Posted by David Wetzel
Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers – 45 percent use them to support their teaching and student learning.
A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology.
By the way – this includes most students today!
The following are a collection of ideas and strategies for using Wikis in your classroom!
Both Science and Math Classrooms
Specific pages within a Wiki may include:
Study Guides – these are created by you or assigned to groups of students. Examples include study guides for chapters, units, or semester exams.
Podcasts – like everything dealing with education technology in the classroom there are always tips and tricks to ensure success – this includes Podcasting!
WebQuests – an inquiry-oriented online lesson format in which most or all the information that learners work with comes from the web.
Projects – both a collection of resources for students and an online tool for facilitating completion of project based learning activities. This includes teacher created and online project resources such as the National Math Trail and Global Water Sampling Project.
Tips for Students – this includes are variety of ways for helping students, such as tips for:
- creating and uploading a podcast.
- using and uploading Google Docs.
- using WallWisher.
- uploading images.
- creating links to pages within the Wiki or external resources on the web.
- frequently asked questions regarding classroom and homework procedures.
Careers – a selection of teacher or student interviews of people currently employed in careers related to science or math. This may include written statements from professionals who are given the same set of questions to answer, along with online links to career resources.
Math Classrooms
Specific pages within a Math Wiki may include:
Calculus – a collection of problem solving exercises for students to collaboration in solving.
Algebra – a collection of problems for students practice such as inequalities, linear equations, quadratic formula, or graphing.
Graphing Calculator – tips and tricks for using graphing calculators. Also may include a links to an online graphing calculator.
Real World Math – a page for students to write about and/or provide examples of places where they actually used math outside the classroom.
Class Notes – a collection of step-by-step procedures used in class to solve math problems such as multiplying fractions, geometry, algebra, trigonometry, or calculus.
Science Classrooms
Specific pages within a Science Wiki may include:
Glossary – a collection of scientific terms with illustrations and definitions added by students using Flickr and other non-copyright resources. This may also include online links to detailed information.
Taxonomy – classification of a variety of organisms by kingdom, phylum, class, order, family, genus, and species.
Experimental Design – procedures and steps for following the experimental design process such as defining independent variable, dependent variable, control variables, or developing experimental questions.
Discrepant Events – sample videos or procedures for students to follow when completing discrepant events, which allow students to witness scientific events with unexpected outcomes.
Field Observations – sample procedures for collecting water data at local streams, weather observation data, wildlife observation data, or collecting plant data.
Concept Descriptions – a written or pictorial description of scientific processes such as earthquakes, water cycle, friction, pollination, ozone depletion, light, rock cycle, physical and chemical properties, force, and photosynthesis.
Chemistry Equations – procedures and practice for learning how to balance chemical equations. This may also provide links to web resources for student help.
Physics – a list of formulas and equations, along with step by step-by-step procedures for solving. This may also provide links to web resources for student help.
The time is right as you close out this school year and have the summer to build a dynamic Wiki in preparation for next year or make changes to your current class Wiki to include these and other ideas. Your students will benefit from the integration of this Web 2.0 tool in your classroom, as they develop a greater understanding of math or science.
Additional Resources
Using Wikis in Math Class
Using Wikis in Science Class
Posted by David Wetzel
Most of today’s students either own or use iPods, iPod Touches, MP3 Players, and computers everyday. These digital tools provide a natural strategy to support student learning - Podcasts!
Integrating podcasts in science and math classes is a good way to support student learning, because it leverages the fact today’s students are digital citizens.
In a recent survey, Forbes.com found K-12 students spend more time during the week on the Internet and using digital tools (cell phones, computers, iPods, etc.) than watching TV. This is why today’s students are considered digital citizens.
Teaching: Strategies for Using Podcasts
The following are teaching strategies for podcasts in science or math.
- Audio and/or video reviews for tests - accomplished by providing a downloadable podcasts on the class web page or wiki.
- Audio recordings of science lectures in MS and HS - accomplished by teacher wearing wireless microphone during lectures. Then editing and converting the recording into a podcast for students to listen to later as a review.
- Video recording of math lectures and reviews in MS and HS - accomplished by teacher wearing wireless microphone and video taping lectures or saving interactive white board slides. Then editing and converting the video into a podcast for students to refer to later when completing homework assignments or as a review.
- Audio class newsletter - for parents to access on the class web page or wiki. This does two things - saves paper and keeps newsletters out lockers and trash cans. The newsletters have a greater chance of being read by parents.
- Audio/Video Sub Plans - entire or partial lessons are recorded for subs to use in class. This also does two things - it is just like your are there and it forces subs to follow your teaching plan. The reality is we all know when it comes to subs - “…it is like opening a box of chocolates, you never know what you will get!”
Learning: Ways Students Use Podcasts
The following are ways students use podcasts to support their learning science or math concepts.
- Student groups create a specific potion of a unit studied in class. These podcasts provide a downloadable review for students to use when studying for a unit test. The podcasts are posted on the class web page or wiki. Each podcast should be limited to 5 - 6 minutes to promote clear and concise summary of key concepts.
- Students create a podcast to supplement their research and findings during science or math project based learning activities.
- Students use a podcast to complete science or math case studies using information provided in a podcast to help them solve a problem.
- Students create a class newsletter related to concepts learned in class. Accomplishes two things - students must apply concepts to real world applications in newsletter stories and parents have better understanding of what their kids are learning science or math.
- Students create a virtual tour related to a science or math unit. For example - rainforests, landfills, geometry found on the playground, algebra applications in a skate park, etc.
- Students create mnemonic rap songs to help learn concepts. For example - ROYGBIV.
Benefits of Podcasts
So what are the benefits of podcasting (audio and/or video) in science and math classes?
- Reinforces concepts studied in class for both auditory and visual learners.
- Reinforces writing and reading skills as students prepare their own podcast scripts.
- Increasing parent communication, since parents have access to the class web page or wiki.
- Provides another teaching and learning strategy for helping students in being successful in science or math.
Why Use Podcasts?
It is time to take advantage of our students’ status as digital citizens. Students use iPods, iPod Touches, MP3 players, and computers everyday; use these digital tools to create podcasts to support teaching and learning.
Additional Resources
Tips and Tricks for Podcasting
Podcasting in Science and Math Class
Posted by David Wetzel
The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences.
“Why use web 2.0 tools when teaching science or math?”
The answer is both simple and complex at the same time. The answer to this question is:
Online tools facilitate input and interaction by students as they use the four skills of the language (reading, writing, listening and speaking).
For example Wikis, Forums, Twitter, and Blogs provide opportunities for reading and writing. While podcasts, online videos, video blogs, Skype, webcasts, and screencasts give access to spoken language.
Also the use of web 2.0 tools makes it easier to address individual student learning styles.
Advantages for Teachers: Answers Part of the Question - Why?
The advantages are tremendous for using Web 2.0 tools for teaching science and math. The following are a few advantages for teachers and include:
- only needing a computer and no special software programs or skills, because software is hosted on somebody else’s server.
- most online tools are free for educational purposes.
- user-friendly tools, along with many offering video tutorials; eliminating or reducing the need to seek help from an IT person.
- access to these tools only requires a computer and access to the Internet anytime and anywhere.
- the ability to update, edit, or delete information during a lesson, if needed.
- ease of integration of web 2.0 tools into other tools. For example embedding a TeacherTube, Animoto Videos into a Wiki, Blog, or Glogster poster.
- autonomous learning for students as the become more involved in the process of learning science or math, especially helpful during project based learning and problem solving activities.
Learning Online: Another Answer for the Question - Why?
Once a teacher has developed a lesson or set of lessons using web 2.0 tools, the lesson or lessons are easily saved from class to class or next year.
Both teachers and students learn:
- how to use these online tools for learning and also the ability to transfer this knowledge to their personal lives and careers.
- up-to-date information regarding science and math. (i.e., Digg, Delicious)
- how to use RSS feeds to focus information gathering and research. (i.e., Digg, Delicious)
- by using podcasts and video podcasts for studying, reviewing, and tutoring outside the classroom. (i.e., Wikis, Blogs, Flickr)
- to collaborate with colleagues and follow students on projects both in and out of a classroom setting. (i.e., Google Docs, VoiceThread, SlideShare, Glogster)
Collaboration: A Final Answer for the Question - Why?
Ease of collaboration has always been an issue in K-12 science and math education. Lowering classroom walls using web 2.0 tools fosters learning autonomy for students as they have greater opportunities to collaborate with classmates and other students around the world.
Also these collaborative efforts are further realized as students can collaborate with each other from anywhere they have access to the Internet. Examples include students:
- collaborating on project reports, presentations, database management, and conducting online surveys. (i.e., Google Docs, OpenOffice, Zoho)
- creating group presentations. (i.e., SlideShare, Glogster, VoiceThread, Animoto, Vimeo, Wallwisher, Flickr)
- collaborating with students fro other schools around the world for collecting science or math data and research. (i.e., Skype, Twitter)
These examples answer the question - Why should web 2.0 tools be used to teach science and math?
Online tools promote authentic communication and collaboration between teaches to students, students to students, and students to teachers.
Also, web 2.0 tools provide authentic inquiry-based learning, project-based learning, and problem solving situations.
