Chapter 9

Visualizing Scientific Idea with Computers
In all aspects of science, the use of computers and computer tools is essential. Without such tools students will not be able to visualize and better understand difficult concepts. In school chemistry can be a hard subject to understand. If teachers can use computer programs and websites to help students reference this material and supplement what is taught in the classroom then students will be able to visualize these complex processes. Two programs that could be useful in teaching chemistry to students are eChem and Molecular Workbench. Both of these programs do an excellent job in helping students visualize concepts. These also help with students who have alternate misconceptions and extra things to help show and clarify what is happening with the concept. Not only does Chemistry need material to help students understand material but also geography. So many computer systems can be used to help with geography. A good way to use computers in the classroom to help with geography is when the teacher wants to use the computer to help with retrieving, displaying, analyzing, and manipulating data. I truly think that geography is one of those subjects that need computer and computer programs to help students visualize. With maps and other materials students and actively participate and gain knowledge by using it. A popular software program that helps support geography is GIS. This program allows students to actively construct maps, charts, tables, and search for other information they might be looking for. In my future class I plan on using the computer to help supplement for my teaching. Students will benefit from using the computer to better visualize things within science and concepts within geography.
http://workbench.concord.org/
http://www.gis.com/
http://maps.google.com/
In what ways can students use the computer to help with other subjects?

Visualizing Mathematical Ideas with Technologies
Another important subject to use technology in is math. Using technology along with what is being taught is almost a must when dealing with mathematical concepts. Visualizing what is happening when students are learning math is essential and beneficial to the student. In our other college math class, the concepts of visualization and math concepts go hand in hand, whether it is through a hands-on manipulative or computer programs and technology. Since math is so abstract, teachers in the classroom need to come up with new programs and ideas to help students understand the concepts. A couple programs that students in would enjoy using is Mathematica and MathLab. Both of these programs help students to manipulatives and help them to visualize what is happening with certain mathematical problems. Another common technology that students use to help support math in the classroom is by the use of graphing calculators. Although this is mostly used in higher grades, teachers in lower elementary grades can use the graphing calculator to help show students graphs with results of projects or other activities in class. I remember as a student using a graphing calculator in high school. It saved a lot of time and also helped me to see how equations went to graphs. I would say this is a very helpful technology used in the math. Other important skills in math are data analysis and interpretation. This type of skill is important for students to understand. A program that helps with this, especially for grade fourth through eighth, is TinkerPlots. This program focuses on data from questions those students want answered. In my classroom I would use this to this to predict and find out data from actual issues that students in the class might have. Geometry is a math subject that needs technology to help students understand it. From my own experience I have had a hard time with learning geometry. I would have definitely benefited from the use of the different programs mentioned in the book. The visualization tool, Geometric Supposer, is an excellent tool for students to use to play with geometric objects and explore the relationships between the objects. I truly think that students have a hard time with visualizing these skills and a computer program like this one would be helpful.
http://www.wolfram.com/
http://www.mymathlab.com/
http://www.ecalc.com/calculator/scientific


Visualizing with Digital Cameras and Mobile Phones
When thinking about using camera and phones to help visualize concepts in the classroom, I would have not thought that these types of technologies could be used. Using cameras in the classroom can allow for creativity. A popular program used for this is Photoshop. Teachers can allow students to use this program in the classroom to edit and manipulate photos taken. These tools can be used for students to make documentaries. This is a way for students to be involved in society and make projects that involve issues and controversies. I feel like younger students can participate with cameras. The only fall back with using cameras is money. Many schools don’t have the money to buys cameras for all the students to use. Using these kinds of things will allow for students to be actively involved in technology. Most of the time students enjoy doing these sorts of things instead of projects and assignments with paper and pencil. In the future if my school will allow for each student to have a camera or use cell phones, then I will definitely incorporate this into my curriculum. An example would be during a science lesson about plants, I can assign the students to go around the school and find plants that they are learning about.
Websites:
http://www.picnik.com/
http://picasa.google.com/
https://www.photoshop.com/

Visualizing with Video
Camcorders and video production is another popular technology that can be incorporated in the classroom. I enjoyed reading about using this in the classroom. Like the use of cameras, camcorders also allow for students to exhibit creativity. It also allows students to be active, instructive, and cooperative. When students produce and edit videos they are thinking critically. When students complete these sorts of projects they feel accomplished. I don’t know if this is appropriate for younger students but for older ones. This type of skill involves knowledge of the use of the video production process which may or may not be present with elementary school students. I think if I was to teach older students I would use this in my classroom. As the teacher I would assign students to create a digital story whether it is from a history project or something like a novel project. I think students would love to use this and would learn a lot by using this type of technology. Not only does video production involve the actual making of the video but it also involves editing. A popular program for this is iMovie.
http://www.sonycreativesoftware.com/moviestudio/videoediting
http://www.apple.com/ilife/imovie/

Video Modeling and Feedback
When working with videos, it is very important for students to see video modeling and feedback about their video. In our science class this semester we will be videotaping ourselves teaching and having to watch it and reflect on our performance. I think that this is a good idea when working with students. The only thing that is important when doing this is to make sure students positively reflect on their own experiences. I would use this in my classroom when students (especially older students) are giving presentations in front of the class. I think this would help with students having confidence when speaking in front of the class.
If students take a negative affect from this feedback, what can teachers do to reverse this?