The usefulness of the portable devices cannot be understated in many of these applications. For example, one of the benefits of Web 2.0 tools is the fact that multiple people can work on as project. However, many of the tools do not work well with people working on them at the same time (e.g., two people working on a wiki page simultaneously and one clicks on the “save” button.). In a computer lab, you will have one person working on the project page while the others are tempted to a) do nothing or b) do something you do not want them to. In addition, time in the computer lab often renders the textbooks useless. Either the students do not have access to the textbooks, or they feel that since they are in the lab, they should only use what they find on the Internet for their project. With the netbooks in the classroom, you get the best of both worlds. The group members tended to delegate work in a much more efficient manner. Some members would rotate using the netbook while others would use all of the other resources available to them in the classroom.
The netbooks also proved their worth in the laboratory setting. At first, we used the netbooks as a way to input data into a spreadsheet, which proved more efficient than having the students write their data on the board and have everyone else copy it down. Once the data were collected, the file was loaded onto SchoolCenter and the students could download the file for further analysis. We were also able to pool data from multiple classes more efficiently.
Furthermore, we installed software which allowed us to connect our digital probes to the netbooks. The process was surprisingly smooth. The chemistry teacher used the netbooks for labs where recording temperature and pH were required. The small size of the netbooks allowed the students to collect and view the data right next to the laboratory apparatus in real time. The netbooks allowed students to have immediate access to lab data. They were also able to immediately see the results graphically. Students could then save the information to their flash drives and print the data tables and graphs. They were able to experiment with different variables and see the results instantly on the screen. This allowed them to make connections between the variables, and helped direct them toward developing hypotheses to be tested in more depth.
Based on the usefulness of the three netbooks purchased with the grant, our district purchased additional netbooks for the science department to use. In the future, we will need to address several issues. First, more netbooks creates the need for a larger storage and charging station. Second, under the watch of a handful of teachers, care and upkeep were carefully controlled. Third, to make sure that the original teachers who used the netbooks are not the only ones who use them, the department will need to be trained on their capabilities and limitations.
Jason Siko teaches biology and chemistry at Clarkston High School in Clarkston, MI. He is also a third-year doctoral student in instructional technology at Wayne State University. He can be reached at
sikojp@gmail.com.
MACULJOURNAL
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Winter 2010/11
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29
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