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Examples of Technology in My Science Classroom |
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Software Review of Science Seekers: Hidden in Rocks |
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Science Seekers: Hidden in Rocks Tom Snyder Productions 800-342-0236 Grades 5-8 Earth Science Reviewed by Sherree Wolfgang Software Description Science Seekers is a unique program in the
fact that there are technological components, cooperative group work away
from the computer, and lab experiences that are integrated to teach content.
Students are invited to help real scientists to solve a problem. In the case
of Hidden in Rocks, students’ objectives
are to learn about the features of Vastland
(depicted via satellite photos) and direct a team of paleontologists to the
best place to find fossils based on their research. Along the journey,
students learn about plate tectonics, the rock cycle, and erosion. The
software contains video clips of actual scientists to assist in placing
students in a real-world scientific endeavor. At the end of each session,
there is a computer-based Q and A segment to bring the class together and
check for understanding before moving to the next task. The
teacher divides students into groups of four. Each group is assigned a
number, and each student is assigned a letter. Together as a class, students
view a video segment introducing the problem. Then students break into their
groups with a “memorandum” sheet listing questions to answer. Each member of
the group is given a letter-specific information page (so each person in the
group has a different piece of information needed to answer the questions of
the segment). The group works cooperatively to teach each other the material
as well as answer the questions. The teacher may also interject a lab
experience from the software manual to further reinforce content. After every
group answers the questions, the class comes together to discuss the answers
along with the computer program. While reviewing answers to the questions
within the software, students may view video explanations of some answers
which provide a visualization of the content. Student
groups are provided a poster with six satellite photos of various areas of Vastland. With their newfound knowledge, groups are
encouraged to eliminate sites that would not be suitable for fossil
excavation. The class comes together again (possibly in the next class
session) to move to the next session, which will open with a video and follow
the same procedure. Accuracy of Content Most
of the content is found on the handouts provided within the teacher’s manual.
All parts of the software package have been reviewed and content is deemed
accurate. The overall theme of finding the best possible fossil site ties the
content of the sessions together. Because of this, the video segments within
the computer software are required for the entire premise of the experience.
The sections are well planned. The role of plate tectonics on Earth leads
into the rock cycle, and the program ends with the effects of erosion on
those studied rocks. Content of the software addresses CT Science Standard
7.3 and the entire experience as written can work in a seventh grade
classroom. The printed materials may be too overwhelming for fifth graders,
and eighth graders may not invest themselves in the experience. The
portions that are available on the CD-ROM are easy to find and navigate. It
is possible to jump around to different video clips, sections, etc. in order
to reinforce material as necessary. The program should include more of the
handout information for a complete hands-on, audio/visual experience
especially for learners with special needs that would be unsuccessful with
traditional worksheets. Technical Quality When
the CD-ROM is entered into the computer, prompts on the monitor direct the
user to install Quick Time (if needed) and Science Seekers: Hidden in
Rocks. The overall software program is very simple, mainly utilizing
mouse point-and-click to navigate through everything. Menus and buttons are
large and easy to use. There is even an option on some screens to have the software
read aloud. (However, one click will only read the portion of the bulleted
list currently on the screen and the same male voice is used throughout. I
wish the screens would automatically scroll as it is read and that the voices
alternated between genders to add variety.) There are several other problems with the software. First, there is an option to show video “regular size” or “classroom size.” According to the manual, when the “classroom size” option is chosen, the video should fill the screen in order to maximize utilization of an LCD projection system, for example. However when I chose the “classroom size” button, the video freezes though the sound continues. I tried to circumvent this situation in several ways, but the result was always the same. In addition, the sound quality of the video is not acceptable for professional production. All videos include a lot of distracting, background “static” noise that takes away from the content of the message. As stated previously, these video clips are essential for tying the parts of the “mission” together, so they are necessary to execute the program as it is intended. Use of Technology I
think the publishers of this software can upgrade this program so that it
would reach more students with greater inquiry exploration. One direction is
mentioned in an earlier section when I suggest that all information (such as
the content on the student worksheets) be integrated into the software
program to facilitate learning in a multi-media way especially for students
who struggle with reading. If content such as rock faulting and volcanoes is
completely presented on the CD-ROM with animated illustrations and varied
speakers, the program is then a tool for students to learn on their own, which is more my teaching style. In its current state, the
teacher evaluates student answers provided during the Q and A section that
determines if the class moves on to the next session. If students learned the
material on their own as well as completed an “e-assessment,” they could gain
much more from the experience. Teachers
do not have the ability to modify the software in any way. When I use this
program in my own class, I will create my own modified worksheets for
students that need them (advanced as well as struggling readers). I may also
skip the Q and A section as it is programmed and replace it with some other
type of check for understanding/assessment. One advantage is that the program
is segmented enough so that you can pick and choose which parts you want to
include/modify to fit the needs of your students. Role of Students This
software is very limiting for students because the majority of the content
comes from the worksheets provided in the teacher’s manual to complement the
program. There is no real interaction with the program except for the
provision of video tutorials. Students could certainly advance through the
screens within sessions as well as be in charge of leading class discussion
of assessment questions at the end of each session. The role of students is
primarily to work within their assigned groups to learn the information on
the four worksheets, perform any lab experiments, answer the questions, and
decide which of the satellite photos represents the best fossil dig site. Role of Teacher The
teacher assigns groups, manages worksheets, provides lab
materials/instructions, and monitors for assessment. Because the software (as
intended) cannot be effective without the materials located in the software
manual, the teacher is necessary for the learning experience to be a success
(unless students are able to freely use the copy room). The teacher is also
in charge during the Q and A session. The program allows the option for
random selection of groups/students to answer the questions. After class
discussion is complete, the teacher may click on the button indicating
understanding or another button that will bring that question back to focus
at the end of the session to be discussed again. Only when the teacher deems
that the students understand the material for every question will the
software prompt advancement to the next session. Classroom Usage I
will use this software and its associated classroom activities as
reinforcement after introducing the material in a unit during class time. The
cooperative element as well as the application of knowledge will be more
beneficial to students when implemented in this way. The premise of the
program (finding a suitable fossil site) provides purpose and fun to the
exercise because students are working toward a goal of scientific importance.
If there is not time in the unit for its use, the video illustrations can be
projected to the class and used to explain phenomenon as it is covered
traditionally. Critical Summary Science
Seekers
provides an experience that combines technology with cooperative learning.
The premise is good, but the software has potential to be made more universal
for learners if adapted in the ways listed above. Despite its shortcomings,
it is a tool that I will implement into my teaching because of the real world
application it presents. Through its use, students also learn skills such as
team building, literacy, inquiry, and communication while working through the
program as it is originally written. Overall Rating (on a scale of
1 to 10): 6 Explanation of Rating There are some much-needed improvements such as
the video quality and adjustments to meet learners’ literacy needs. However,
until something better comes along that integrates all that this program does,
it is something that I intend on utilizing in my classroom. With some extra
work on the part of the teacher (in the program’s current state), this can be
a knockout set of lessons! |
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Last Revised: 6/12/08 | ©
Sherree Wolfgang | Contact me: swolfgang@sjc.edu |
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