“I love the sound system because it truly keeps the kids engaged. As a plus, it saves my voice! There were two days this year that I didn’t use it (a substitute left the mics uncharged and when my kids had to fill out the survey). For those two days my students’ lack of focus was very noticeable. Also, when my kids speak, it is SO nice to have the microphone for them to use. I have really gotten used to it, and honestly, can’t imagine teaching without it!”

 

Connie Capelle's second grade students use a digital microscope to make and record observations of the life cycle of the mealworm. Students then, using the computer to gather data about the length of each mealworm stage, create graphs and charts and analyze the data of all of the mealworms in the class, comparing the length of each stage of the mealworm life cycle.

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Amy Daugherty and Francesca Moen's third grade students test the water quality in a neighborhood pond by using digital probes to test for pollution, digital cameras and laptop computers to record data and generate charts and graphs, gather information from water quality experts via email, research and compare the water quality of other local water sources using Internet sites and create a plan of action web page and brochure to educate the community about what needs to be done to keep our local water sources in a healthy state.

I borrowed the iBook lab for an assignment I do during a bioengineering unit. The students learn all about bioengineering and then they play a computer game called Guy Simplant, where they have to make a hand implant for Guy. The game is on CD's and the Internet. In the past I've borrowed our school's computer lab (switching rooms with Mel for the day), with half the computers running the CD and half running off the internet, and each student at their own computer. By mid-way through the period I'd have 6-7 kids per computer because the computers would freeze, or there was too much load on the Internet connection and the program wouldn't run. Even with the problems, I liked the simulation, so I continued to do it, even though it was very hectic for me each period. When I borrowed the iBook lab, I had 2 students per computer, and all the computers running the CD, and it went so smoothly I didn't know what to do with myself! I didn't have to unfreeze anything, or move students around. The students were definitely engaged and I know they got much more out of the game, because they were able to focus instead of being disrupted every few minutes due to a computer problem. It was awesome!!

I have been amazed at how simple infusing technology into my classroom has been. And I know the students also enjoy it because it makes their learning more interesting. I look forward to finding more ways to put technology into every lesson.
Susan Stansberry, 7th Grade Science, MDM