Digitizing the Traditional
Classroom
Ben Smith and Jared Mader
Red Lion Area Senior High
Friday, September 29, 2006
bs@rlasd.k12.pa.us
jaredm@rlasd.k12.pa.us
www.edtechinnovators.com
About Us
Ben Smith
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Physics Teacher
K-12 Science
Coordinator
Technology Resource
Teacher
ISTE Consultant
Keystone Technology
Integrator
Jared Mader
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Chemistry Teacher
Technology Staff
Development Trainer
Core Skills
Technology Training
Leader
Discovery Educator
Network
Keystone Technology
Integrator
Authentic Assessment
A Constructivist View
Students demonstrating problem-solving,
reasoning, and engaging in activelearning.
 Essential Components

Student-centered
 Product is a part of the process
 Higher-order thinking skills are employed
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Technology as the Medium
Technology is simply the tool used to
facilitate student-centered learning
 Technology makes it easier to accomplish
 Focus must remain on the curriculum and
the student needs
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Curriculum must drive the need for
technology, not the reverse
Taxonomy for the Instructional
Use of Computers
Experiencing
 Informing
 Reinforcing
 Integrating
 Utilizing

Adopted from Thomas and Boysen, Iowa State University
The Traditional Science Class
Demonstrations
 Inquiry-based questioning
 Hands-on activities
 Laboratory Investigations
 Class discussions
 Group activities/dynamics
 One-on-one interaction
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The Technology Enriched
Science Class
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Still contains the essential elements of an effective
traditional science class.
Enhanced by:
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Probeware (Vernier/Pasco)
Graphing Calculators (LabPro Interface)
Software (Office, Inspiration, VideoPoint, iMovie, Interactive
Physics)
Teacher websites
Virtual Side — Blackboard, Tapped In
Podcasting, Weblogs
Interactive simulations (applets, Shockwave)
Wimba Elements
Merging Technology to the
Traditional Class
Strengths
 Student-centered
engagement
 Enables students of
differing learning
styles and
personalities
 Increases
instructional time
Limitations
 Student Access
 Teacher/Student
Time
 Usability
 Focus can drift from
the curriculum to the
technology
Modes of Online Learning

Online
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Students still schedule the online course
during a normal period, yet they report to a
computer lab or complete outside of school.
Hybrid

Students enroll in a traditional classroom that
integrates the use of Blackboard as a
supplement or enrichment to learning
Review and Revision of Online
Courses
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Constructed heavily around reading
Limited student interaction/interactivity
Be careful about too many distracting graphics
Repetitive types of activities (although consistency in
structure is necessary to allow students to become
comfortable with the environment)
Lacking essential elements of the technology rich
classroom
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e.g. student-centered activities, forums, virtual classroom
activities, group activities to promote collaborative exercises
Constructing an Online Science
Class
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Consistency in Design Format
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Content Delivery
• Podcasting
• Powerpoints and boardnotes
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Equipment on a budget
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Make use of household items
Appropriate and effective discussions
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Discussion Boards
• Establish clear discussion guidelines to your students
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Group Exercises
• Require students to collaborate and create group projects using the online
group discussion tools
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Virtual Classroom
• Provide opportunity to establish a classroom-like environment
Constructing an Online Science
Class
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Variety of rich activities
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Concept mapping (Cmap and Inspiration)
• http://cmap.ihmc.us/
Webquests/Scavenger Hunts
• The Webquest Portal: http://webquest.org/
• e.g. Chemical Unknowns
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Interactive Laboratories
• e.g. Biology Labs, Nye-Labs, Textbook Based Labs
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WISE Activities
Online applets to promote interactivity
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Demonstrations and laboratory exercises
• e.g. Gas Laws Demonstration
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Utilize online homework problem databases
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Many interface directly with Blackboard
• e.g. ChemSkill Builder
What Students Can Do
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Virtual Field Trips
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Assessment
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Higher level taxonomy
Science writing
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Report on experience using Wimba tools
Safe Assignment Submission
Whiteboard solutions for small classes
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Virtual Classroom
Making it Happen in Your
District
Staff Development Training
 Lessons are driven by the curriculum not
the technology
 Lessons make greater use of the higher
ends of the taxonomy.
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Notes
Notes