Journal Nine: Grounded Tech Integration

Blanchard , M. (2009). Grounded tech integration: science. Leading and Learning with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25510&DirectListComboInd=D

The article, “Grounded Tech Integration: Science”, looks at some ways science teachers can integrate new technologies into their classrooms. Science teachers in public schools can choose from traditional technologies or newer digital tools. But wise spread use of technology in science classrooms is limited. The author gives several approaches that can lead to better utilization of technology in science classes.

One recommendation is for the teacher to focus on instructional planning and avoid falling into the "technology first" trap. Teachers need to plan instruction based on the students' curriculum-based learning needs and not around the educational technology available. In the article the author gives a set of learning/ activity types and suggests education technologies that are supportive of that kind of lesson. This list of activity types and corresponding possible technologies is available to teachers who want help changing their lessons so they can fully utilize the technology that is available in their schools. After teachers decide the goals for a lesson or project they can review the activity types for that subject and select which is best to help students achieve the learning goals. The article goes on to give several examples of how schools used this approach to redesign parts of their curriculum to be more engaging and interesting for the students.

With constant changes in technology and the desire to change curriculum wouldn’t the list of activities become out dated?

Teachers are encouraged to add to, update or refine, and revise the science activity types taxonomy on the Wiki.

What are some of the advantages of using these resources to plan a lesson or lesson in your classroom?

Using the list of activity-types taxonomy and corresponding technologies that best supports them will allow teachers to get better utilization of the technology that is available to them. It can also help them think of more activities and technologies to use their classrooms.

Then choose the curriculum objectives they planned to address, decide which types of activities best addressed those objectives, and consider which