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Current Trend in Educational Technology For Science Teaching

This document discusses two current trends in educational technology for science teaching: the flipped classroom and gamification. [1] The flipped classroom delivers instructional content online outside of class, allowing students to engage with concepts in class with guidance. [2] Gamification uses game elements to encourage participation, collaboration, and engagement with lessons. [3] Both trends aim to make students more active learners and help them develop 21st century skills through technology-based methods.

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Joan carlo
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17 views

Current Trend in Educational Technology For Science Teaching

This document discusses two current trends in educational technology for science teaching: the flipped classroom and gamification. [1] The flipped classroom delivers instructional content online outside of class, allowing students to engage with concepts in class with guidance. [2] Gamification uses game elements to encourage participation, collaboration, and engagement with lessons. [3] Both trends aim to make students more active learners and help them develop 21st century skills through technology-based methods.

Uploaded by

Joan carlo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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18th August 2018

Bangit, Joana Marie P. Sci 225: Educational Technology

MAEd Sci A Prof. Marinella Garcia – Sy

Current Trend in Educational Technology for Science Teaching:

CLASSROOM
THE FLIPPED CLASSROOM

Educational technology research has moved through several stages or “ages”, focusing

at the beginning on the content to be learned, then on the format of instructional messages and,

finally on the interaction between computers, students, and teachers. (Mihalca et al., 2007). In

2016, we saw new tech-based opportunities for connecting with students in the classroom and

beyond. Recently, Google launched Google Expeditions, which offers virtual field trips to

everywhere from zoos and museums to Mars and ancient civilizations. Meanwhile, other

companies, such as Nearpod, started working to combine traditional lesson plans with virtual

reality. This technology gives students the ability to experience places they can’t see in person

due to distance or cost, as well as to “visit” times far in the past. This is how technology “flips”

the learning environment of the learners.

In line with this, there is also another way of flipping a single class; the process is

scalable for flipping portions of each unit or an entire course. A flipped classroom is an

instructional strategy and a type of blended learning that reverses the traditional learning

environment by delivering instructional content, often online, outside of the classroom. In a

flipped classroom, students watch online lectures, collaborate in online discussions, or carry

out research at home while engaging in concepts in the classroom with the guidance of a

mentor. A flipped class is one that inverts the typical cycle of content acquisition and

application so that: (1) students gain necessary knowledge before class, and (2) instructors

guide students to actively and interactively clarify and apply that knowledge during class.

Benefits of this “flipped classroom” are very evident since students are more active

participants in the learning process, hence guide them to think deeply. Besides, interaction

increases and students learn from one another. This technology-based discovery method will

help learners become a good scientist of tomorrow. The

Reference: Faculty Innovation Center, 2018. Retrieved at https://facultyinnovate.utexas.edu/flipped-classroom


18th August 2018

Abain, Ilysa Marie Santiago Sci 225: Educational Technology

MAEd Sci A Prof. Marinella Garcia – Sy

GAMIFICATION

Science teaching is such a complex, dynamic profession that it is difficult for a teacher

to stay up-to-date. For a teacher to grow professionally and become better as a teacher of

science, a special, continuous effort is required (Showalter, 1984, p. 21).

To better prepare students for the science and technology of the 21st century, the

current science education reforms ask science teachers to integrate technology and inquiry-

based teaching into their instruction (American Association for the Advancement of Science,

1993; National Research Council [NRC], 1996, 2000). The National Science Education

Standards (NSES) define inquiry as “the diverse ways in which scientists study the natural

world and propose explanations based on the evidence derived from their work” (NRC, 1996,

p. 23). The NSES encourage teachers to apply “a variety of technologies, such as hand tools,

measuring instruments, and calculators [as] an integral component of scientific investigations”

to support student inquiry (p.175). Utilizing technology tools in inquiry-based science

classrooms allows students to work as scientists (Novak & Krajcik, 2006, p. 76).

As games become a bigger part of culture, the potential they have to transform students’

experiences in school grows. Utilizing games for teaching and learning science has developed

significantly. Gamification is more likely to be successful today because students are more

willing to be active participants in its implementation. They naturally gravitate to the aesthetics

of games and immediately understand and respect their mechanics and rules.

Gamification is a new, game-based approach to teaching. It’s designed to encourage

participation, good behavior, and 21st-century skills like collaboration. Increasing the learners’

engagement with their lessons. Everything they learn in class stays the same, but they get to

have a little fun each day.

Reference:

CITE Journal (Contemporary Issues in Technology and Teacher Education), 2012. Retrieved from
http://www.citejournal.org/volume-12/issue-2-12/science/integrating-educational-technology-into-the-secondary-science-
teaching/

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