Classroom Initiative Project
2001 - 2002
The following is a detailed description of the proposed classroom project. The paper is presented on Saturday 22 June 2002.
Enhancing the Learning and Teaching in a High School Science Classroom Though the Use of the Internet and Computer Technology. Leslie C. Anderson, 2002, Honors Chemistry and Forensic Science, East Brunswick High School, East Brunswick, NJ 08816.
Introduction:
A project was
proposed that would allow for a more student-directed classroom using an
increased amount of computer technology. The project proposal included
using a web site created specifically for the classes involved, integrating
available classroom computers, utilizing student and media center computers,
the Internet, and related computer technology. Through the use of
technology students were provided access to specific information for the
class while helping maintain a more organized and efficient classroom.
Increased technology is significant in society and this should be reflected
in schools. Through this approach, the students will become more
proactive in preparing for class with a portion of the responsibility for
their learning ultimately lying in their hands.
The Project and Implementation
The initial
project proposal outlined the creation of a web site for honors chemistry
classes. At the site, the students would have access to formal class
information, broad weekly class overviews, pre-class notes, listing of
assignments, answers to certain homework assignments, brief chapter recaps
prior to evaluations, and an email link to the teacher. On the first
day of class, the web site was introduced using a computer hooked to the
television through a TVator. Initially, the students
provided a mixed response. They expressed concerns about the exact
expectations. As a class, each portion of the site was then examined
and the students were given an indication of how to utilize each section.
Since every student does not necessarily have a computer at home, it was explained that the assignments would be posted at least three days prior to the need for student access. This time frame would enable any student without a home computer to go to the media center or the local library to access the Internet. The primary focus was that, in addition to any written assignment, each student was expected to read the notes in advance of coming to class. This was critical since, when class began, the notes and example problems would be used as a jumping off point. Class time would be spent discussing the concepts and solving problems rather than defining words and copying down example problems. The formal class information supplied answers about grading and proficiencies of the class as well as contained the list of ions each student needed to memorize. The weekly overviews of the class indicated the topics to be covered along with what labs would be done during the week. The listing of assignments supplied the daily tasks as well as kept track of long-term assignments and due dates. This section allowed students to plan their work around their extra-curricular activities. Answers to selected problems were posted after the due date to permit students to see all the steps of correctly completed problems. Prior to a chapter evaluation, a brief chapter recap was posted to summarize the essentials of the chapter. The email link was available for students to ask questions or clarify work after regular school hours. The students developed guidelines regarding those types of items that would be good to email and the time frame by which they needed to be transmitted to the teacher.
Modifications to the Project
Once the students
became familiar with the process, computers both in and out of class became
integrated into their everyday routine. As a result, the students
provided positive feedback and suggested modifications to improve this
process. Of the original format, only 'Formal Class Information' and 'Weekly
Overview' remained the same, as the school year progressed, several sections
were modified and new sections were added. These changes were primarily
the result of on-going discussions between the teacher and students.
Students were expected to have reviewed the day's notes prior to coming to class. Initially the notes were posted as a day-by-day listing. However, sometimes the material did not break as planned. Posting the notes as a whole chapter, each on its own page, supplied the necessary flexibility in the material. The notes for the entire chapter were broken into various sections and posted, all at once. With the change in the note format, it was beneficial to change the assignment format. Instead of just uploading the listing of the assignments, the actual questions were posted in conjunction with the notes. After trying different arrangements, the various assignments were placed after the section of notes to which they related.
Initially, diagrams were included as part of the notes. However, since the diagrams were already drawn, the students tended not to focus during an explanation of these items. This was changed and a space left in which the students could draw them into the appropriate location within the notes. This resulted in effective discussions of the concepts related to the diagrams.
Students expressed that the page containing the assignment listing was not very useful. Since they copied down the assignment specifics during class and did not go home and check the web page, this page was eliminated. As a result of this change, the students created an email distribution list. At the end of each class period, a student would email the actual assignment to each student on the list. In addition to the electronic version, students continued to maintain a written record of assignments in the classroom.
The 'To Do' list, originally planned to keep long term assignments in order, was not being accessed by the students and was removed. The students kept a running list in the classroom of the current tasks and the due dates. 'Post-Class Notes' were not being utilized and were dropped from the site. In a similar fashion, the 'Brief Chapter Recap' was redundant and unnecessary. It, too, was eliminated from the web site. Students having questions on the notes were further encouraged to visit the instructor with questions and concerns. In place of the 'Brief Recap' a section of 'Basic Material" was posted. This section contained various basic topics to which the students could refer throughout the year. Topics included calculations with significant figures, error and deviation calculations, and types of reactions. This section gave students a place to rapidly find answers to questions about basic topics they may have forgotten.
Additions to the Project
A 'Drop Box'
was created on the science server for the Forensic Science students.
This 'write-only' folder enabled students to electronically 'drop' answers
to completed assignments, rather than handing in conventional pen-paper
answers. The answers were then retrieved and graded by the teacher.
At the bottom of the assignment, the students would include the email addresses
at which they wanted to receive their grade. After grading the assignment,
the instructor clicked on the address and sent the grade to the student.
Although originally intended for use by the Forensic Science classes, the
chemistry students were able to incorporate this into their class by 'dropping'
answers to initial class activities and then waiting to receive their grade.
Each student in East Brunswick High School has a school email address and file storage space on the school server; this area is referred to "51a" space. Students in Forensic Science classes completed a series of labs that had been posted on the web site, 'dropped' their lab write-ups, and then maintained a duplicate set of files in their individual "51a" sections. Upon completing the labs, a lab practical was performed. The students accessed the "51a" files and utilized all information from the original labs in completing this evaluation task, as would a scientist working in the technical world.
As a course, Forensic Science was developed to demonstrate the practical applications of science. Since the course was designed around application and not memorization, the final examination had to be handled differently than a typical high school final exam. The students, working in pairs, were directed to the web site to obtain the final exam. Each pair was supplied a description of a piece of evidence from a crime scene. They used suggested and other Internet links to find answers to inquiries, such as what tests need to be done to prove the identity of the evidence. The response was written according to the prescribed directions and then 'dropped' in the box. This project-evaluation allowed the students to utilize technology to search for information, complete a report, submit the work, and receive a grade. This type of examination evaluated the students' abilities to utilize problem solving processes rather than the memorization of facts.
Conclusion
Although this
process still requires some refinement, the results far outweigh difficulties
that were encountered. The positive response from the students made
it enjoyable and worthwhile to implement this dynamic technique.
Continual feedback from the students enabled many beneficial modifications
to be made. The courses were more student-directed than in previous
years with the teacher being able to take on the role of guide through
the concepts of chemistry and Forensic Science. Having the students
arrive to class prepared to begin the lesson enabled more class time to
be spent on understanding concepts and working on problem solving.
Since class time was more effectively utilized, more material was attended
to and more activities were completed. This resulted in higher evaluation
scores. In terms of classroom administration from a teacher perspective,
the majority of classroom material being online meant fewer papers to maintain
and a more organized classroom situation. This technique is an excellent
method to enable students to take increased responsibility for a portion
of their education.