Andrea’s Article:
The article that I read was called Using Educational Computer Games in the Classroom: Science Teachers’ Experiences, Attitudes, Perceptions, Concerns, and Support Needs.This article talked about how over the last ten yeas researchers have looked into the use of computer games.
Problem – Over the last ten years of research, the study findings have showed mixed findings when it comes to using science computer games in the classroom. Also, there is a problem when it comes to the alignment of the games with the school curriculum, cost, and lack of technology resources.
Solution – Teachers can use games to motivate and reward students.
Purpose of the study- In an attempt to better understand science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games in the classroom, this study focused on the following: 1. Science teachers’ experiences with computer games. 2. Science teachers’ attitudes toward and readiness for the use of educational computer games in the classroom. 3. Science teachers’ perceptions of the benefits of educational computer games. 4. Science teachers’ concerns related to using educational computer games in the classroom. 5. Science teachers’ perceived barriers and support needs. 6. Important features of computer games that affect science teachers’ adoption decisions. By examining science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to computer game integration, this study aimed to inform science teacher education and professional development programs of how they can better support science teachers in integrating educational computer games in the classroom. Further, this study aimed to inform game researchers and game developers about developing effective science games that meet science teachers’ needs by examining the features of computer games they value.
Method – In this study, the researchers sent email invitations, including the link to an online survey, to 1,409 science teachers (Grades 6-12) in Georgia, and 111science teachers from 16 school districts completed the online survey. Email addresses were gathered from publicly available links on school websites, and the participants comprised a convenience sample. One third of participants reported teaching at the middle school level (n = 37), while the other two-thirds identified themselves as high school teachers (n = 74).Participants’ teaching experience varied from less than 1 year to 35 years, with about half of participants (n = 57) reporting having 11 years or more of experience teaching science. The science subjects they taught included biology, chemistry, Earth science, life science, physics, physical science, environmental science, oceanography, and forensics. Approximately 64% of participants (n =71) were female. Table 1 summarizes the demographic information of the participants.
Results and Conclusion – The findings of this study are from 111 science teachers inGeorgia. Although their generalizability is unknown, they provide practical insights into how to support science teachers in using educational computer games in the classroom. Further, they have important implications for science teacher education, professional development, and educational game design. The results revealed that more than 70% of the participants had prior experience in using computer games in teaching. Consistent with the Joan Ganz Cooney Center national survey (Takeuchi & Vaala, 2014), the teachers mostly used short-form games, such as drill and practice games and Jeopardy-style review games. While drill-and-practice games can help students memorize simple facts and develop basic skills such as addition and subtraction, they are not effective for teaching complex content and higher-level skills, such as scientific inquiry and problem solving. Teacher education and teacher professional development programs should integrate more activities that provide science teachers with opportunities to explore good games designed to help students develop scientific inquiry skills and 21st century skills (e.g., RiverCity) beyond simple drill-and-practice games and simulations. Most participants in this study indicated that they would like to try the games before adopting them. Interestingly, teachers wanted to try games themselves rather than observing other teachers use them.
Using Educational Computer Games in the Classroom: Science Teachers’ Experiences, Attitudes, Perceptions, Concerns, and Support Needs. (n.d.). Retrieved from https://www.citejournal.org/volume-16/issue-4-16/science/using-educational-computer-games-in-the-classroom-science-teachers-experiences-attitudes-perceptions-concerns-and-support-needs/
Kymber’s Article:
The article I read was “Preparing Tomorrow’s ScienceTeachers to Use Technology: Guidelines for Science Educators” by Larry Flick and Randy Bell. The article I read addressed implementing technology into science lesson plans and classrooms. It discussed the importance of being able to understand why it is so important for educators to know the importance of implementing advanced technology into the classroom and lesson plans.
Problem: That current and future science educators need to expand their knowledge on advanced technology being implemented into their science classrooms.
Solution: Future and current educators can discover diverse ways in presenting their science topic involving digital technology and other advanced technology options.
Purpose of Study: The article provides are presentation over the effectiveness of implementing technology in a science learning environment. Helping educate current and future educators of also the importance of implementing technology into their lessons and classroom.
Methods: Participants in the study included teachers, students, and administrators from 95 Grade 6, 7, and 8 classrooms (74teachers and approximately 2,500 students) in four schools of similar profiles. Student participants attended two half-day, hands-on inquiry based STEM workshops, conducted by scientists and engineers, in each year/phase of the study from Grade 6 through Grade 8. In total, they attended six workshops per student, or 540 workshops over 3 years for 2,500 students.During the OProg workshops, each of the 74 teachers were involved in six workshops over the 3-year study and assumed various roles, including supervision, cofacilitation, and other professional activities.
Result and Conclusion: The results of the article concluded the effectiveness of implementing technology into the classroom for different reasons. Reasons such as positive development and keeping lessons fun. It is important for current and future educators to educate themselves on this topic and try to come to a better understanding of the use of technologies effectiveness.
Teachers and Technology: Present Practice and FutureDirections. (n.d.). Retrieved October 9, 2018, fromhttps://www.citejournal.org/volume-18/issue-2-18/science/teachers-and-technology-present-practice-and-future-directions/
Nicholas’s Article:
Too Clean for Our Children’s Good? By Perri Klass
The article describes that although preventing extremely dangerous germs and bacteria for children is needed, being too clean without any exposure to germs and bacteria lowers the immune system for children. Children who grew up in a place with micro-organisms had much stronger immune system than those who were in a clean area. For example, large percentage of children with atopy, an allergic disease, has been shown that their parents were being “too clean” to their children. However, after doses of probiotics and exposure to germs and bacteria, their skin conditions related to atopy has become visibly better. In my future classroom, I can use this article to explain that not all germs are bad, and we need some germs to be healthy. However, explain how good hygiene can also prevent us from getting diseases.
1. Problem – If a mother or baby-carer treats children too cleanly, they’re children may be exposed to certain allergies due to decreased immune system. Cleaning and wiping everything babies touch will prevent chances of them ingesting the germ and immune system gaining immunity towards it. The importance of good bacteria and bad bacteria that causes stronger immune system is necessary.
2. Solution – It is important for children to be exposed to lots of bacteria and germs while they are young. This will increase their immune system as an adult and can prevent some allergic reactions towards something.
3. The purposes of the study – Many children in the late 2010s are growing weaker in immune system, and the causes of this maybe due to “over-cleanliness.”
4. Result and Conclusion –Children being exposed to germs and bacteria since young increased their immune system. This has been proven, for taking probiotics and being exposure to germs decreased the effects from atopy, an allergic disease.
Trang’s Article:
The article that I had read was ‘Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators’ by Larry Flick and Randy Bell. After reviewing this article, I have developed understanding that implementing technology in a science lesson means more than just creating a PowerPoint to display the content of the topic to your students. The information that I have gained while reading this article was initially expressing why it is essential for new science educators to be knowledgeable with the benefits of current advanced technology use displayed in a classroom.
1.) Problem – The current and new science educators today should expand and explore their technology infusion when teaching science content.
2.) Solution – Future science educators are recommended to prepare themselves by developing diverse ways in presenting their science topic involving digital technology. Applying technology should be displayed by introducing and illustrating the features of technology into the perspective of meaningful science. Teachers should continue to think ahead and spend time educating themselves of the many different technology advances to apply in their science class.
3.) Purpose of the Study – Technology use in science teaching is merely for the purpose in enhancing the science teaching and learning. The article provides representation of the effectiveness of implementing technology in a science learning environment.
4.) Method – Activities involving technology are supported to develop appropriate connections to the experiences of the students by providing a student-centered, inquiry-based learning environment. Conceptual development, process skills, and habits of mind that make up scientific literacy are supported and facilitated by the use of technology and should be demonstrated in science teaching. As a future educator, it is ideal to have the mindset of teaching science for understanding. Students should be taught on how to be active participants when learning in their science class. As in, students engaged by developing ideas through asking questions, making observations and inferring, collecting and interpreting data, and assembling conclusions. Provided throughout this method, the teacher should display different technology implementation to model the science concept, process skills, and the reflect of nature of science to offer students opportunities to actually do science.
5.) and 6.) Result and Conclusion – The articles purpose is to motivate new science educators to be effective teachers by acknowledging the advantages of technologies unique features and to prepare themselves in learning new ways of teaching science by incorporating new technology applications. Technology implementation applied in science education is necessary and a beneficial method for students be engaged and grasp genuine understanding in their learning.
Flick, L., & Bell, R. (2000). Preparing tomorrow’s science teachers to use technology: Guidelines for Science educators.Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.
Group Animal Adaptation 