TECHNOS

August 21, 2008

September 2005—Vol. 2, No. 8

Shape of Life: The Story of the Animal Kingdom series available!

Based on the PBS documentary, The Shape of Life, this series meets AAAS National Science Teaching Standards for Grades 9-12.

The U.S. Department of Education has set up a Web page to provide information about how to get assistance for schools after Hurricane Katrina. Access "Relief and Support for Victims of Hurricane Katrina" here: http://www.ed.gov/news/hurricane/factsheet.html. Click on the "Hurricane Help for Schools" button and follow the directions for further information, whether your school district needs help or desires to provide help to other districts.

from the PEN Weekly NewsBlast of 09-02-05:

EDUCATION PLANS UNFOLD IN WAKE OF HURRICANE DEVASTATION

Even as schools across eastern Louisiana are closed—some of them indefinitely—local and state officials are laying plans to assure that students have classrooms to go to as soon as possible. Districts throughout the state that remain open are telling families who have evacuated to their areas to register children in local schools while the regions hit hardest by the storm work to reopen their schools, reports David J. Hoff. Elsewhere in the storm-ravaged region, schools were closed throughout southern Mississippi, which bore the brunt of the storm but hasn't suffered flooding of the magnitude of eastern Louisiana. On the eastern edge of Katrina's path, two of Alabama's biggest school districts, in Baldwin County and Mobile County, were shuttered and without power. Texas is already preparing to enroll possibly thousands of residents from New Orleans into Houston-area schools. http://www.edweek.org/ew/articles/2005/08/31/2hurricane_web.html

RESOURCES FOR HURRICANE KATRINA

Earlier this week Hurricane Katrina slammed into the Gulf Coast states. It was one of the most powerful hurricanes in recorded history. Many lost their homes and businesses. Others experienced emotional or physical injuries, and some lost their lives. Thousands need shelter, food, water, and medical supplies. MindOH! wants to help young people explore the good that can come from a bad situation, and to encourage them to be courageous in the face of a disaster. They have created a number of resources that include a classroom lesson plan, a family activity and broadcast messages intended to encourage both the victims of the hurricane and the giving to relief organizations. These can be read over a school's in-house public announcement system or television system. Feel free to pass these resources along to your colleagues or anyone else who could benefit. http://www.mindohfoundation.org/hurricanekatrina.htm

Welcome to the technos.net e-newsletter, published by AIT’s Technos Press. You’ll find valuable information here about AIT products and services and other noteworthy news from the world of education. Please let us know what you think, or what you’d like to see here, by emailing us at: editor@ait.net. Thank you!

Featured Interview

Argonne National Laboratory’s Harold Myron, Director, Division of Educational Programs

Harold Myron, Ph.D., is the Director of the Division of Educational Programs at Argonne National Laboratory (ANL) in Argonne, Illinois. The Laboratory is operated by the University of Chicago for the U.S. Department of Energy, Office of Science [see our Featured Article, below]. Dr. Myron was born and raised in New York City and attended college at Queens College in New York City. He did his Ph.D. at Iowa State University in Ames, Iowa—an occurrence he admits was “a major culture shock.” Nevertheless, he stayed at Iowa State, became a research assistant at the Ames Lab on campus, and received his doctorate in solid-state physics. His post-doctoral work was done at Northwestern University in Evanston, Illinois, where he taught freshman physics. Dr. Myron did computational physics throughout his research career and was eventually asked to help set up a research lab in that discipline at the equivalent of the Dutch National Science Foundation at a university in Holland, where he spent eleven years. He then became the head scientist in charge of the large-magnet laboratory at that university for about six years. Upon his return to the United States, he was hired at Argonne at the Division of Educational Programs (DEP), and as a senior program leader helped set up the instructional laboratory at DEP. Dr. Myron often travels to Europe, Holland in particular, and participates in international conferences such as those with the International Atomic Energy Agency. Technos talked to him in August.

Technos: Did you enjoy teaching?

H.M.: Yes, I did. Teaching freshman physics at Northwestern was a lot of fun. In a way it was amusing, because freshman physics is really quite standard. You could wake up in the middle of the night, and someone could ask you a question about physics, and you could answer it and go right back to sleep — that material became part of your psyche, your way of thinking. And you were thinking in Newtonian terms rather than Aristotelian terms. Aristotelian is the way most people think; it’s not cause and effect. There are discussions of Aristotelian physics, which is not physics at all; it’s just very descriptive and not based on experiment. In any event, our society thinks in Aristotelian terms, and so did the students who were taking freshman physics. They were just astonished that they could ask me a question and I could answer it; all of us can.

But, in regards to our Division, in particular the instructional laboratory that we have here—it is a reflection of a multidisciplinary laboratory for educational purposes. So we have accelerators, x-ray machines, all types of analytical chemistry and biological equipment and material science, of course, and the like, using our instructional laboratory. It’s all for students, pre-college and college kids, and it all relates to instructional technology. You can’t do data analysis without computers.

One thing the Division did that was very productive and useful for the district of northeastern Illinois is that when the Internet became available through dial-up access, we with our partners throughout this area, developed a consortium of Internet access for the teachers through their classrooms and their homes using dial-up mechanisms. This was before there was wireless or cable. We had an initial group of 8,000 users who paid an annual fee of $70 to help cover the expenses we had in managing it. We just closed it about a year ago.

So it was sort of an AOL service?

Right. Except it was for teachers only. But it became clear that we’d best serve the community by letting them go to private vendors because of speed, security, liability, and spam and hacker protection. With that consortium, which was considerable, we’re looking for other mechanisms using information technology to keep it going. One thing that I would hope we could do—and we’re doing it in a very small way with the state [of Illinois] and the city of Chicago—is to give lectures using the Internet, in real time, as sort of a “poor man’s” access grid. We’ve had some success already. We’ve linked three schools in Chicago to Argonne and had some panel discussions on how to make a good science-fair project, or what are the issues being discussed at the time, such as what makes good chemistry.

Read the entire Interview with Dr. Myron.

Featured Article

Argonne National Laboratory Sponsors the Division of Educational Programs to Reach Out to Teachers, Students

Argonne National Laboratory (ANL) is this country’s first national laboratory. Located about 25 miles southwest of Chicago, Illinois, Argonne is operated by the University of Chicago for the U.S. Department of Energy Office of Science.

ANL’s history begins with the University of Chicago’s Metallurgical Laboratory, dubbed the Met Lab, which was part of the World War Two Manhattan Project. There, on December 2, 1942, Enrico Fermi and his colleagues created the world’s first controlled nuclear chain reaction, leading to the development of the atomic bomb. The Argonne National Laboratory was chartered in 1946 with the mission of developing nuclear reactors for peaceful purposes. Today, the Lab’s research activities include, but are not limited to, five areas: basic science, scientific facilities, energy resources, environmental management, and national security.

One of ANL’s missions is to educate, and its Division of Educational Programs (DEP) does just that by playing host to more people—students and faculty—than any other DOE national lab through its many internships, conferences, and workshops. The Division is directed by Harold Myron, Ph.D. [Read our Featured Interview with Dr. Myron.], who oversees programs for teachers and students at five levels: graduate and undergraduate, K–12, faculty research, and international training.

On the K–12 level, the DEP hosts academic contests, conferences to stimulate interest in science and engineering careers, and teacher development.

In April 2005, academic competitions among teams of sixth-, seventh-, and eighth-grade students were held in a Science Bowl Q&A format and a fuel-cell and solar-car development competition. Each year, the Rube Goldberg competition pits young minds against a challenge of engineering to invent a complicated way of achieving a simple result.
DEP provides Argonne’s Research Participation Catalog, which contains titles and descriptions of most of ANL’s current research projects.
The NEWTON online bulletin board houses the Ask A Scientist service, which allows visitors to ask questions of professional scientists online. An FAQ section offers the opportunity to search answers to thousands of previously answered questions.
Introduce a Girl to Engineering Day targets sixth- through eighth-grade girls who are interested in math and science to spur their possible interest in pursuing careers in engineering.
Learning Labs for school (fourth grade and older) and community groups are one- to two-hour programs that offer demonstrations, hands-on lessons, and other activities that give students an opportunity to see what scientists do at Argonne.
Pre-Service Teacher Internships give future science, math, and technology teachers experience and understanding of the research process.
Science Careers Videoconferencing Series is aimed at sophomore, junior, or senior high school science students and consists of 45-minute interactive sessions that bring together science professionals and students who are interested in pursuing careers in science.

While Argonne National Laboratory is involved in heavy-duty research and national security activities, its educational programs are also keeping students and teachers abreast of science developments. “Doing science” is the best way to appreciate it and learn it.

For more information about Argonne National Laboratory’s activities, divisions, and programs, jump to the Recommended Links section.

What’s New at AIT?

Neal Hazeltine Re-joins AIT as Marketing & Sales Manager

The Agency for Instructional Technology welcomes back former employee Neal Hazeltine. Executive Director Chuck Wilson announced the rehiring of Mr. Hazeltine as manager of sales, effective July 1, 2005.

“We’re very pleased to have Neal back with the Agency,” Mr. Wilson said. “He was a valued employee as a salesperson when I was sales director, and he’s returned to take up where he left off—which was at a very high level of effectiveness.”

For his part, Mr. Hazeltine is happy to be back. “A lot has changed since I left AIT—digital distribution and the use of DVDs in educational settings, to name two things, have just exploded,” he points out.

AIT’s foray into digital distribution will continue; however, the Agency recognizes that not all schools have those technologies up and running.

“Two of my immediate goals will be to re-energize the audiovisual market through packaging of our existing products, and to target our marketing of those products more effectively,” Neal says. AIT’s AV products will be grouped by grade level and curriculum area, for instance, with the goal of getting them into the hands of teachers at smaller schools that might not have the newest modes of technology installed.

He emphasizes that, just as production and distribution of instructional materials have gone digital, so will the marketing of those products. “It’s no longer appropriate or effective to paper the world with direct mailing brochures, as was done in the past,” Neal says; although he intends to use tried-and-true cross-promotional techniques. The Internet will be used to facilitate marketing and sales, but he will also take the personal approach by meeting with school district personnel and attending conferences where purchasers are in attendance.

Mr. Hazeltine, a graduate of the University of Nebraska, has more than 20 years’ experience in sales. He has spent the past 10 years working for nonprofit corporations, marketing to schools, government agencies, and other public service organizations. Welcome back, Neal!

For more information about AIT’s marketing, sales, and customer service—or if you have questions about available AIT products—call Neal Hazeltine at 1-800-457-4509, ext. 263.

Tech Notes

Teach the Constitution (and meet new Federal requirements) Through Technology

September 17th is Constitution Day—this year marking the U.S. Constitution’s 218th birthday. Constitution Day has even greater significance this year because of a law sponsored by Senator Robert Byrd (D-WVA) requiring that schools which receive federal funds, and all federal agencies, stage educational events about the Constitution on or around September 17.

A variety of resources are available on the Web to help teachers plan Constitution Day activities. Most of these are free of charge and downloadable, making last-minute planning possible.

Here are a few of the many resources you can access through a simple “Constitution Day” online search:

The National Constitution Center has developed materials to help teachers satisfy the new law. The Center has also brought together a group of people and organizations who have created materials in a Web portal, a one-stop shopping center for Constitution Day materials, most of them downloadable and free. Visit the portal at: http://www.constitutionday.us.
The Center also has developed a tool kit on how to stage an America Reads event at schools, and has designed an I Signed the Constitution tool kit.
The About.com folks have provided a variety of resources, including online copies of the Constitution and the Federalist Papers.
Justice Talking, NPR's award-winning radio series—in cooperation with the National Archives and Records Administration, the New York Times Knowledge Network, and other partners—will broadcast two programs online and via satellite. Any school or group may show the programs and build their own educational events around them without charge. Find out more.

AIT has video resources available to teach the Constitution. The “A New Nation” episode of the Tracks: Impressions of America series focuses on the creation of the U.S. Constitution and sketches the three branches of the federal government ($79.00 for the 15-minute video, grades 4–8). The series The U.S. Constitution includes six 30-minute programs for grades 7–12. In the series, award-winning journalist Bill Moyers explains how the Constitution has been interpreted over the years and how it has evolved to resolve conflict through changing political, economic, and social situations. Dramatic segments present recurring constitutional themes and issues that help young people understand and appreciate the Constitution's application to their daily lives ($295 for the six-part series). Contact AIT at 800-457-4509, ask for a “rush” order, and we’ll get these to you in time for your Constitution Day observance.

NECC 2005 Sparks a Revolution in Learning

By Elaine Larson, AIT’s Director of Education

It’s noisy; it’s crowded. It takes a road map, GPS, or helpful “tour guides” to navigate. Most of all, it’s an exhilarating glimpse of everything from beaming stations (to download conference information onto your handheld) to loaner MP3 players (for listening to specially produced podcasts of conference events) to computer repair stations (staffed by students).

The 2005 National Educational Computing Conference (NECC), presented by ISTE in Philadelphia June 27–30, treated the more than 17,000 participants and exhibitors—newbies and geeks alike—to a buffet of tasty tech dishes. This year’s conference was titled “Digital Illuminations: Sparking a Revolution in Learning.”

Under the theme “Student Voices,” the conference showcased student videos, handheld computing projects, and a host of student initiatives. As one student video summarized: “Listen to us, we have much to say.”

Conference planners didn’t just offer meaty sessions on all sorts of new technology; they used that same technology in delivering conference sessions and providing networking opportunities for participants.

For example, participants were encouraged to create blogs and podcasts of their conference experiences, thus creating a new meaning for the word “networking” at a conference. You can read some blogs or download podcasts at http://center.uoregon.edu/ISTE/NECC2005/glance/blogging.php.

If you were a newbie who wasn’t even sure what a blog or podcast is, however, the conference offered a multitude of sessions to help you learn everything from how to set up your first blog site to defining RSS (Really Simple Syndication: http://center.uoregon.edu/ISTE/NECC2005/what_is_RSS.php) to figuring out copyright issues.

Check out these resources:

Weblogs in Education
An interview with Will Richardson of Weblogg-ed.com, plus links to other related resources.
Exploiting the educational potential of Podcasting
This neat little site from the United Kingdom provides a brief overview of podcasting and how to create and listen to podcasts available on the Internet.

Videoconferencing brought a whole new flavor to the 2005 NECC offerings as well. Participants had the opportunity to hear presenters from all over the world, and they saw how powerful videoconferencing can be in the classroom.

The promise and the challenges of assessing student performance/achievement through technology was a major conference focus. Sessions on data-driven decision making demonstrated the most cost effective ways to gather the necessary data. Sessions and exhibits highlighted a myriad of simple and complex tools for day-to-day testing of student learning—tools that give teachers a chance to test, score, reteach as necessary, and retest.

Check out these Web pages:

You can’t encapsulate the NECC experience in an article! You can’t categorize, contain, or distill the experience. It’s much like technology itself in that way: splitting, like atoms, right in front of you. Real and virtual; accessible and out of reach; fascinating and frustrating. There’s the fun…and the future.

If you missed this year’s NECC sessions, consider attending NECC 2006, which will be held in San Diego, July 4–7, under the theme: “Explore—Dream—Discover: Charting an Intentional Future.” Conference planners are already calling for presenters. Access NECC 2006 information and proposal submission forms at http://center.uoregon.edu/ISTE/NECC2006.

Please see our June issue for more information about interactive videoconferencing in the classroom.

etc. (News You Need)

The Center on Congress at Indiana University has released the findings of its inaugural survey of the public’s attitudes toward Congress. The Center will conduct the non-partisan national public opinion survey annually. The full report on the survey can be accessed at http://centeroncongress.org and http://centeroncongress.org/pdf/COC%20Survey%2008_2005.pdf.

Advice for New Teachers: Scott Mandel, author of The New-Teacher Toolbox: Proven Tips and Strategies for a Great First Year, and Lisa Vaney, director of the New Teachers Network, took questions on new teachers’ needs and concerns in EdWeek.org’s Live Chat of August 24, 2005.

On the same topic: The U.S. Department of Education offers an online book for new teachers at its Web site. “Become a Teacher: Survival Guide for New Teachers” includes “the reflections of award-winning first-year teachers who talk candidly about their successes and setbacks, with a particular emphasis on the relationships they formed with their colleagues, university professors, and their students’ parents. Veteran teachers, especially, are a powerful factor in a new teacher’s experience.”

The September 2005 issue of Edutopia Magazine features an article about teachers using hip-hop music to engage students. “Hip-Hop High,” by Eric Hellweg, can be accessed at edutopia.org, where links to some of the Web’s best resources for teachers interested in integrating hip-hop into their classroom lessons can also be found: http://email.e-mailnetworks.com/ct/ct.php?t=1025529&c=565384799&m=m&type=3

Educate/ipodcast.org.uk is an online directory for educators, schools, and colleges from the United Kingdom. It promotes and lists selected podcasts that are “family friendly” and suitable for children and young people, categorized by broad subject areas.

In our Featured Interview with Dr. Harold Myron, Director of the Division of Educational Programs at Argonne National Laboratory, he makes reference to math being the least popular academic subject. A recent AP-AOL back-to-school poll resulted in almost four in ten adults saying they hated math in school, an attitude that may account for the poor showing American kids have when compared with Asian and European students. Compared with students overseas, students in the United States tend to be stronger in math in elementary school and move progressively behind as they get into high school.

AIT Products & Services

Inventing Flight for Schools is a multimedia curriculum for 6th, 7th, and 8th graders that guides students through the science and history behind the Wright Brothers’ invention of powered flight. It is inquiry driven and standards based, and provides hands-on activities that help students learn key science concepts and processes. The Inventing Flight for Schools curriculum kit contains: six 10-minute video programs, a DVD Resource disk, a teacher’s guide, student worksheets, and Web-site activities and resources. For more information and to view a video clip, visit the Inventing Flight Web page.

Science Desk, from the producers of Assignment: The World, is a collection of ten 3-minute videos targeted to grades 4–7 that provide a glimpse into how science affects our everyday lives.

Energy, The Pulse of Life explores both basic science and (applied) technology concepts related to energy, including today's most pressing issue of energy use. Connect theory to real-life applications based on core material on the scientific history, physics, and biology of energy. The material is presented in a style designed to appeal to a teenage audience, yet the content is very rigorous. Nine 10-minute programs for grades 7–12.

Math @ Work is a multimedia program that explores daily math challenges in five industries: theme parks, snacks, fashion, weather, and newspapers/sports. Five 20-minute programs for grades 6–9. For more information and to view a video clip, visit the Math @ Work Web page.

Mathemedia helps teach 7th- through 12th-grade students to apply mathematic principles to real-world situations, by placing math in everyday and workplace contexts. Real-life applications of mathematics concepts are illustrated through dramatic video segments showing peer-age characters using math to solve common problems. Twelve 20-minute programs.

Mathematics Is Elementary, targeted to students in grades 2–4, uses real classrooms and real-life situations to involve students in contextual learning. Through an interactive process, teachers and children encounter every aspect of the world of mathematics. Instead of passive viewing, the thirteen 15-minute videos provide stop-point opportunities to discuss everyday problems and engage in activities that draw students directly into problem solving. One 30-minute teacher program is also available.

Physics: What Matters, What Moves investigates the basic concepts behind electromagnetic force, energy, gravity, light, motion, and nuclear force. Six 15-minute programs for grades 7–12.

An Oldie, but a Goodie from AIT: Principles of Technology introduces the mechanical, fluid, thermal, and electrical principles that modern equipment uses and helps students prepare for technical careers. Meet new high school science and mathematics requirements with this practical and academically rigorous foundation course in applied physics. Fourteen units targeted to grades 9–12.