Lesson |
Annotation |
Audience |
Technology |
Video? |
LOTI
Level |
ISTE Standards (Standard 1 is assumed for most technology projects) |
Students investigated the quality of their local watershed
by directly collecting data. The compiled data was then used to create
a script for a student-produced newscast. |
High School Biology/Environmental Science students |
PDA's with Probes, Video Production |
Yes |
The students directly collected data, and they were involved in the production of the newscast.The technology is used to solve a problem relating to an overall theme, so it rates a 4A. | Standard 2: Students were involved in a human issue (the environment) |
|
| Students performed full motion video capture, collect still images, or observed the protists on the screen. In addition, they digitally labeled important features of the protists. |
Middle/High School Biology students |
Digital cameras attached to microscopes (Proscopes),
iMovie |
Yes |
The students directly collected information, and created the product. Most of the lesson was at level 4A; however, some students were apparently allowed to forgo the use of technology and draw what they saw. | Standard 3: Students produced documents about protists Standard 5: Students collected data through observing protists |
|
| Students learn how to use Palm Pilots in order to collect data about a local arboretum. Students beamed individual data to each other in order to generate class data. | Fourth Grade students: gifted, in various subjects, including
biology |
Students used Palm PDA's with DocumentsToGo. Novianimator
and Quizzler were also used. Teachers had access to a Bluetooth printer,
and an LCD projector that could link directly to the PDA's. |
No |
The students directly collected data in the field. They collaborated with each other to create classroom data. While much of the beginning of the project was to learn the basics of using PDA's, the teachers integrated the PDA's into every aspect of their lessons, including homework, so it is at LOTI level 4B. | Standard 3: Students produced documents on their PDA's |
|
| Teachers learn how to use an on-line technology tool to improve their teaching of the scientific method, and ultimately to improve their students' projects in the Intel International science and Engineering Fair. This web site describes the curriculum for the course. | Science Teachers |
No |
While the teachers are in the course, they are developing a higher level thinking project (Level 4B). However, they will eventually incorporate this training into individual science projects that typically are so independent that they potentially can rate a 5 (and rarely even a 6) on the LOTI scale (if, of course, the student chooses to use technology in the project). | Standard 5: Teachers learned how to use on-line tools for analyzing research. |
||
Improving
Water Safety: Intel ISEF Project (page 7 of PDF document) |
Students all over the world participate in science fair projects. This document details the efforts of one high school student to bioengineer bacteria to become water quality detectors. | High school science students |
The student developed his own technology - bacteria
that can detect water quality. |
No |
This is an extreme example of a science project using cutting edge technology. Projects on this level are largely independent in terms of the student and his school. The student often works with an outside research organization. Since this student identified his own project and actually engineered a new technology it is rated a LOTI level 6. | Standard 2: The student tackled a human issue ( water quality) Standard 5: The student developed a biotechnology project through independent research Standard 6: The student developed a new technology that solved a problem |
| Mr. Vincent's whole web site has a ton of information about using handheld's in the classroom. This particular link shows you a whole day from the student's perspective. | 5th Grade students in various subjects |
Palm PDA's and iPods |
No, however there are audio podcasts. |
The students use their handhelds pretty much all day long. While they are student-centered activities, including a newspaper project. the use of the Palm's is routine; it would be LOTI 4B. | Standard 3: The student produced various documents throughout the school day. Standard 4: The student beamed information to his teacher |
|
| An entire multidisciplinary academy of students who develop individual multi-year biotech projects, including collaboration with university and corporate researchers | At-risk 10th through 12th grade biotechnology students |
Mostly biotechnology, depending on the class |
Yes |
The students engaged in individual biotech research projects. These rate very high (LOTI 5 or 6). However, outside of the biotech classroom and projects, very little technology was shown on the video (LOTI 1 to 2) | Standard 2: The students tackled various real-world issues Standard 5: Students were engaged in research Standard 6: Students developed a multi-year project with individual research which by its nature involves problem-solving on many levels |
|
| An environmental science high school partnered up with a local zoo and water commission for individual projects. | 11th and 12th graders interested in environmental science |
Each student has a small office with a laptop. In addition, project-specific technology is included such as water testing equipment. |
Yes |
The students are engaged in individual and collaborative projects to solve real world problems. If they use technology this is rated LOTI level 5, possibly 6. | Standard 2: Students were involved in human issues (water quality). Standard 5: Students were involved in animal science research Standard 6: Students created projects that would include problem-solving |
|
| Students collaborate with local researchers to examine insects under an electron microscope. Bonus: Howard Gardner appears on the first video. | 5th grade science students |
Electron microscope. Video conferencing. |
Yes |
The students collect insects for study. It is very project based, but not clear how much the students actually use the microscope. Given that students are learning and collaborating through the videoconferencing with university scholars, it rates at least a 4B. However, if additional interaction and analysis is performed it could rate higher. | Standard 4: Students communicated with scholars through videoconferencing Standard 5: Students collected data through electron microscope observations |
|
| Pre-service teachers learn how to use cheap Intel digital microscopes to create lessons for students. Fourth grade students learn to use the digital microscope to grow mold.This interesting video shows the lesson from both points of view. | Pre-service science teachers and 4th grade science students. |
Yes |
Pre-service teachers are developing hands-on project based lessons for students. While the training they receive is lower level, with a goal of learning to use the technology, the elementary students use the technology to develop a project, so the LOTI level is 4a. | Pre-Service teachers: Standard 1: Teachers learned the technology largely to use it as a tool in their lesson Elementary Students: Standard 5: Students collected data through direct visual observation of digitally captured images |
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