C. Rationale Assigning theory and pedagogy in the methods class, and content in the physical science class, misses a genuine opportunity to integrate and solidify a rich understanding of both. Many teacher preparation programs have difficulty guiding their students through this continuum of "novice learner of science" to "expert teacher of science". This project applies learning theory to mobile/tablet technology to create a "blended" science curriculum for aspiring teachers that will increase their scientific understanding and critically engage them as they transfer their new science knowledge into the process of designing an instructional science unit for K-8 students.

Sample project data showing project impact on teaching F. Impact on Teaching What is the evidence that teaching has changed? The classroom learning environment has shifted from teacher/laboratory centered to student/real world centered. Students not instructors actively engage computer simulations of dynamic systems and investigate "real world phenomena" of personal interest outside the confines of the classroom laboratory. Pre/Post data from a "Student Assessment of Learning Gains" (SALG) survey show that the number of students who found the computer simulations and mobile data acquisition "much or very helpful" increased 11 to12%. The implementation of cutting edge mobile/tablet technology with future teachers has the potential to impact teaching in K-8 science classrooms. Emerging evidence can be found in pre/post student reflections (300 word narratives) on the use of technology in teaching and learning science. Analysis and coding for emergent themes revealed: 1. Students were overwhelmingly fascinated by the tablet feature of the computers! 2. More students were able to articulate specific technology (ex. simulations, data acquisition, excel graphing and charting) that improved their learning 3. More students reported that their experience in P107 and EDTE316 shaped their views of technology use in teaching and learning

G. Impact on Student Learning One Year Ago - The typical CSUS student teacher took physics as an undergraduate, science methods as a credential student and a separate technology class. Today - In the blended program, students take physics and science methods the same semester and simultaneously learn how to use tablet/mobile technology learning tools. Comparison of pre/post exam and research project scores over the past 3 years show consistent measurable gains in student achievement ranging from 4to 24 The greatest gain is achieved when substantive curricular changes based on research on teaching and learning accompany the integration of technology. One Year From Now - Although progress has been made utilizing technology for science learning the transfer of this learning into best practice K-8 curriculum and instruction needs to be facilitated. The project's next step is to integrate a field experience into the curriculum where future teachers can take the technology and use it not only to design science lessons, but to teach science lessons in the K-8 classroom. This will be accomplished through existing partnerships with local K-8 schools that are "technology ready" but lacking in science instructional support. URL of hp project homepage: Connect to project homepage for more data on student learning Physics 107 Evaluation Data Download P107 Data Spreadsheet

Sample project data showing project impact on student learning

What are students doing with technology? Using technology to do interdisciplinary research projects; taking the computer to real world phenomena - ex. musical instruments, motion of cars down a ramp, plant growth.

Examples of computer data acquisition laboratory activities

Ex.1 Students use mobile technology to investigate sound waves produced by musical instruments. Materials: Saxaphone, tablet PC, PASCO 750 interface box, sound sensor, Data Studio software.

Ex. 2 Students use computers to analyze the motion of toy cars on different surfaces Using spreadsheets and graphs to analyze experimental data

Ex. 3 Students examine the effect of color of light on plant growth

Implementation D. Pedagogy: Although instruction in Physics 107 and EDTE316 has been "hands on" and "inquiry based", limitations in the available instructional technology made it difficult to effectively use computer simulations, data acquisition hardware and interactive lesson design modules. Using resources provided by the hp teaching for technology grant the following changes in were made: 1. Use of computer simulations shifted from being teacher centered to being student centered. For example, instead of the teacher demonstrating the sound wave simulation to the whole class using a computer projector, students individually engaged in running the simulations, changing variables, and making measurements from the simulation on their own computers. 2. Student inquiry research projects previously restricted to "physics only investigations in the laboratory" were expanded to include interdisciplinary science projects and investigations of the world outside of the laboratory. 3. The design of K-8 science lessons by CSUS students was no longer confined to the "science methods" course but the interactive design module made it possible to access pedagogy and content resources in P107 and outside of class. E. Technology: Technology implementation was designed to be student centered, critically engaging and included the following: 1. Use of computer simulations by students to investigate dynamic phenomena, ex. motion, waves and sound. 2. Use of computer data acquisition equipment and mobile feature of the lap top by students to collect "real world" data outside of the classroom laboratory 3. Use of e-lecture notes and e-lab journals by instructors and students to record and communicate scientific findings 4. Use of interactive e-lesson design tool by students to facilitate planning an instructional K-8 science unit. Software being used for this project includes: Microsoft Word,Excel, PowerPoint, Explorer and Journal Data Studio Web-CT

H. Quick Facts Departments: Physics and Teacher Education Courses Impacted: Physics 107: Conceptual Physics and Scientific Inquiry EDTE316 Science Curriculum and Instruction for the Diverse K-8 Classroom # Students Impacted: 100 CSUS Liberal Studies/Blended Elementary Teacher Credential students, 15 CSUS Alliance for Minority Participation (AMP) Freshman students. 60 K-8 Teacher in-service workshop participants # Faculty Involved: 4 to 5 science and education faculty

I. Contact Information: Lynn M. Tashiro, Co-PI Title: Professor of Physics Office: Sequoia 436 E-mail Address: [email protected] Telephone:916 278 7687 Mailing Address: California State University, Sacramento Department of Physics and Astronomy Street Address: 6000 J Street Sacramento, CA 95819-6041

J. References Student Assessment of Learning Gains (SALG) Free Online Survey Tool Digital Natives, Immigrants Digital Natives Interesting Reading on Technology, Teaching, and Students - A New Way to Look at Ourselves and Our Kids

LCD projector to present class notes. Diagrams are important in physics and tablet captured lecture notes are posted on WebCT, online course management system.

What Are Faculty Doing With Technology? Examples of Simulations. Sound at University of Colorado CSUS Newcomb Simulations

Comparison of blended to blended: technology integration only

Using technology to document and communicate scientific findings -- e-lab journal, Inquiry brochures, photos of experimental set ups

This project supported in part by an HP Technology for Teaching grant.