<
Policy & Systemic
Reform
Curriculum &
Educational
Materials
Technology
Assessment &
Evaluation
Professional
Development
Partnerships &
Collaboration
Equity & Diversity
Informal Education
& Outreach

Technology for a Space-Age Perspective

Technologies have revolutionized education and nowhere is this more evident than in Earth and space science classrooms. Today, students can deploy many of the same tools that scientists use, such as visualization software, geographic information systems (GIS) and even a digital camera onboard the International Space Station, to deepen their understanding of Earth and space science. The Internet can bring into classrooms scientific images and data from sources as diverse as Earth-orbit satellites, Martian probes, deepwater marine expeditions, and other schools around the world.

Technologies lie at the heart of Earth and space science. From Galileo's telescope and mapping techniques to today's remote sensing and satellite imagery, new tools enable discoverers to see and understand Earth and space more effectively. They have revolutionized Earth and space science research. Many of these same tools can drive the revolution in Earth and space science education as well.

Education technologies are strategic resources that enhance students' ability to sense, measure, question, understand, communicate and learn. They empower students to learn as active scientists rather than as passive consumers of textbook-based curricula. They enable students to learn core concepts more clearly by offering visual representations of ideas that otherwise might seem confusing or unclear. They transform science from canned labs and the passive memorization of content to a dynamic, hands-on, authentic process of investigation and discovery. By using the same technologies as scientists, students acquire vital process skills and deepen their understanding of science. Additionally, they familiarize themselves with many of the same tools and processes that they will encounter as adults, particularly in the workplace.

The use of technology in education has increased dramatically over the last decade, but many would agree that the greatest potential lies with science in general and Earth and space science in particular. The availability of tools that allow students to collect, analyze and visualize their own data, real-time data from around the world and archived data on a wide variety of topics has the potential to truly revolutionize the teaching of Earth and space science. Computers are now widespread in schools, as is Internet-connectivity in libraries, computer labs and many classrooms - even in low socio-economic districts. Inexpensive and portable instruments such as personal digital assistants (PDAs) and GPS tools allow for the quick, easy collection of environmental information from the field in a digital format. An awesome variety of images and interactive visualizations are available on the Web, enabling students to "see" phenomena remotely at scales beyond our normal senses and from archives that preserve data from times past. Furthermore, with visualization and GIS tools, students can manipulate the images and conduct sophisticated analyses and queries of freely-available tabular, spatial and image data.

The future of educational Earth and space science technologies is easily envisioned. Students will have ready access in schools, libraries and homes to a wealth of Web-based visualizations and other Earth and space science resources, linked with their textbooks and classroom curriculum. Students will use a new generation of low-cost, cross-platform portable computers, combining the capabilities of desktop computers with the functionalities of PDAs, that are small and simple enough to use for field research. Learners will attach probes to their devices to capture and store data. They will deploy easy-to-use workgroup software to wirelessly share their findings, evaluate data and prepare reports. They then will upload their data to a Web site where they can share information with students nationwide, conducting distributed experiments and collaborative investigations. The foundations for such fieldwork are already in place through such programs as GLOBE, in which schools worldwide are collecting environmental data and submitting them online for use by scientists and in their studies.

While there are many existing technology tools and programs that can take us to 2010 and beyond, several barriers hinder their effective implementation. These include:

  • money (district, state and federal funding sources are limited)
  • time (finding and acquiring effective technology can be very time intensive)
  • training (it is unrealistic to expect teachers to take time away from their teaching or to give their own personal time to be trained in the effective use of classroom technologies)
  • hardware and software (the reliability, compatibility and obsolescence of tools, computers, software, networks)
  • effective curriculum, technology and pedagogy integration
  • and technical support.

None of these barriers is insurmountable. When viewed constructively, they present a set of opportunities that can shape the future role that hardware, software and human resources will play in bringing about the most effective use of technology in Earth and space science education. Technologies have fueled both prior discoveries and the current revolution in Earth and space science and can fuel Earth and space science education.

There must be an infusion of existing resources into Earth and space science education, as well as the development of new tools designed specifically for students that use both current and emerging technologies. These tools should be readily available in all science classrooms. Most importantly, curriculum developers and science coordinators need to integrate these resources into curricula and for teacher support in deploying them in the service of learning.

Technology Recommendations:

  1. Promote widespread use of existing Earth and space science technology resources in classrooms.
    There is a wealth of existing resources readily and freely available on the Web, many with associated learning activities. Many have been developed especially for education through the support of NASA, the National Science Foundation (NSF), the United States Geological Survey (USGS), the National Oceanic and Atmospheric Administration (NOAA) and other government agencies. In fact, the real challenge is not a deficit but a surplus of resources. Hence, other recommendations involve helping teachers to identify the most appropriate resources for their widespread use.

  2. Develop mechanisms that help teachers search for and access high-quality data, tools, and activities to support effective Earth and space science learning.
    The Digital Library for Earth System Education (DLESE) should be strongly supported to offer mechanisms for the user community to provide evaluations of both software applications and data sets available to Earth and space science education. Additionally, a matrix of catalog criteria that will enable Earth and space science educators to search for and access useful digital resources (e.g. subject matter, grade-level usefulness, addressing state or national standards) needs to be developed in conjunction with DLESE. Teachers should be encouraged to contribute to, as well use, DLESE.

  3. Encourage technology manufacturers to develop and market a new generation of tools for student use.
    Students require tools that empower them to easily collect, evaluate and share data among themselves and peers elsewhere. For example, an ideal means for students to collect data in the classroom, in the field and at home would be small, low power, low-cost notebook computers that integrate the functionalities of handheld, wireless and desktop computing devices. They would allow students to attach various probes to gather, store and communicate data. Such innovative devices would work with both Macintosh and Windows environments, and would be durable, easy-to-use and cost-effective. When they are coupled with collaborative software that integrates basic word processing, spreadsheet, database, graphing and communication functions, students would be able to conduct authentic, distributed investigations into Earth and space science as well as other disciplines.

    These classrooms tools should be:

    • low cost – Regardless of how effective technologies may be for learning, they must be affordable for schools. Additionally, manufacturers should not offer frequent updates for their products, which will eliminate short-term obsolescence and reduce pressure on school budgets.
    • durable – Tools must withstand the rigors of both classroom and field use.
    • reliable – Technologies must be dependable, reducing costs for their maintenance or replacement.
    • easy-to-use – Classroom tools must be simple to use at their designated grade levels for both students and teachers.
    • supported by learning activities – Every tool should be bundled with learning activities that prepare both students and teachers to use the device properly.
    • standardized – As in professional science, tools must be standardized to support the sharing of real science data.
    • multi-functional – Tools should support a variety of capabilities for use in many disciplines.

    All stakeholders should encourage software and hardware manufacturers to develop such innovative learning technologies.

  4. Develop mechanisms for more widespread integration of technology into professional-development workshops.
    The availability of technologies in classrooms does not ensure they will be used; teachers require preparation to deploy them effectively. A strong grass-roots effort should be promoted to implement workshops that integrate content, pedagogy and assessment with appropriate uses of technology. These workshops should utilize the expertise from local/regional sources like education, industry, universities and government. This strategy could be best achieved through the creation of state alliances that will serve as collectors and repositories of information on (1) who is available for conducting workshops; (2) specific workshop offerings; (3) the effectiveness of various workshop types and formats; (4) the needs for locally relevant data; and (5) ways to encourage the creation of new activities from within the corps of practicing teachers. Developers within industry and education should produce technology-training support tools on a variety of media (Web-delivery, CD-ROM, DVD, videocassette). Such tools should illustrate how to operate computer tools (functionality), as well as how such tools might best be used within an educational setting (pedagogy) to enhance specific learning goals (content).

  5. Support the development of a strengthened technology infrastructure
    There is a real need for equity in hardware, software, networking and technical support in Earth and space science education. All Earth and space science teaching environments require reliable, high-speed network connections and increased access to technological tools. These include networked computers, PDAs, GPS, analytical and visualization software, as well as laptops available to both teachers and students for use at home. Furthermore, trained support staff is needed to maintain the effective operation of technology tools, and formal mechanisms must be implemented to regularly update and replace technological tools. For these reasons, sufficient resources must be invested on local, state and federal levels into schools' technology infrastructures.

  6. Support teacher mentoring and communications through collaboration.
    Professional mentoring and partnerships offer powerful opportunities to support teachers' use of classroom technologies. To this end, either existing state-level Earth and space science organizations, or new ones created for this purpose, should develop lists of Earth and space science technology users (from K-12 education, industry, university, and all levels of government). Drawing from these available technology experts, collaborations with Earth and space science teachers can be established to promote the use of technologies that are common within the practicing community. Moreover, future grants and contracts for Earth and space science should incorporate built-in mechanisms that encourage work leaders to collaborate with teachers, going so far as to having teachers included as staff.

  7. Develop a stable funding mechanism to support the effective application of technology in Earth and space science education.
    Although implementation of technology enhancement programs is best done at the local and state level, funding needs to come from the federal level or there will be uneven success across the country. Congress should fund an Educational Technology Grant Consortium for states, based in part upon the model of the Space Grant Consortia. Also, industry partners, as well as state and local governments, should provide financial and technical assistance to this effort. There should be policy changes in state and federal contracts and grants for science that would require a percentage of the funding to be devoted to education service. The funds generated through this effort could be directed down to schools through state mechanisms, such as state alliances, and be used to support technology acquisition and teacher training.

  8. Promote partnerships among schools, universities and research labs to continually evaluate the effective use of technology in Earth and space science education.
    A sound research base is needed to ensure that training for teachers and the subsequent classroom use of technological tools is effective. Researchers must develop adequate instruments to assess technology tools and their application in the classroom. Funding mechanisms will be needed to implement these emerging research designs. Finally, the results of such studies should serve as guides to modify and enhance classroom-teaching strategies centered on the use of technology, and the design of teacher technology enhancement training programs.

 
Return to top