Minds on Science Gazette

Volume 8

Case Studies

Strategies Fostering Thinking

 

The Case. Will computers produce the changes that many educators claimed they would accomplish, or will they simply be seen as another educational fad? Two educators present evidence to support their side of the issue. Lyn Chan is Site Coordinator of the State Model Technology School, Project TOPS, South San Francisco Unified School District. Stanley Pogrow, as associate professor of education at the University of Arizona and developer of HOTS thinking skills program, specializes in instructional and administrative uses of technology.

Lyn Chan.

Definitely a boon. In scenarios played over and over again, we see how computers have improved instruction and student achievement. For example, we see a student who has been self-concious about his speech explaining the Logo Writer to his peers and teachers. Or consider a group of students I saw use a multi-media approach to create presentations on black Americans. They used the computer to search and gather images from a laser disc, accessed distant databanks through telecommunications, and used the word processor to write the script.

With the discovery of the capabilities and applications of computers, more and more teachers are empowered to be innovative and creative in their teaching. Teachers continue to search for resources and ideas outside the four walls of the classroom to increase their productivity and to better manage instruction, thereby widening the range of students' experiences. As a result, students are becoming actively involved in their own learning.

Like corporate America, which values the support of computers in everyday management and performance, teachers are determined to use computers in their profession. Of course, barriers like limited time to explore the world of computers and limited money for hardware and inservice training need to be addressed. And some administrators need to be convinced to support use of computers in the classroom. However, computers are here to stay.

Stanley Pogrow.

A bust. Computers have not worked. Research summaries have never shown much effect beyond 3rd grade. Yes, kids do like computers and are motivated by them. However, given education's tremendous problems, that is not enough.

Why the poor results? The recommendations of the technology movement have been wrong, contradictory, and without basis in demonstrated learning effects. The technology "experts" haven't the vaguest idea how to increase the learning of educationally disadvantaged students. Technology can help produce powerful forms of learning in these students, if (a) intensive use of technology is provided by good teachers working with students at key developmental points, and (b) use of technology is accompanied by sophisticated forms of conversation between teacher and students.

However, the technology movement believes the best way to get everyone using computers is to argue that computers can produce learning gains by themselves. As a result, the movement is not interested in models that combine technology with other techniques.

Instead of providing more training and programs, the many responsible educators interested in technology must start ignoring the recommendations of the "experts." We need to spend the next five years learning rather than disseminating. In particular, we need to learn how to design better ways of interacting with students. If we do, we will have something important to offer education in the future.

The Problem. Can electronic learning enhance creativity and critical thinking in the science classroom? In what ways to these two educators support or reject your point of view? What other evidence can you cite to support your position?

The Case. Joe Ellis, a high school biology teacher was conducting a review session one-day before the midterm examination. During the first four weeks of the course, he had covered the first three units in the text on biological principles, cells and genetics. Joe was in in fourth year of teaching, and had a reputation among the students which they termed, "fair but tough." During the review period, Mr. Ellis asked questions based on the material in the text, and what was covered during the labs, as well. One of the questions he asked was "What is cell theory?" He waited about a second and then called on Jack McKenna, a student who was struggling in the course, and was not doing well in his math and history courses as well. Jack started to say something, but Mr. Ellis interrupted and said,"If you can't answer this question, then there isn't much hope for you on the test." He moved quickly to another student who answered the question easily. On two other occasions Jack McKenna tried to answer questions but was ignored by Mr. Ellis.

The Problem. Should students who don't know the answer be called on in class? If a student doesn't know the answer, how should the teacher respond? What feedback would you give Mr. Ellis?