Technology Change Education
Volume Twelve • Number One • ISSN 1547-2671 • September/October 2004
Technology for Children & Youth with Disabilities
In This Issue
Changing the Face of Science Education in the Classroom with Technology . . . 1
Editor’s Note . . . . . . . . . . . . . . . . . . 2 Videostreaming – A Whole New Way to Use Video in the Classroom . . . . . . 6
Brookfield Zoo Uses Technology to Help Chicago Public School Students with Disabilities . . . . . . . . . . . . . . . . 8 BrainPop . . . . . . . . . . . . . . . . . . . . . 9
Changing the Face of Science Education in the Classroom with Technology
By Brian S. Friedlander, Ph.D.
I have always been intrigued and have had a keen interest in Science, ever since I can remember. While it has been more years, than I care to confess since I was in elementary school, I can still remember some of the experiments that my teachers did in front of the class to highlight a scientific concept or idea. Having had the experience of viewing the lab reinforced the idea and made learning more fun. Now, if we had only had the opportunity to do the lab at our desks. Having the opportunity to do hands on experiments and labs should be the cornerstone of any Science classroom. A lot has changed since I have been in elementary school and science curriculums have evolved to include many more hands on opportunities for students to observe, collect data and analyze the results. When looking at Science curriculums across the United States many now include that students will have the opportunity to collect, gather, hypothesize, graph and analyze the results of their experiments. Not only are students asked to make sense out of the data that they have collected, but many curriculums have also stressed the need to integrate technology into the equation.
Neo is New . . . . . . . . . . . . . . . . . . . 10 ClozePro – Filling in All the Gaps . . . . 11
INCLUSION TIMES (ISSN 1547-2671) is published five (5) times a year for $59.95 per year
Technology for Children & Youth with Disabilities
In This Issue
Changing the Face of Science Education in the Classroom with Technology . . . 1
Editor’s Note . . . . . . . . . . . . . . . . . . 2 Videostreaming – A Whole New Way to Use Video in the Classroom . . . . . . 6
Brookfield Zoo Uses Technology to Help Chicago Public School Students with Disabilities . . . . . . . . . . . . . . . . 8 BrainPop . . . . . . . . . . . . . . . . . . . . . 9
Changing the Face of Science Education in the Classroom with Technology
By Brian S. Friedlander, Ph.D.
I have always been intrigued and have had a keen interest in Science, ever since I can remember. While it has been more years, than I care to confess since I was in elementary school, I can still remember some of the experiments that my teachers did in front of the class to highlight a scientific concept or idea. Having had the experience of viewing the lab reinforced the idea and made learning more fun. Now, if we had only had the opportunity to do the lab at our desks. Having the opportunity to do hands on experiments and labs should be the cornerstone of any Science classroom. A lot has changed since I have been in elementary school and science curriculums have evolved to include many more hands on opportunities for students to observe, collect data and analyze the results. When looking at Science curriculums across the United States many now include that students will have the opportunity to collect, gather, hypothesize, graph and analyze the results of their experiments. Not only are students asked to make sense out of the data that they have collected, but many curriculums have also stressed the need to integrate technology into the equation.
Neo is New . . . . . . . . . . . . . . . . . . . 10 ClozePro – Filling in All the Gaps . . . . 11
INCLUSION TIMES (ISSN 1547-2671) is published five (5) times a year for $59.95 per year