Journal 5: Science on the Big Screen, NETS V

Schwartz, M., & Thormann, J. (2009). Science on the big screen. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25243&DirectListComboInd=D
The article addresses the needs of special needs students with the option of having an interactive whiteboard. Some teachers feel that students with special needs will benefit, since a particular area of science such as particles and the behavior of those particles is a difficult concept to grasp for these students. The idea is to ask probing, open-ended questions in order to seek a deeper level of comprehension. The article discusses the collaborative lesson idea as the University of Colorado has free physics education technology interactive simulations. The whiteboard actually records the lesson as the class digitally structures it. The simulation from U of Colorado can take place in front of the whole class on a big screen. The article discusses the convenience of having a digital running record of what the lesson included in order to assess students’ learning. The article suggests that the multiple intelligence theory is provided for with the help of the big screen such as movie clips for the auditory learner. This article’s last paragraph addresses age ranges and concludes that this technology is for all ages of learners.

1. How expensive is this technology? Will students have to share? The tool is new and yes this may come at a price, however, the benefits outnumber the risks. Schools can hold special fundraisers where all the proceeds of a silent auction, for example, will go directly for the strict use of purchasing these white boards. Parents are likely to be on board with this technology. Parents can assist with grant writing opportunities.
2. What happens at the end of the year, do the white boards stay in the classroom or do they go to the next level with the students? That can be planned out and decided by school districts and how they want to use them. Making contact with others in the technology community may help with infrastructure.