January/February 2018 – Vol. 31 No. 2

Mobile Tech Helps Aquarium Programs Dig Deeper

Posted: Tuesday, January 7th, 2014

by Katy Scott

One high school student stands knee-deep in water, a probe in her hand.

“Is it working?” she yells to a partner on shore. He’s looking at an iPad, watching a graph instantly form. “Got it!” he answers.

Three other students encircle a crab trap a few meters away; as one holds up a green crab, another photographs it with a phone. Then, he uses his finger to annotate over the image, labeling the parts that serve as evidence for species identification.

This is the way technology integration is supposed to work.

But all too often, it’s not what’s actually happening.

What’s actually happening, education technology professionals have noted, is the digitization of 20th century teaching. Many educators have turned their overhead transparencies into PowerPoints and worksheets into PDFs but have done very little to actually update their practices.

It’s hard to blame them. The term “21st century skills” rings of meaningless jargon. Plus, knowing that it’s important to integrate technology is one thing, but understanding how to do it well is something entirely different.

Middle school girls use IPads to explore the Monterey Bay Aquarium as part of the Young Women in Science summer program

Image courtesy of the Monterey Bay Aquarium.

At the Monterey Bay Aquarium, our education team needed about three years of professional development to fully understand how to meaningfully utilize technology to support our program objectives. Now, when we talk about 21st century skills, we’re usually referring to the four Cs (which are also prevalent in the Common Core State Standards): critical thinking, collaboration, communication, and creativity

The four Cs represent quality teaching in general. But in recent years we’ve found that technology – and, specifically, mobile technology – has allowed us to teach more deeply and more effectively, especially regarding these skills.

For the Aquarium, the growing prevalence of mobile technology such as cell phones and tablets was the game-changer. That prevalence meant that, first, nearly every student has some level of access, and second, we can take this pocket-sized technology anywhere. Since 2009, we’ve tried dozens of integration strategies and have identified three methods that have had the deepest positive impacts on our programs.

1. Digital Field Notes

At the Aquarium, we spend a lot of time taking our teachers and students to field sites. We go tide pooling in Pebble Beach and kayaking in Elkhorn Slough. We collect trash and complete outdoor investigations on Monterey beaches.

Any educator who has planned a field experience knows what that entails – backpacks filled with field tools that might be needed: hand lenses, field guides, calculators, rulers, compasses, science notebooks, colored pencils, etc. But now, we’re able to fit it all in a package that’s less than two pounds: a single iPad.

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We make great use of the app Notability ($2.99), which turns an iPad into a notebook. Users can type, write, draw, highlight, and add photos and audio to a blank page or a pre-made worksheet PDF. All the notes can be organized and searched.

Depending on content, there are dozens of field guide apps, for everything from tide pools to birds. The free Multifunction Ruler app turns the iPad into a ruler, and the free Gyro Compass app uses the iPad’s accelerometer to estimate direction. We use the zoom on the camera as a hand lens, although you can also turn an iPad camera into a field microscope using a jeweler’s loupe and a rubber grommet.

Best of all, everything that’s saved on the iPad can more easily be transferred to Google Drive for further collaboration or published on a student blog

2. Multi-Media Projects

Nearly any educator can tell you the importance of creation in learning – it’s the highest level of Bloom’s Revised Taxonomy and can be one of the most revealing culmination projects. We regularly ask our program participants to create products that demonstrate their learning.

Middle school girls use iPads to explore the Monterey Bay Aquarium as part of the Young Women in Science summer program. Image courtesy of the Monterey Bay Aquarium.

In the past, this might have been done with posters or short presentations. Now, we’re able to ask students and teachers to create something they can later access to share with their families, peers and community. With limited time, one of the greatest benefits of multi-media projects is that many can be completed in less than 10 minutes.

And we’re able to do these projects anywhere. Based on the program, we’ve had participants create projects in Aquarium exhibits, on beaches, during hikes, and even on buses during the ride back to school.

For quicker projects, one of our favorite tools is the free Educreations app (and website), which allows users to record their voice as they draw on a whiteboard. After longer experiences, such as our week-long summer camps, we ask students to use what they learned to create public service announcements using a video editing app, such as iMovie ($4.99).

We also give participants a rubric or checklist of required content and then allow them to choose any tool to complete it. Depending on the app they select, they can create videos, cartoons, digital books, or comics to communicate their learning.

3. Evidence Collection

The Next Generation Science Standards list “engaging in argument from evidence” as one of the eight science and engineering practices. Mobile technology has been a major benefit as students collect evidence in the field, as well as during investigations in classrooms and exhibits. They’re able to photograph live animals and, using apps like Notability and Educreations, annotate labels and reasoning directly onto the images.

We’ve recently begun testing the free app Zydeco Inquiry, which was specifically designed to help middle school students make claims based on evidence in a museum setting. This app has students create a hypothesis based on an overarching question and then prompts them to collect audio, photos, videos, and text as evidence. Lastly, students are asked to make a claim and select the evidence that supports that claim. They’re able to cite their own evidence, as well as evidence collected by their classmates, underscoring the collaborative nature of science.

While these three technology integration methods have helped revolutionize our education programs, they’ve done a lot more. Seeing these methods in action has helped our education staff gain a strong handle on what 21st century learning really means.

Katy Scott is the Education Technology Manager at the Monterey Bay Aquarium. You can find her on Twitter @katyscott22. She was invited to write for CCS by CSTA member Mary Whaley

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.