Using Digital Technology to Enhance, Transform, and Teach Microscopy

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Using Digital Technology to Enhance, Transform,
and Teach Microscopy

• Dr. Jeremy Dickerson
• Assistant ProfessorBusiness and Information
  Technologies Education East Carolina
  UniversityDr. Dennis Kubasko, Jr.
• Assistant Professor
• Watson School of Education
• University of North Carolina at Wilmington

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Introduction

• This presentation describes the implementation of
  laptop computers and digital, USB-based
  microscopes (Proscopes) into high school biology
  classes.

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Literature Review

• Research and history chronicles how science and
  technology are inextricably bound (American
  Association for the Advancement of Science
  (AAAS), 1989 1993 National Research Council
  (NRC), 1996).
• The National Science Education Standards state
  The relation of science totechnology and the
  nature of science should be part of their
  education (NRC, 1996, p. 20).

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Literature Review

• According to Wekesa (2006), inadequate and
  limited teaching methods tend to negatively
  affect the learners views of scientific concepts
  and associated methods.
• Hands-on science does not guarantee inquiry
  (Huber Moore, 2001), and there is a danger in
  equating inquiry-based instruction with the
  currently accepted notion of hands-on science
  (Jones Vesilind, 1998 Crawford, 2000).

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Literature Review

• Leonard (1992) reported areas of justification
  for the use of computer-based technology in
  science education
• Economic use of laboratory facilities and
  materials
• More efficient use of instructional time
• Increased interactivity
• Ability of the technology to provide more
  concrete representations of abstract concepts
• The ability to interact with phenomena
  characteristic of a science classroom

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Literature Review

• The shortcomings of the light microscope in
  relation to ease of viewing and group learning
  experiences due to the size of the ocular are
  addressed by implementing strategies that display
  the virtual images on a video screen (Downing,
  1995).
• Schonborn and Anderson (2006) suggest that
  although a large diversity of static, dynamic,
  and multimedia visual displays continues to flood
  the modern educational resources market at an
  exponential rate, little pedagogical attention
  has been given to this vital component in
  cellular biosciences education.

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NC Standard Course of Study

• The secondary science curriculum deals with
  understanding cellular biology through microscopy
  applications.
• As stated in the North Carolina Standard Course
  of Study Competency Goal 2 The learner will
  develop an understanding of the physical,
  chemical, and cellular basis of life.
• (http//www.dpi.state.nc.us/curriculum/science/
• scos/2004/23biology, 2007)

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Questions

• The primary interests in this research project
  were to determine the following
• How can technologies be effectively integrated in
  the process of teaching and learning microscopy
  and cellular biology?
• What are the effects of replacing/substituting
  traditional equipment and educational
  methodologies with technology-rich activities?

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Changes in Technology, Process, and Product
Traditional Equipment
Digital USB Microscope
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But Why Do Any of This?

• We believe the infusion of technology changes the
  way we live, work, and play!
• We believe an emphasis on technology integration
  can impact teaching and learning.
• We believe technology integration has a dramatic
  effect on human processes, human performance, and
  human products.

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Questions for Our Audience?

• How many have backgrounds in science?
• How many have backgrounds in technology?

• Think about and describe what your K-12 science
  and technology classes were like when you were in
  school.
• Can you describe K-12 science and technology
  classes in schools today?

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Questions for Our Audience?

• Do you feel that science and technology should be
  taught separately or together?

• Should technology classes exist, or should they
  be a part of other disciplines via integration?

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Setting

• This project took place in high school classes in
  southeastern North Carolina.
• The school was purposefully chosen due to its
  geographical location, diversity in student
  population, and its limited access to appropriate
  technology.
• High poverty
• Low performing
• Approximately 60 percent Caucasian and 40 percent
  non-Caucasian

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Conditions Prior to Technology Integration

• Students were using traditional light microscopes
  of poor quality, one student at a time (Look and
  Go).
• Independent work.
• Development of paper-based work products.

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Action

• Observed classes using traditional microscopes
  while learning lessons in microscopy and cell
  structures
• Replaced the use of traditional microscopes with
  digital, USB microscopes and laptop computer
  stations
• Replaced paper and pencils with PowerPoint

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Action

• Provided a five-minute training session and
  support as needed
• Observed students with technology
• Replicated this process in three different
  classrooms (one high school, two middle school
  classes)

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Transformation via Technology

• The Process Looking at a computer visualization
  instead of through an eyepiece
• Creates instant student-to-student collaboration
  (meaning created via social discourse)
• Static and vivid color representation on screen
• Easier to view the characteristic under study
• Efficiency in data collection leading to
  effective data analysis

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New Eyepiece
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Individual Student Viewing Slide with Eyepiece
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Close-Up
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Collaboration
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Collaboration
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Collaboration
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Collaboration
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Samples Taken by Students
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Samples Taken by Students
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Transformation via Technology

• The Products Lab Reports - From paper and
  pencil to multimedia presentations
• Students natural inclination toward technology
• Automatic adaptation with little/no assistance
• Unexpectedly advanced products

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Traditional Lab Report
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Electronic Lab Reports
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Reflections

• Technology transforms the learning environment.
• A change in technology resulted in a change in
  process and product with very little additional
  input.
• The integration of the laptops and the USB
  microscopes provided an opportunity to create
  rich, interactive learning environments.

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Reflections

• Science and technology enhance each other when
  appropriately combined.
• Cost efficient Digital microscopes less
  expensive than traditional microscopes.
• Easier to use in field-based setting.
• Combination of technologies allowed students to
  learn the science concepts and apply 21st century
  skills within the learning environment.

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Next Steps

• Measuring the impact of this technology on
  student learning.
• -Does engagement and collaboration translate to
  student learning?
• More multimedia Using the digital stills and
  motion video to create more elaborate multimedia
  productions such as web sites, video journals,
  and short learning documentaries with movie
  editing software and DV cameras.

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Hands-On Opportunity

• Feel free to come up and try the digital
  microscope.

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For More Information

• http//www.vernier.com/labequipment/proscope.html

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Using Digital Technology to Enhance, Transform,
and Teach Microscopy

• Dr. Jeremy Dickerson
• Assistant ProfessorBusiness and Information
  Technologies Education East Carolina
  UniversityDr. Dennis Kubasko, Jr.
• Assistant Professor
• Watson School of Education
• University of North Carolina at Wilmington