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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

Elementary/Middle School Science Methods Course at Michigan State University

Christina Schwarz

Dr. Schwarz helps preservice elementary and middle school teachers learn about and use computer modeling and simulation software for their own science learning and teaching within her one-semester undergraduate elementary science methods course. Student teachers use computer models in their own learning of science and some in their own teaching of science. Her goal is for student teachers to understand some of the powerful uses computer technology can play in teaching and learning science and how to evaluate pedagogical computer software tools and integrate these tools into their teaching.

 
Technology Tools Introduced That Engage K-12 Students

I introduced computer simulations and modeling tools for helping elementary and middle school teacher candidates better understand and use theory-building inquiry tools in science teaching. The software included: Starry Night™(earth/space science - astronomy), Riverdeep’s ZAP™! (physical science – light, sound, electricity) ThinkerTools™ (physical science - force-and-motion), Model-it™ (general science - relation-based modeling software), Archimedes & Beyond™ (physical science - matter), Models of Matter™ (physical science - matter), and MARS™ (physical science - matter). We developed a website for this intervention: http://ott.educ.msu.edu/2002pt3/INDEX.HTM
Course Assignments Using Technology

Preservice teachers evaluated the simulation and modeling software according to specific criteria such as thinking about the potential uses of this software for teaching inquiry-based science and for addressing diverse learners. Preservice teachers also developed a short lesson plan that incorporated the software into a science lesson and addressed criteria for effective science teaching that we had been discussing and developing throughout the semester.
How Instruction Integrating Technology Is Modeled

I modeled the use of technology in the context of two subject area investigations we conducted related to solar motion and light. Specifically, the class used Starry Night™ and Riverdeep ZAP™! while conducting investigations to understand the apparent motion of the sun across the sky (“How and why does the sun’s position change in the sky?”), and the nature of light (How does light travel? What makes light energy? What causes shadows to occur?).Using these two examples of inquiry software enabled teacher candidates to collect data, to more easily visualize the patterns of solar motion and light, and to see the pedagogical benefits of using these tools.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

http://ott.educ.msu.edu/2002pt3/lessons.htm
How Technology Is Integrated Into Student Teaching Experiences

Technology is typically not integrated in the student teaching experiences. There is little support for using technology in most field placement classes. In the methods courses here, teacher candidates typically go to the lab for one day and explore a few pieces of software. One group of five preservice teachers in my class included educational software in the lessons they taught in their elementary placement. They used Riverdeep’s Sammy Science House.
Course Syllabus

http://www.msu.edu/~cschwarz/