Math and Science: Out of the Classroom, Into the World (Tina Barseghian)

In writing about a new science Framework in the previous two posts, I came across Tina Barseghian‘s enthusiastic blog about how “technology has redefined teaching”  science and math in linking school academics to the real world. Teaching and learning school science with digital software, she claims, is changing before our eyes. Yet anyone in school work over the age of 35 has heard before such glowing accounts with earlier innovative technologies.  So a  question hangs in the air:  how come those classroom reforms of yesteryear that included the latest technologies seldom survived and subsequent generations of reformers had to innovate again and again?

Witnessing how technology has redefined learning makes me wish I could start school all over again. Covering the subject of education innovation and the future of learning for MindShift, I’m excited to see that the old model is changing. With access to a computer or mobile device, apps and websites, students can have a completely different learning experience – one that resonates within the digital world they live.

1. LOCAL AND GLOBAL COLLABORATION

The stereotypical image of a scientist is that of one who works long, solitary hours in a sealed lab sequestered from others. But most science research in the real world happens with lots of collaboration between researchers from across the globe. And the same scenario is happening in schools, too.

In schools like Napa New Tech High in Napa, Calif., students work in groups on projects for every subject they study. At Covington Elementary School in Los Altos, Calif., students help each other figure out math problems they’re learning on the Khan Academy website. And when they’re stuck with a problem, their teacher Richard Julian steps in — he doesn’t solve it for them, but helps them figure out how to solve it themselves.

Scientists are also collaborating with students, asking eager, young learners to help them gather data and conduct research. So when ornithologists at Cornell University study breeding and nesting behavior, when NASA researchers need an extra few thousand pairs of eyes on a telescope, and when biologists and gardeners investigate changes in ladybug populations, they ask K-12 students to participate in the research — often as part of their regular class curriculum.

Students are also working with each other and scientists across the globe on their own science projects, as with Tanya Katovich’s class in Palatine, Illinois. Katovich’s students connected to a radioactivity lab clear across the globe — a Geiger counter in Australia — to find out whether their cell phones are frying their brains. Now that’s worth learning!

2) ADDRESSING REAL-WORLD CONCERNS

Studying a subject just for the sake of knowing it is no longer a viable reason to learn. Educators are realizing that connecting curriculum to what’s important to students in their daily lives, as well as to what’s meaningful in the real world, will motivate students to want to learn more.

That was the case with Tanya Katovich’s class, whose students were invested in learning the outcomes of whether sleeping with their cell phones under their pillows was harming them. Similarly, challenged with the task of finding engaging ways to measure asthmatic kids’ oxygen levels, a group of students at Microsoft’s Imagine Cup contest created a mobile game that makes those annoying breathing tests more fun. The game connects the mobile phone to a spirometer, which controls Azmo, a fire-breathing dragon whose fiery breath destroys villages and castles.

Another student at the Imagine Cup created a tool designed to help visually impaired students with taking notes in class.

With access to real data and real tools available online, students are able to draw their own conclusions and create their own problem-solving devices, giving them a glimpse into the world outside the confines of school, and making them responsible, contributing citizens of the world. Today, anyone can be an engineer.

3) TEXTBOOKS, BEGONE

There will come a day when textbooks will no longer be the predominant source of learning in schools. That time is not as far off as you might think.

And it’s not just a matter of digitizing textbooks, though that’s the very first baby-step. Subjects like math, science and engineering are becoming untethered from print books and gaining new life in apps, games and websites.

Citizen science apps like Project NoahiNaturalist and The WildLab are just a few mobile phone apps that encourage learners to gather scientific data in their surrounding environment and submit it to sites that use the information for everything from geo-tagging bird species to logging plants and animals.

Not to mention sites that teach students how to program and build robotsmotion-sensor apps that teach fractions, and apps that chart the stars for astronomy buffs.

With tools like Sketchup, students can design and create anything in their imagination. With sites like Microsoft’s WorldWide Telescope and Google Earth, they can virtually explore every part of the world from their own classrooms or bedrooms.

These examples just barely scratch the surface of the types of innovations that are happening in STEM education. As technology becomes more sophisticated, so will the young minds that harness it.



4 Comments

Filed under how teachers teach, school reform policies, technology use

4 responses to “Math and Science: Out of the Classroom, Into the World (Tina Barseghian)

  1. Excellent post. Not only does it focus on real-world education, it give many concrete examples with links. Just reposted at http://bit.ly/mjQlyC.

  2. I agree Larry…. there is an abundance of resources available that allow students to explore and dig much deeper than the surface for lasting impact in both the academic and real-world setting. A few more resources to add to my toolkit and share with families and future teachers as well.

  3. Bob Calder

    The problem is our concept of value versus collaboration and copyright. I can’t stress enough that issues of copyright lie at the core of a huge number of problems in education. Anyone capable of auditing a course at Stanford ought to attend the IS lectures on the history of information IS103. It’s on podcast from 2006, but the quality stinks.

  4. Pingback: Math and Science: Out of the Classroom, Into the World | For Parents: What is Informal Learning | Scoop.it

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