The document discusses the role of technology and diversity in the science classroom. It provides examples of how teachers can use technology for classroom management, instruction, and student use. It also discusses differentiation and assistive technology to support diverse learners. Resources are shared on using technology to modify lessons and provide equitable access to science for all students.

1. Diversity
Picture from http://www.disaboom.com/
assistive-technology-general/abilities-
expo-showcases-assistive-technology

2.  Explain the legal and ethical
responsibilities of a science teacher in
regard to equity.
 Design lesson plans that include
modifications for purposes of inclusion.
 Design lesson plans that use technology
effectively to enhance learning.

3.  Describe the different areas in which
technology interfaces with science
teaching.
 Define technology as it is used n the
National Science Education Standards and
the Benchmarks for Science Literacy.
 Give examples of activities consistent
with the technology requirements in the
TEKS.

4. Classroom
Management
Curriculum
and
Instruction
Student Use Technology &
Society

5.  Understand today’s net savvy students and
their preferred ways of learning
 Are comfortable using the new tools of the
web as they evolve
 Are continuous learners and integrate the
new tools into the curriculum

6.  Like all other teachers, science teachers
should be familiar with technology for
personal use:
Examples:
◦ Word processing
◦ Email

7.  Like all other teachers, science teachers
should be familiar with technology for
classroom management use.
Examples:
◦ Spreadsheets (grades)
◦ Databases (Information management)
◦ Word processing (Original and modified lesson
plans
◦ Email (for communication with students and
parents)
◦ Uploading and downloading to servers (sharing)
◦ Web site management (for classroom
communication)

8.  Like all other teachers, science teachers
should be familiar with technology for use
in meeting the needs of a diverse student
population.We will learn more about this
later in this presentation.

9. Like other teachers, science teachers need to know how to
encourage student use of technology.
 PowerPoints
 Websites
◦ Examples of student-created websites
http://wizard.4teachers.org/builder/worksheet.php3?ID=98522
 Spreadsheets /Charts and Graphs
◦ Example activity
 Concept Mapping Software
◦ Examples
http://www.inspiration.com/productinfo/kidspiration/index.cfm

10.  Management Tools
◦ http://4teachers.org
 Lesson Plans
◦ http://www.marcopolo-education.org/home.aspx
 Project Idea
◦ http://virtual-architecture.wm.edu/
 Games
◦ http://208.183.128.3/tutorials/PPT-games/
◦ http://facstaff.uww.edu/jonesd/games/
Visit these sites to see multiple ideas for preparation.

11. Please visit these websites to investigate these technologies.
 Collaborative data-collection
 http://mathforum.org/workshops/sum96/data.collections/
datalibrary/lesson.ideas.html
 Probeware
 http://www.concord.org/work/themes/probeware.html
 GPS systems
 http://www.uen.org/utahlink/activities/view_activity.cgi?
activity_id=15969
 You will be expected to give examples of student activities with
each of these.

12.  Like other teachers, science teachers need to
know how to use technology to enrich
curriculum and support teaching and learning.
 During this course, you have been introduced to
multiple sources for activities, ideas, strategies,
references, and other resources. Use of
technology for teaching and learning has been
modeled by your instructors and mentors.
 Remember that technology is most powerful
when used BY STUDENTS in their self-directed
learning.

13. • Are open ended and allow for students
creativity.
• Facilitate problem solving.
• Provide for collaborative construction
and sharing of knowledge.
• Make students look good!
• Are engaging.

14.  When do we use it?
 When it is the best way to reach our
objectives.
 Why do we use it?
 Because it helps students learn.
 This is a very important slide.The
information on it is key to understanding
technology and teaching.

15.  K - 5
 Students also use computers and
information technology tools to support
their investigations.

 3.2 (A). 4.2 (A) and 5.2 (A)
 plan and implement descriptive investigations
including asking well-defined questions,
formulating testable and using equipment
and technology.

16. K-4
 Abilities to distinguish
between natural
objects and objects
made by humans
 Abilities of
technological design
 Understanding about
science and technology
5-8
 Abilities of
technological design
 Understanding about
science and technology

17.  “They are not standards for technology
education; rather, these standards
emphasize abilities associated with the
process of design and fundamental
understandings about the enterprise of
science and its various linkages with
technology.” (NSES p. 117)

18.  “These standards call for students to
develop abilities to identify and state a
problem, design a solution—including a
cost and risk-and-benefit analysis—
implement a solution and evaluate the
solution.” (NSES p. 118).

19.  As teachers of science, we have an
obligation to help students understand:
◦ the difference between the natural world and
the designed world,
◦ the process of design,
◦ how designed systems work,
◦ the risks and benefits of designed systems, and
◦ the ways in which society affects and is
affected by technology.

20.  Ecology
 Energy sources and uses
 Water cycle
 Electricity
 Space
 Biomes
 Weather and climate

21.  Visit these sites to see examples of lessons that help
students understand the nature, risks and benefits,
and uses of technology.
◦ Science Netlinks: Risks and Benefits of Technology
http://www.sciencenetlinks.com/lessons.php?DocID=413
◦ Spinoffs of the Space Program
http://trackstar.4teachers.org/trackstar/ts/
viewTrackMembersFrames.do?
org.apache.struts.taglib.html.TOKEN=40861dd21c58ae735
ba259baced6331f&number=205670&password=
Teachers’ Guide to High Quality Materials on Climate
Change and Global Warming
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm

22. Diversity
From: Storm, M. (n.d.) Enhancing your instructional skills through differentiation. The Access Center.
Retrieved on April 29, 2008, from http://www.k8accesscenter.org/documents/Webinar-
Differentiationtopost.ppt#260,7,Comparing Traditional and Differentiated Classrooms

23.  All kids are different.
 One size does not fit all.
 Differentiation provides all students with
access to all curriculum.
 It is required by LAW!

24.  A teacher’s response to learner needs
 The recognition of students’ varying
background knowledge and preferences
 Instruction that appeals to students’
differences

25. Content Process Product
According to Students’
Readiness Interest
Learning
Profile
Teachers Can Differentiate
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

26.  Addressing student differences
 Use of assessment
 Use of student interest and learning style
From: Storm, M. (n.d.) Enhancing your instructional skills through differentiation. The Access Center. Retrieved on
April 29, 2008, from http://www.k8accesscenter.org/documents/Webinar-
Differentiationtopost.ppt#260,7,Comparing Traditional and Differentiated Classrooms

27.  Instructional format
 Assignment options
 Factors guiding instruction
From: Storm, M. (n.d.) Enhancing your instructional skills through differentiation. The Access Center. Retrieved on
April 29, 2008, from http://www.k8accesscenter.org/documents/Webinar-
Differentiationtopost.ppt#260,7,Comparing Traditional and Differentiated Classrooms

28.  All strategies are aligned with
instructional goals and objectives
 Specific strategies are selected based on
◦ Focus of instruction
◦ Focus of differentiation

29.  Your text provides excellent information about
differentiation.
 Your school district as well will almost certainly
encourage and support you in differentiation.

30.  These website give practical ideas for modifying
for the differentiated classroom.
 The Access Center
http://www.k8accesscenter.org/index.php
 MODIFYING THE ELEMENTARY SCHOOL CURRICULUM FOR
STUDENTS OF SPECIAL NEEDS:A LIST OF IDEAS
GRADES: K-12 :
http://www.spareinkmedia.com/2010/01/13/modifying-the-
elementary-school-curriculum-for-students-of-special-needs-a-list-
of-ideas/

31.  Assessment
◦ Curriculum Based Measurement
www.studentprogress.org
 National Center on Accessing the General
Curriculum (NCAC)
www.cast.org/ncac/

32.  Please be aware that you are responsible
for knowing strategies for differentiation
and for including modifications for special
needs students on your lesson plans.
Please take advantage of these resources
that are provided to help you.

33. Where technology and diversity meet

34.  Assistive Technology is any tool or device that a student with
a disability uses to do a task that he or she could not
otherwise do without it, or
 any tool the student uses to do a task more easily, faster, or
in a better way.
 It can be a simple “low tech” device such as a pencil grip or
an expensive “high tech” device such as a computer or
speaking device.

35.  AT has the powerful potential of impacting
significantly upon a student with disabilities by
contributing to his or her learning, independence,
self esteem, and quality of life.
 Any student with a disability, from mild to severe,
may benefit from the use of assistive technology.
Assistive technology is available for individuals with
reading, writing, remembering, walking, sitting,
seeing, hearing, and/or communicating disabilities.
Any student who needs help with any of these life
functions may benefit significantly from the use of
assistive technology.

36.  Know what it is.
 Know how it can provide equity in the
classroom for challenged students.
 Recognize examples of AT.

37.  Many catalogs available online have as many as
18,000 different kinds of assistive technology
devices.
◦ Example: EnableMart http://www.enablemart.com/Catalog

38.  Use MSWord:
◦ More white space
◦ Bigger text
◦ Pictures
◦ Sound
 Use PowerPoint
◦ Separate concepts
◦ Add pictures
◦ Add animations
◦ Add sound

39.  Augmentative Communications
http://www.abilityhub.com/aac/index.htm
 Blind and Visually Challenged
http://www.abilityhub.com/vision/index.htm
 Cognitively Challenged
http://www.abilityhub.com/cognitive/index.htm
 Deaf or Hard of Hearing
http://www.abilityhub.com/hearing/index.htm
 Physically Challenged
http://www.abilityhub.com/ecu/index.htm
 Speech Challenged
http://www.oln.org/ILT/ada/Fame/cw/f4_47_457.html

40.  Technology is both a strategy and a topic in the science
classroom.
 Effective use of technology is required by quality
teachers in today’s classrooms.
 Technology is most effectively used when it is used by
students for self-directed learning.
 Modifications for diverse student needs is also essential
in today’s classroom, required by both ethics and law.
 Technology can be an aid to providing for diverse
student needs.