Objective:
With such a sudden influx of technology into the classroom, it is time for us as educators to take the torch and run with it. The traditional model of teacher as deliverers of all knowledge is not working for the Net Generation and is having detrimental consequences on the teaching of Science. We just have to look over the border to the United States and it is clear that they are taking a proactive approach to this dilemma. Through a joint venture by the National Research Council (NRC), the American Association for the Advancement of Science, and the National Science Teachers Association, they have provided a framework for the Next Generation Science Standards (NGSS). Although currently in the draft process, the final version is to be released in April of 2013 and is predicted to encompass the teaching and learning of Science with technology and cross cutting concepts between different disciplines.
http://vimeo.com/41706647
Canada has followed suit and the importance of technology integration in curriculum has been reflected in the latest B.C. Education Plan. Along with the acknowledgement of a “Rapidly Changing World,” there is an entire section devoted to, “Learning Empowered by Technology.” According to this plan, “B.C. leads the country on Internet connectivity – 85% of British Columbians use the Internet on a regular basis” (BC Ed Plan, 2013, p. 7). Furthermore, a draft of B.C.’s current Digital Literacy Standards (Defining Cross Curricular Competencies, 2013) ranks communication, critical/creative thinking and innovation, as three of the top cross-curricular competencies students should be able to demonstrate in grades 10-12.
It is clear that there is an authentic push, on many fronts, to integrate technology into our current pedagogical design. However, although the will and drive is there, it doesn’t always translate into effective practice at the grassroots level. When implementing technology, it is quite often viewed as finicky and can be more frustrating than rewarding. Apple has been a big player in the educational market and was one of the first to enter this lucrative marketplace. Steve Jobs was the visionary behind making Apple products such as computers easy to use. The iPad tablet has trickled into classrooms and is supported by a myriad of educational apps. In January of 2012, Apple introduced iBooks Author and in its short time since inception, it has been heralded for its affordances in education (Segan, 2012). Creating your own eBook was at once intimidating as you would be required to know a fair amount of basic computer programming and HTML code. Upon my initial experimentation with this software, I was blown away by its ease of use and stunning final product that one could author. After sharing it with my colleagues, the response was positive, I knew it could be used by even the least tech savvy of teachers. This experience paved the way for my legacy of learning project and my 2 main objectives are listed below:
Primary Objectives
1. Create an instructional guide in the form of an iBook that teachers can reference when attempting to create their own iBook.
2. Provide a sample iBook that shows off some of the affordances of this technology as it relates to the teaching of Science 10.
References:
Province of B.C. (2013, January). B.C. Ed Plan. Retrieved from http://www.bcedplan.ca/assets/pdf/bc_edu_plan.pdf
Province of BC. (2013, January). Defining cross-curricular competencies. Education – Province of BC. Retrieved January 31, 2013, from https://zimbra.sd73.bc.ca/service/home/~/Defining%20Cross%20Curricular%20Competencies.pdf?auth=co&loc=en_US&id=46544&part=3
Segan, S. (2012, January). iBooks Author: You Work for Apple Now, PC Magazine. Retrieved from http://www.pcmag.com/article2/0,2817,2399146,00.asp