The document discusses virtual science labs that can be used in classrooms. It describes how virtual labs allow students to learn science concepts through online experiments, animations and interactions. Research shows that using both virtual and real labs can provide effective active learning. The document argues that virtual labs give students meaningful learning experiences and real-world connections in a cost-effective way. Younger teachers who are open to innovations and have training are most likely to adopt virtual labs early on.

1. Innovation Storyboard Sandra Dykes Multi Presentation Walden University

2. What is the innovation? Virtual Science Labs in the Classroom

3. What are virtual science labs? Students learning science in the classroom can now give their textbooks a break, and learn basic science concepts online. The virtual lab, developed by engineers and students guides students through experiments, along with text and vivid animations that explain how things work -- like the metamorphous of the butterfly. Students learn best by doing. (Dalton et al., 1997). http:// www.cited.org/index.aspx?page_id =148

4. Example of Virtual Science Lab

5. Example of Virtual Science Lab

6. Virtual Lab or Traditional Lab?

7. In today’s society it is essential that teachers expose students to live and work in a technological based community. A technological innovation such as virtual science labs These experiences can provide meaningful learning experiences. "The integration of data acquisition experiments with closely associated computer simulations has proved to be particularly effective in the learning process. It can be concluded that it is not a question whether it is better to use real experiments or virtual laboratory in science teaching as both approaches used in a complementary way can contribute to more effective active learning. " (Kocijanicic & O'Sullivan 2004) Need:

8. Research: This study was done with students at a secondary level school in Slovenia..The content being studied is the movement of sound waves in this particular article. This team of researchers set out to show that using "virtual" labs with "real" labs would improve students understanding of these abstract concepts. Kocijanicic & O'Sullivan (2004) stated in their paper that they "believe that there is considerable additional pedagogical advantage to be gained by the integration of the various ICT tools and concepts available, particularly by integrating "real" and "virtual" laboratory activities."The methods used were video conferences, teacher evaluations, students watching via the web and TV, virtual science labs, and email. As an elementary teacher, my students can connect to the real world through video conferences. For example, my students love the virtual science lab.

9. Development: Student interaction with the experts which is their main goal will take place, so they can balance the use of pre-produced packages with quality time for interactivity.

10. Commercialization : The production of online virtual science labs is continuously growing. There are always new online science experiments and software being developed daily. Therefore there are an endless number of websites available for teachers to take advantage of in the classroom. The innovations of online science labs vary from developer to developer. Some advertise on other websites.

11. Stages of the Innovation-Decision Process

12. Five Stages of the Innovation Process Knowledge Persuasion Decision Implementation Confirmation

13. Knowledge Simulations of one form or another have been used since the early 1900s as a method for training, The United States Defense Modeling and Simulation Coordination Office identifies three main types of simulation: live, virtual, and constructive. The United States Military gained knowledge of this innovation early in the 1900s. In education, simulations have had their use under a number of different names. In accordance with (Jones, 1985) in the 1980s defined simulations as interactions between people such as role-playing. Others suggest that experiential learning activities like those found in team training or ropes courses are also simulations because they replicate the human decision-making processes groups may display, in a virtual learning environment.

14. Financial Cuts – Teachers are not getting the supplies needed to conduct experiments. Real World Connections to the Students More Visibility Most precious savings – TIME (Students are able to see the end results of an experiment almost immediately) Persuasion

15. Decision Increase student achievement on standardized test. Students’ attention will increase. Real world connections are made. Numerous experiments available online. In a rural area VSL exposes students to experiments that might not can be done in the classroom.

16. Implementation Smart Board Web Cam Head Phones Microphones Skype Teacher Training Teacher Planning Ahead Computer

17. Confirmation ISTE Conferencing Discovery Education (United Streaming)

18. S – Curve Innovation Virtual Science Labs Military Started Science Labs in 1900s Education Began to Use Science Labs in 1980s Science Labs Continue to be used at the present time 1900 1920 1940 1960 1980 2000 2010 Percent Year

19. Who would you expect to be (or who are ) the innovators and early adopters in your field of work for the innovation you are exploring? What strategies are the most persuasive in convincing them to adopt the innovation? Younger teachers would be innovators and early adopters. Teachers with proficient training. All teachers could be persuaded to implement virtual science labs in their lesson plans through collaboration and physical demonstration.

20. Who do you think would be (or who are) the laggards in terms of rejecting the innovation? What strategies would be best to help move them toward adoption? Question 1 - Seasoned teachers would be considered more the laggards or any teachers that do not like to try new techniques. Question 2 - Strategies to help move adoption forward: Proper Introduction Supportive Training Hands on Implementation

21. Which combination of perceived attributes would be best for helping your innovation meet critical mass in your industry? Relative advantage – Students would benefit from virtual science labs. They would see the full experiment in less time. Complex – Teachers and students would realize that this is not a complicated or complex learning tool.

22. Do you believe a centralized or decentralized approach would work best for the adoption of the innovation you are proposing to the Board of Directors? decentralized Teachers adopt Students’ gain concrete learning experiences Other educators follow Implementation into lesson plans

23. Who will you recommend as key change agents in your organization, and how can the seven roles of a change agent be used in your organization to effect positive social change? Teachers that are willing to try new innovations in their classrooms. Rogers (2003), explains how the expert is the resource system that joins the others to try new innovations

24. Has the innovation you are proposing to the Board already met critical mass in society? Yes! State and district are interested in any advances in science at the state and district level.

25. If it has not met critical mass, which of the four strategies for achieving critical mass do you recommend to the Board for your innovation? Change agent - as a lead teacher in the school system.

26. Conclusion Defining the need for virtual science labs Students living in digital world Students are technologically savvy Classroom needs modern resources Technology grasps students’ attention Technology helps improve science scores

27. References Dalton, B., Morocco C. C, Tivnan T., Rawson Mead, P. L. (1997). Supported inquiry science: teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30 (6), 670-684. Jones, Ken (1985). Designing Your Own Simulations . New York: Methuen . Kocijancic, S. ,O'Sullivan, C. (2004)"Real or Virtual Laboratories in Science Teaching - Is this Actually a Dilemma?" Informatics in Education An International Journal), issue: Vol 3 pages: 239 - 250, on www.ceeol.com. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.