Content_Based_Technology_Tools

= Content Based Technology Tools =

Tools Used
Wordle, Wikis, Google Docs/Templates/Forms/Spreadsheets, Applets, Screencasting

Learning Goals

 * Examine the role of the 21st century Science Teacher
 * Explore the use of online applets for inquiry based experimentation
 * Investigate the of Google Docs as a platform for collaborating on an experiment using an applet.
 * Create a screencast as a means to demonstrate understanding of a scientific concept.
 * Use Google Forms as a means of formative or summative assessment.


 * NOTE ABOUT COPYRIGHT **
 * If you use any images, make sure you are following copyright by only using Creative Commons w/ attribution images. This is easily done with Flickr: http://www.flickr.com/creativecommons/. > You can also use Google "Advanced Image Search" : [|http://www.google.com/images.]

TPACK- What's different about science teaching?


//non-science:// laptops, LCD projector,USB storage devices, digital cameras, document camera (ex. ELMO), //science-specific:// hot plates, microscopes (digital!), digital scales, probes (temperature, pH, motion, CO2, pressure plates, etc), cars,
 * Hardware:**


 * Software:** spreadsheets (excel, google), vernier (real-time data collection), word processing (google docs is preferable to microsoft word), video production, video player, screen-capturing tools, drawing,


 * //What are the skills that we want student-scientists/21st century students to learn://** scientific/analytical thinking, create, design & implement an experiment, communicate,

Pause, take a breath...

Review Tool: Wordle
//Wordle// (http://www.wordle.net/) is a tool for generating “word clouds” from text that you provide (copy and paste). In effect, a word cloud is a visual representation of the word content of a website or another type of text. Wordle allows you to type in or paste any source text you would like.

In //Wordle//, the clouds that are created give greater prominence to words that appear more frequently in the source text. You can also adjust your clouds with different fonts, layouts, and color schemes. The images you create with //Wordle// are yours to use however you like. You can print them out, or save them to the //Wordle// gallery to share with friends, colleagues, and/or students.

Learning Goals

 * Observe and reflect upon a few examples //Wordles//.
 * Practice basic skills using the Wordle tool.
 * Create a Wordle that is associate with an instructional activity in a unit that you are currently teaching.

Part 1

 * Go to Wordle.net (http://www.wordle.net), read over the site, and review some of the //Wordles// created in the gallery on the site.
 * Practice using //Wordle//with a variety of texts.
 * Copy the text, and then click on the "**Create**" link and paste it into the text box provided. Once you have all of the words in the text box, click on **"Go**" and viola you have your first //Wordle//!
 * Note that at the top of your //Wordle//, you have links to tweak the font, layout, and color schemes if you decide to experiment. Once you have the design you like most, click on **"Save to Public Gallery"**, and you will have the opportunity to name your //Wordle//, create a user name, and provide a brief description of your creation.
 * More importantly, this also takes you to the screen where your //Wordle// has its own unique URL. From this page, you can open your //Wordle// in its own window, print it, and use the embed code provided at the bottom of the page to embed your //Wordle// on your own website, blog, wiki, etc. //**Save this URL** somewhere where you have access to it as the search function in Wordle is not extremely accurate or powerful.//
 * **//Wordle// is searchable; therefore, make your copy and paste your URL to a Word document ASAP.**

Part 2
 * Now that you have your first //practice Wordle//, create an instructional activity where your students can make some observations about the visual representation of text and conduct some analysis using //Wordle//. Try to create something that could be used in a current unit of study in your classroom. Embed it below.

Wordle 1 media type="custom" key="7332839"

Wordle 2

media type="custom" key="7332919"

code

Wordle 3 media type="custom" key="7332953"

Wordle 4 media type="custom" key="7332967"

Wordle 5 media type="custom" key="7332991"

Wordle 6 media type="custom" key="7333027"

Wordle 7 media type="custom" key="7333067"

Wordle 8 media type="custom" key="7333087"

Wordle 9 media type="custom" key="7333095"

Wordle 10 media type="custom" key="7333101"

Wordle 11 media type="custom" key="7333151"

include component="comments" page="Content_Based_Technology_Tools" limit="10"

Step 1: Exploring an Applet for a Experiment in Projectile Motion
1. Go to the projectile motion applet at [] 2. Choose "Run Now". Play around with this applet for 5 minutes or so. 3. For this experiment we will be studying the variables that affect the projectile motion of an object. Observe image 1 of the applet. Group Question: What are the variables that alter projectile range (distance), height, and the time it is in the air?

Independent Variables? angle, initial speed, mass, mass, diameter, air resistance, object type Dependent Variables?range, height, time

Image 1. Applet for projectile motion.

4. We will divide into small groups (3) and each test different variables as related to projectile motion. Groups should choose different variables.

Group 14 Group 24 Group 34 Group 44 Group 54 Group 64 Group 74 Group 8 4

Step 2: Using Google Docs as a platform for collaborative lab reports
1. Each group will use a collaborative document to create their lab report. Each person must have a Google Account such that they can create and contribute to the collaborative documents. You will be collaborating using Google Docs and Google Spreadsheets (Graphs).

2. Each group leader should login to Google docs and choose, "Create New" > "From Template". Do a search for SLI-Projectile. You will choose this template for your lab report. Next change the name of the document. You must also change the permissions such that your lab partners can work on your document too. You will share this document completely for the sake of this experiment. On your group page on the Wiki, you will post the URL to your Google Doc so that every one in your group can work on it.

3. Complete the lab report reflecting upon any additions you would make, pictures you would add, multimedia you might incorporate, and data you might collect using a spreadsheet. Have your instructor check your lab report- especially the conclusions.

4. Now create your own Google document that could be used by students using a different applet. You will enter the information on your Group wiki page. Make sure that the lab report or document that you create is rigorous and requires:

a. Collaboration b. Higher order thinking (Think Bloom's Digital Taxonomy) c. Clear organization of data

Enter the URL of your Google Document on your Group Page.

Another tool: Wallwisher- http://www.wallwisher.com/, http://www.wallwisher.com/wall/scienceexample1
media type="custom" key="7341699"

Step 3: Using screencasting to demonstrate understanding.
Note: There are many screencasting tools. Here are more tools and instructions: http://tli2010.wikispaces.com/Screencasting

Next, you will use [] to create a screencast, explaining your results from the projectile motion applet. Each person in your group will create their own screencast and post it to your group page. You will use the applet and your group page to explain your findings.

a. Open the webpage, applet, or document (could even be a PowerPoint) and have them ready to use for your screencast. b. Open [] and sign-in and choose create. You will want to write out or script what you will do for your screencast. It should be as brief as possible- explaining how the variable you worked with affected the projectile motion of the object. Post your screencast to []. c. Place the URL to your screencast on your group page.

An alternative to screencasting would be to digitally record an explanation of your findings. You would just need a digital camera for this (with sound) and the ability to upload the video to a video sharing site (YouTube, TeacherTube, etc.)

Step 4: Using Google Forms to demonstrate understanding.
Next, your group will create an online assessment about the experiment that you designed around an applet. Students can use the applet to complete the assessment. Focus on higher order questions. You will use Google Forms for the assessment. You will access google docs and choose "Create New" > Form. Refer to Bloom's Digital Taxonomy to help you form your questions. Enter the URL or embed the assessment on your Group Page.