Technology in the Classroom: Quick Looks - Type of use

Real-world data analysis

• 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
  

• Chris Rogers, an engineering professor at Tufts University, has his students use LEGOs® in their Mechanical Engineering courses to build and program devices that have real world applications.
  Summary
  Full Story:
  - Because it's fun.
  - I was looking for a cheap way to do experimentation that a lot of students could do as homework assignments.
  - The students spend a lot more time analyzing results and a lot less time trying to screw things together.
  

• 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.