Use of Technology in Science Instruction

Our society is developing new technology constantly, and one can particularly argue for the inclusion of computers and multimedia tools into classrooms on the simple justification of student literacy. A more powerful reason is that it provides teachers and students with tools to enhance learning in the traditional content areas.

Computers can greatly improve direct laboratory observations. Coupled to interfacing that is sensitive to temperature, pH, voltage, or light, this technology allows measurements to be made that are far too rapid or too sensitive for devices interpreted directly by humans. Inexpensive, user-friendly software permits error-free recording and transfer of measurements and rapid, accurate calculations.

Students can make measurements heretofore impossible in the high school laboratory, and they can readily repeat these measurements. Students are relieved of tedious calculations. The student can use computer software to display data in a variety of ways and the teacher can guide their efforts toward in-depth analysis of the results.

In any laboratory situation, a student could be so engrossed in the process of analyzing data that the intent of the lesson is missed. In order to promote optimum learning for each student, the teacher must make careful decisions about the use of computers. Students should realize the value of technology as a tool that facilitates their exploration, data collection, and manipulation and analysis of information.

Word processing can open whole new channels of communication in science. Drafts of reports can be quickly prepared, reviewed by peers or the teacher, and revised with a minimum of student tedium.

With the addition of relatively inexpensive modems, information can be transferred quickly through telephone lines. Students can catalog and compare data gathered in their own schools with that from observers at great distances. Maryland science teachers have reported heightened enthusiasm, genuine scientific inquiry, and a sense of professionalism on the part of students who use the National Geographic Kidsnet and the Eastern Shore's Chesnet.

Laserdiscs display high quality video materials. Most have embedded codes to stop at a particular frame and wait for the viewer to resume play or randomly access another point of the video. These are often used for teacher presentations or for student tutorials in conjunction with print materials. More sophisticated, random-access videodisc players can be coupled to portable computers. The software allows many "branching" options for the video and can be coordinated with computer graphics or simulations. The software also receives and logs data and keeps continuous records for teacher monitoring or student assessment.

A laserdisc series that is in wide use in Maryland is the MIST (Modular Investigations into Science and Technology) program. Originally produced in the United Kingdom, the elementary level series of six discs was altered for use in the United States after a pilot year in Maryland schools. This University of Maryland-directed study of teacher reactions during the pilot year stated that the teachers found MIST to be a highly motivational and stimulating resource in elementary classrooms a--data bank of ideas for science lessons and hands-on activities.

Media specialists have adapted computers into traditional literature searches. What once took hours of searching through printed guides can now be accomplished with the entry of a few key words. Beyond simple searches that direct the user to resources, modems provide access to central "library" files and can rapidly deliver virtually any printed materials to the user.