Unit Three: Creating data intensive media

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Learning Objectives

  1. Learners will be able to explain the role of technology in science classes.
  2. Learners will explain the benefit of using technology to have students create data intensive documents.


Do Now

Think about the different ways you have students create data intensive media documents. Use the discussion space to identify how you usually have students create charts/tables, graphs, and diagrams. Then discuss how you utilize technology in the classroom, and predict how technology could support the creation of data intensive media. Talk: Discussion Unit 3

After you have done this, read the brief article, and watch the video, below on how the role of technology is expanding in education in general. Think about the creation of data intensive documents and how technology can support collaboration and student engagement around creation of these documents.

https://www.weforum.org/agenda/2017/05/science-of-learning/

https://tech.ed.gov/netp/teaching/ (You will have to scroll down the page until you see the video on the right. Feel free to read the page as well for further clarification

Mini-Lecture

As educators, we all probably use technology in some form or another to disseminate information and support student engagement. Science is an inquiry process where it is important to allow students to explore concepts and ideas for themselves, test these ideas, and form conclusions based on their experiments. Read the following article by Kim Minchi which outlines some of the reasons technology is crucial for science education:

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20219

Now that we have an understanding of the role technology can play in engaging and supporting learning in science classrooms we will look at specific ways we can help our students use technology to make data intensive documents. One platform that educators and students may both be familiar with is Google. Using Google sheets and Excel is a way that we can engage students in platforms that they are familiar with, and utilize relevant technology. As the article and the video on the Do Now section stated, as many as 65% of our students may have jobs that do not even exist yet today. This makes it all the more important to teach students 21st century skills by utilizing technology. Take a look at the following PDFs which walk you through the steps of making data intensive documents utilizing Google Sheets and Excel. While the examples show large amounts of data in each document, these tools can still be used for data collected by students during inquiry investigations.

http://science-infographics.org/wp-content/uploads/2016/11/5-Comparing-Across-Categories.pdf Ways to organize textual data

http://science-infographics.org/wp-content/uploads/2016/11/1-Time-series-charts-in-Venngage.pdf Time series data (charts/graph)

http://science-infographics.org/wp-content/uploads/2016/11/6-Assembling-and-Displaying-Histograms.pdf- Creating Histograms

http://science-infographics.org/wp-content/uploads/2016/11/4-Visualizing-Relationships-in-Venngage.pdf- Scatter Plots

http://science-infographics.org/wp-content/uploads/2016/11/3-Creating-Graphs-of-Distributions-in-Venngage.pdf Graphs of Distribution

Work Period

Talk: Discussion Unit 3

Summary/Conclusion

References