Technology must add value in the classroom!

The word 'technology' when used in the educational setting, is viewed almost as a longstanding and vital piece of curriculum. Its true that word processing has revolutionized the way high school and college students write papers, and that data logging in the sciences is easier with digital adjuncts. For primary children, struggling to get the basics of reading and math operations seems to make more sense than struggling with a keyboard and a mouse. For upper elementary students, compiling a powerpoint presentation or learning to make a video can be a powerful enrichment activity, but can't replace the wonder of walking in the woods or the excitement of performing a skit for classmates. The demands of an elementary curriculum require that each added piece in the day must add value to the experience of the student. One of the main benefits of what we refer to as technology is enhanced communication. E-mail, texting, IM, and cell phones have changed the culture of an entire generation. But in a closed classroom of twenty odd students, enhancing communication may be more effectively accomplished with a lapel mic and amplifier for the teacher. The real value of technology in the elementary classroom may actually be to the teacher in the access to information which may be valuable to his/her students. The challenge is that the average age of most elementary teachers is well above that of the generation for which electronic communication is ubiquitous. I've heard the complaint many times from administrators that the information is there if the teachers would only get it. I'm discovering the hard way how many obstacles there are to achieving the access which is assumed by our electronically connected culture. The simplest function, e-mail, is hampered by filters for spam and worse. The filters are so good, they filter legitimate communication and information from the average teacher. Adult-adult e-mail means that a teacher must have their back turned on their students to access it. Before they can even take that hazardous step, the mail must be pulled up - of course it times out while you are answering zillions of questions about the day. When the mail is finally received, it must be printed or copied elsewhere to be retained for use. The utility of the medium is lost in the maelstrom of a typical elementary classroom. the vital information, like great ways to teach science to your students, is assumed to be far more difficult to access than the cantankerous e-mail. The one exception for my generation: shopping! Surfing for a book, clothes, or acccesories is simple. My goal is to make surfing for science curriculum almost as easy.

Christa McAuliffe and Barbara Morgan - Teaching Pioneers

The desire to try something new for their students got Christa McAuliffe and Barbara Morgan out of the classroom and into the rigors of astronaut training. It makes triathlon training seem a bit feeble! Christa made the ultimate sacrifice for the chance to stimulate her students. I see echoes of that drive in the lengths that my elementary colleagues go to reach their students. Elementary teachers in particular spend thousands of dollars of their own money to supplement teaching supplies. They spend their vacation time at inservices and conferences, and meet after the school day to support IEPs and 504 plans. This spirit kept Barbara Morgan in the program for 20 years until her successful flight with STS 118 this summer. I honor both of these women for their courage and Barbara in particular for her persistence. The following link will take you to the mission website:
STS 118 link

Tri new things - keep fresh for your students!

Upper elementary students are amazing innovators, natural scientists, and explorers. They are still excited about learning new ideas and skills, unlike their older middle school brethren. Adults can fall into a rut of busy schedules and obligations which can stifle the inner light of enthusiasm students can detect in us adults. For those of us just starting a family, plenty of new things are happening every day. Sharing a bit of that with your students will involve them in the growth and excitement you are experiencing. With my two sons off to college, I can tackle bigger new things. My latest challenge is a competition known as a triathlon, combining swimming, cycling, and running. I can only compete with myself, being athletically challenged. I'm also learning how to swim for real - not just floating or splashing around. The sport has spurred my wife into bigger challenges, and has involved my son as well. He's coaching me on my swimming, and doing a great job of it. Like many things, I didn't know I could do it until my first race. I survived to race again, and have some great new things to keep me motivated and fresh.My science side has been investigating diet, heart rates, gear ratios, and hydrodynamics. Personally, I'm getting into better shape with more energy for my students!

Why elements?

All of our science education relies on a solid foundation in inquiry based science and accurate general knowledge of science principles gained in the elementary years. For young girls in particular, this is also crucial time for developing a love of science which will carry them through their high school science experience with confidence and pleasure. Sadly, the importance of this foundation is not reflected in our teacher training process. While I am continually amazed at the mastery of subject and technique that my elementary colleagues must maintain, they are also honest in the fact that science was not an area of adequate focus. The result has been that my background as a science educator in an elementary setting has kept me busy sharing both science content and technique in my school.
Just as the elements of the periodic table are key to understanding matter as we experience it, a good science education is the elemental foundation for understanding how things work . The LMNTS website is an attempt to collect useful teaching materials and ideas for elementary teachers.

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