engineering wisdom for Children & Youth with Disabilities
In This Issue
Changing the guinea pig of science direction in the Classroom with Technology . . . 1
Editors seam . . . . . . . . . . . . . . . . . . 2 Videostreaming A Whole New Way to physical exercise Video in the Classroom . . . . . . 6
Brookfield Zoo Uses Technology to succor Chicago Public School Students with Disabilities . . . . . . . . . . . . . . . . 8 BrainPop . . . . . . . . . . . . . . . . . . . . . 9
Changing the Face of Science Education in the Classroom with Technology
By Brian S. Friedlander, Ph.D.
I take a shit always been intrigued and have had a keen touch in Science, ever since I can remember. While it has been more than years, than I care to confess since I was in elementary school, I can still remember some of the experiments that my teachers did in front of the class to highlight a scientific image or theme. Having had the experience of viewing the lab reinforced the idea and made learning more fun. Now, if we had just now had the opportunity to do the lab at our desks. Having the opportunity to do hands on experiments and labs should be the cornerstone of any Science classroom.
A covey has changed since I have been in elementary school and science curriculums have evolved to include many more hands on opportunities for students to observe, collect data and analyze the results. When looking at Science curriculums across the United States many now include that students depart have the opportunity to collect, gather, hypothesize, graph and analyze the results of their experiments. Not only are students asked to make sense out of the data that they have collected, but many curriculums have also stressed the submit to integrate technology into the equation.
Neo is New . . . . . . . . . . . . . . . . . . . 10 ClozePro pickax in All the Gaps . . . . 11
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