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Contemporary Issues in Technology and Teacher Education
 Sponsored by the Society for
Information Technology and Teacher Education
Volume 5, Issue 1   (2005)   ISSN 1528-5804
Use of Technology to Teach Content in a Teacher Education Methods Course

Secondary Science Methods Course
(broad-field certification)
at the University of North Carolina
at Chapel Hill

William R. Veal, now at the College of Charleston

William Veal's science methods course used technology to teach science content (integrated with pedagogy) and to increase the student-centered atmosphere of the classroom. He has also created a complete online distance education science methods course for lateral entry teachers. Course requirements dictate that during their student teaching experiences his preservice teachers use electronic presentations of content, and their students conduct investigations on the Internet.

 
Technology Tools Introduced That Engage K-12 Students

Laptop computers: Internet simulations for all science areas

Madonna modeling software: chemistry and biology

Science manipulatives for Geology and Earth Science: compasses, topographic maps, GPS units, rock identification kits, water quality probes, water flow meters, rocks and dirt.

Science manipulatives for Chemistry: titration burettes, pH meters (battery and CBL probes), and glassware.

Science manipulatives for Biology: DNA fingerprinting devices (baths, gel electrophoresis), human body probes (respiration, heart monitors, oxygen content), plant stands, charts, DNA models, analytical pipettes, and microscopes.

Science manipulatives for Physics: probes (motion detector, sound meter), air track.
Tools Introduced That Help Preservice Teachers Create Teaching Materials

Laptop computers: Internet searches and alignments with state and national documents, access to textbook publisher’s resources, access to LEARN NC teacher resources.

Blackboard: online presentation of course syllabus, resources, and assignments. Asynchronous online vignettes to discuss integration of curriculum with standards and into the classroom.
Course Assignments Using Technology

Website comparison: preservice teachers are required to compare two websites that focus on the same topic but from diverse or opposite viewpoints. Once the websites are evaluated on certain criteria, the preservice teachers must relate the information to the nature of science, science literacy, and how science is taught in the schools.

Superfund Presentation: preservice teachers must research a superfund site in North Carolina using online resources and develop a PowerPoint presentation based upon certain criteria.
Students must complete their Master’s portfolio electronically.

 
How Instruction Integrating Technology is Modeled

As the instructor of this course, I use my laptop as a tool to show and demonstrate how to search the Internet, complete projects online, conduct asynchronous discussions, integrate calculator-based probes, develop PowerPoint presentations, and proper methods of using the technology.
Examples of Preservice Teacher Work

Teacher/Alumni

Technology & Computers

Videos

How Technology Is Integrated Into Student Teaching Experiences

All preservice teachers have a laptop computer and access to projectors. It is required that they use PowerPoint presentations, Internet search assignments, and electronic simulations in their coursework. All preservice teachers communicate throughout the semester via Blackboard software by responding to asynchronous vignettes. All preservice teachers have access to the hands-on manipulatives and technology items in the CCEE Science and Math Instructional Laboratory. Many have used the CBL units, GPS units, the biotechnology activities (gel electrophoresis), and digital cameras and digital video cameras.
Course Syllabus

EDUC 147-005