast using Jing will bring a new dynamic process to your science or math class. Students are more engaged in the learning process and they have access to information presented in class 24 hours a day.
Podcasts – are an alternative to digital media such as videos, voice, or images. Student-created podcasts provide a good digital medium for student expression of science or math concepts, projects, and related themes. Podcasts reinforce concepts studied in class for both auditory and visual learners.
Animoto for Education – is ideal for allowing students to convert a collection of images from a project into a video. Animoto is a web-based application which creates YouTube style videos with the click of a button. Students simply upload images, add music, and they generate a unique video.
