Technology in the Classroom: Quick Looks - Type of use

Locating and evaluating information

• Carol Burton, Melodye Gold, Cathy Lyle, and Donna Sharpe, professors from Bellevue Community College, have developed a team-taught, interdisciplinary set of courses called Of Mice and Matter. With biology and chemistry at its core, this class uses technology for real-time data acquisition in laboratory course assignments. In tandem with another program on campus (CTILAC), they have incorporated how to access and search databases, how to obtain relevant and accurate results, and how to evaluate the information as part of the course series.
  Summary
  Full Story:
  - Most of us in the Science Division want our students to do research, both as labs and investigation of the scientific literature.
  - We learned how to construct an interdisciplinary course and build collaborative learning into the learning environment.
  - As with any innovative pedagogy, we recommend starting small. Do a little bit, see if it works, and then add a bit more.
  

• Sam Donovan, a visiting professor at Beloit College, finds ways to take the tools biologists use in the real world and fits them into the classroom.
  Summary
  Full Story:
  - I'm concerned about finding a balance between wet lab and computer based experiences.
  - I try to put students into situations where they need to make sense of data and apply theoretical models to explain phenomena
  - The nonmajors had little computer experience and were apprehensive
  

• Bob Mathieu is an astronomy professor from the University of Wisconsin-Madison. He describes the journey he embarked on to change the way he taught his astronomy course; how he succeeded in developing his computer-enhanced course and the technology he created and uses; and eloquently articulates the learning goals he has for his students.
  Summary
  Full Story:
  - Doing science doesn't require technology - much can be accomplished with just a ruler. However, technology allows a level of simulation and access to forefront data that make this exploration more modern, diverse, and fun, for both the students and me.
  - Ultimately, I want my students to leave my class knowing how science really works.
  - The highlights are when one student teaches her partner something, teaches it correctly, and her partner gets it.
  

• Cathy Middlecamp teaches an introductory chemistry course for nonmajors in a contextual approach where the students learn chemistry along the way on a "need to know" basis. She uses Chemistry in Context and entensively integrates real-world date from the web.
  Summary
  Full Story:
  - The web provides access to data and information that my students and I couldn't otherwise easily obtain (or if we could, it would take too long to get our hands on it!).
  - In addition to developing these "scientific literacy" skills, the students learn chemistry along the way - but on a "need to know" basis.
  - The majority of students were very positive about the course and reported that they understood chemistry and how to connect chemistry to their lives
  

• Ron Rusay, an instructor at Diablo Valley Community College, describes the path he's followed to bring technology into his organic course. He reveals some of the collaborations he's formed with other institutions, and describes some of the software his students use to help them visualize 3D objects in 2D space.
  Summary
  Full Story:
  - I've learned that there are two recurring skills that employers are looking for: A background with the Internet, and being able to adapt to new technology.
  - I introduced visualization and modeling software and access to professional databases to translate the 3-D world to a 2-D world.
  - I assumed students would welcome this approach but I got a mixed response, which was very discouraging, considering the personal investment.