In a message dated 7/16/06 5:07:41 PM, [EMAIL PROTECTED] writes:
> > I read your comment as suggesting that teachers are incapable of technical > self-development due to extraneous factors (or have I misunderstood?). A lot > of the work we did with Telecentre's in the '90's involved working with > remote district schools to give teachers contact with technology - In many > cases it was a matter of kids teaching the teachers, however it was not > uncommon for teachers to also use the Telecentre after school-hours for > individual skills development. I'm not sure I agree with you that all > teachers lack the will and drive required for self-development in the face > of adverse learning conditions (time constraints etc.). > I am not talking about sort of teaching with technology. I mean to use technology as more than a tool so that students know you know your stuff. Media for inquiry, communication, construction, and expression. I think you are misreading me. I am self taught. Well Phil and others prod me to do the new thing. My specialities are in subject matter. I studied with Cilt.org. I am really talking about something that few people think about, the meaningful integration of technology into the content area. I know that kids can teach the tech part, my husband works for GenY, and I have been often helped by a kid or two, I guess I think Moodle, wikis, and etc are ok, but I worry about the use of the deep web. I am not even talking about the cave, and cube, and teragrid. I know that too. I worry about extraordinary resources like those at the Exploratorium, and at www.eotepic, and the use of and understanding of more than the internet. Like the Forum on Nanotechnology, or http://www.exploratorium.edu/nanoscape/forums.html. I want teachers to be able to teach science, math, technology and engineering with all the certainly that they used to have in using the book. We create fearless, savvy, smart teachers. http://www.edutopia.org/foundation/courseware.php I am talking new applications and great resources in visualization and modeling and in high performance computing. I am going to SC 06 I think, where this is what happens. The Education Program theme this year is "Impacting the classroom curricula: Bridging Discovery and Learning." The program builds and expands on the new pedagogical model for High Performance Computing where focus for participants is to empower faculty, students and K-12 educators to apply computational science across a variety of content areas. These areas include nanotechnology, life sciences, earth and atmospheric sciences, computer science, mathematics, and aerospace engineering and aeronautics. Before however one does computational science there are some other models out there. Chemsense is http://chemsense.org/. Biology workbench is http://workbench.sdsc.edu/ There is a student edition. Bob TInker has Molecular Workbench (MW) is even better. See http://molo.concord.org in fact, there is so much there..... This is a database of learning activities based on MW. Also look at http://mw.concord.org where there are more models but most are less student-ready. For K-12 there is also Bugscope http://bugscope.beckman.uiuc.edu/. There is Chickscope. I thought I was good because I could hatch chickens, but this is much , much more and then some. I still get to teach what I know. There is so much that is new, and different that reading out of the book should be a crime IF that is all one does. Think . Library of Congress. Think Perseus, think www.earthwatch.org. I think a lot of people are only talking about machines. I am talking about content and pedagogy. Here is an example that a student could teach or point to for a teacher. But as a person trained in geography teachers need some level of introduction and should know the resources. May I ask who will teach the behavior modification? It is the personalization of one's new teaching style based on the use of technology. I doubt that a kid can teach a teacher ways of managing a new way of teaching, it has to be learned. But there are even more resources on the George Lucas Educational Foundation that are professional development for teachers. I think teachers should be treated as the professionals that we want them to be. I am certainly going to NASA for ASEC training and then I will do professional development with it. NASA NASA has some of the best high-quality free resources for teachers at all levels, including lesson plans, posters, multimedia, photos, professional-development workshops, and interviews with scientists. Subjects are earth science, space, and technology. NASA also runs summer workshops. My favorite of their sites is http://www.windows.ucar.edu/. This is a web site at three different levels of student knowledge and it is deep. With the web teachers need more than shallow knowledge. National Science Digital Library http://nsdl.org/ The National Science Digital Library is a free online library for education and research in science, math, technology, and engineering, with many resources for teachers. GIS resources www.gis.com GIS Day showcases real-world applications of GIS (geographic information systems) technology. GIS.com introduces you to GIS and uses technology for capturing, managing, analyzing, and imaging all forms of geographical information. The GIS software and service company ESRI has two sites, GIS for Schools and GIS for Libraries and Museums have many resources for integrating science, math, and social studies. The data is solid, and photos are beautifully done. Modeling Across the Curriculm http://mac.concord.org/ . Modeling Across the Curriculum is a five-year research project to study the impact of computer modeling tools on secondary-level science learning. Had enough.. I am just warming up. This is just one of my workshops.. Bonnie Bracey Sutton _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
