In this post, I will present my perspective on some assumptions of the classroom use of technology.

Technology brings opportunities just waiting to be caught.  In the science and/or math classroom, it will give access to knowledge otherwise impossible to connect with.  Either it is a scientist, a specialized technician or an amateur with multiple backgrounds open to share the knowledge with students, technology makes it happen.  In class, students raise questions and sometimes teachers can’t answer because of a lack in the specific discipline or no interest at the time (maybe!).  Technology will bring an expert in class through VC, IM, a forum or other video/chat tools used by the school.  This way, the students access up to date information that they can use, discuss or debate.

As mentioned earlier, to support a concept presented in math (for example), the teacher could use some videos (like Khan Academy) or bring a mathematician in class through VC.  This would enhance the experience.  He could provide some apps as well to practice the concept or online games.

On the positive side, it opens learning to everybody at multiple levels.  Anybody can contribute at their own pace and at their own understanding to the development of the project.  Everybody will learn something, either how to support and help colleague or new information.  On a negative note, technology is not always responding perfectly.

For example, today we were learning, in our evidence & investigation unit, about fingerprints.  My students had lots of knowledge about fingerprints learned on TV or sometimes online.  We used some websites to discover the categories of fingerprints and how to recognize them. We played a little online game to put them in situation. Following this,  I presented the characteristics of fingerprints and how to observe them.  After experiencing some discoveries on their own, they were much more open to learn about the arche, looped and whorl patterns.