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RISE TO THE SUN IN SCIENCE!
By students's involvement in their own learning we are teaching them to be in charge and engaged. This is the essence for teaching students how to be active learner and take charge in any circumstances
Create an equal opportunities for your science students!
Research
Design Process
My research shows that there are still thousands of English Learners who whether they drop out of high school or are falling through cracks. Throughout United States, teachers & professors alike have conducted studies that show us that equity in the classrooms has created a fundamental challenge for our educational system. (OECD, 2011) Furthermore, English learners are not dropping out because they don't see education as their only alternative to a better future, (Crandall & Sheppard, 2004)they are only suffering from limited knowledge of the English Language. What are being taught in their ESL classes are not sufficient to open doors for them in other classes appropriate to their age. (Youngs & Youngs, 2001) (Hirvela, 2006) There are remedial classes for such students prior to high school but only offered in handful of schools across the nations. There are many elements and factors that are valued by other researchers to spend months and years to discuss and offer resolutions for such challenges. This is a primary need of any student to know English appropriate to mainstream classroom needed in any content area. We are basically becoming desensitized to an ongoing ESL dilemma. Setting aside our differences and political favoritism, this can be resolved only when we focus on the need of any English Learner at any given time. (Benesch, 1993) My approach is to use technological advances in developing educational tools to bridge the language gap for ELL students only in Science classrooms. I was a secondary science teacher for 11 years and have vivid memories of these students’ track records. The ones who had the wit and the motivation to come forward and requested assistance, only ended up in my after school sessions, for couple of hours. I always wondered what happened to the ones who had the interest but had other obligation to the family or jobs to go to. I always wondered, if these students understood the content in their language, just like their peers, what would have been their experience in science. The time spent on learning a second language, the relevancy to other content in English classrooms can be essential. Two of us from Science and English department found that, collaborating efforts, to be an effective approach in assisting students achieve their excellence. Students would come to my Biology, I taught with Inquiry based approach; therefore I would be using their visual strengths in understanding the materials. ESL students would follow up with the English teacher to complete the assignments. English teacher would give them credit for her standard and I would give credit for the science part. The assessments as well as the teaching science core material were designed for ESL students with their needs in mind.
After reading Dervin's examples of researching sense-making and having conducted your own action research cycle, you should be able to generate some ideas with regard to quantitative and qualitative ways to measure how other's might make sense from a training, web site, or other product you would produce to help others learn about your driving question.
Does language barrier exist in science classrooms that prevent teachers and students to access their teaching and learning objectives?
Proposed measuring process
Interview teachers
Interview students
Interview Science coordinator for Mt. Diablo District
Interview Science Coordinator for Contra Costa College Districts
Interview Science Coordinator for Contra Costa Office of Education
Review articles regarding local ESL students’ achievements in Science, Contra Costa County, Mt. Diablo District
Review of Everett Rogers ”diffusion of Innovation” Much has been made of the profound effect of the “tipping point”, the point at which a trend catches fire – spreading exponentially through the population. The idea suggests that, for good or bad, change can be promoted rather easily in a social system through a domino effect. The tipping point idea finds its origins in diffusion theory, which is a set of generalizations regarding the typical spread of innovations within a social system. In an effort to judge the truth and power of epidemic spreading of trends, I read Everett Rogers’s scholarly and scientific Diffusion of Innovations (1995), which has become the standard textbook and reference on diffusion studies. What I find in this comprehensive and even-handed treatment is an insightful explanation of the conditions that indicate that an innovation will reach the much-hyped tipping point. In this review, I will outline these basic characteristics of an innovation and its context that correlate with its diffusion. Furthermore, I will show the ways in which these understandings improve our capacity to take efficacious action to speed it up. At this point, I will be able to evaluate the claim that the tipping point makes it easy to spread change. Diffusion of Innovation is defined as the process by which an innovation is adopted and gains acceptance by members of a certain community. While a number of factors interact to influence the diffusion of an innovation, the four major factors are features of the innovation itself, how information about the innovation is communicated, time, and the nature of the social system into which the innovation is being introduced (Rogers, 1995). Diffusion research, in its simplest form, investigates how these major factors, and a multitude of other factors, interact to facilitate or impede the adoption of a specific product or practice among members of a particular adopter group.
The study of diffusion theory is potentially valuable to the field of instructional technology for three reasons.
First, most instructional technologists do not understand why their products are, or are not, adopted. This may be resulted from lack of or incomplete research process in a very real sense. The underlying causes of instructional technology's diffusion remains a mystery to the field. There appear to be as many reasons for instructional technology's lack of utilization as there are instructional technologists. Some blame teachers and an intrinsic resistance to change as the primary causes of instructional technology's diffusion problem. Others cite overwhelming paperwork, bureaucracy and lack of funding. By better understanding the multitude of factors that influence adoption of innovations, instructional technologist will be better able to explain, predict and account for the factors that impede or facilitate the diffusion of their products.
Second, instructional technology is inherently an innovation-based discipline. Many of the products of instructional technology represent radical innovations in the form, organization, sequence, and delivery of instruction. An instructional technologist who understands the innovation process and theories of innovation diffusion will have a more comprehensive understanding of the discipline and be more fully prepared to work effectively with clients and potential adopters.
Third, the study of diffusion theory could lead to the development of a systematic, prescriptive model of adoption and diffusion. Instructional technologists have long used systematic models to guide the process of instructional development (ID). These systematic ID models have resulted in the design and development of effective and pedagogically sound innovations. A systematic model of diffusion could help guide the instructional innovation process in a similar manner and, perhaps, with similarly effective results.
This is reminded to be a theory and a relatively a new one. Theory in science does not become widely accepted until tested and proven to produce the same result. This theory, although appears to be sound for present and future investigations and tests, it is too early to expect a confirmed answers. The theory inherently one that can be studied retroactively, we are to accept the short history of technology and the process of diffusion of the technology in its fetal stages. Instructional technologists have this fact as an impeding factor to construct new processes by which to test the theory. The theory has developed with the same speed of the development of technology if not slower. Nevertheless, with instructional technology gaining momentum, there is a prospect that it travels with the same speed of growing technology itself.
Instructional technologist as we have learned through the innovative learning courses, books and articles, can anticipate sound result by designing research in the community they study that include sense-making, ethical values of the particular community, preconceptions, individuality, mobility in the information, societal and cultural resistance.
What would one answer the question of a scientist who is puzzled by what the effects are on the environment with all these servers at work. Are we ready to proactively develop a sense of what will happen to humanity in the future with adopting too serendipitously the technology we have only tested in a short period and sometimes in movies. Movies depict technology either as a magical inception to all greatness and distinctions or as a horrifying ending to humanity.
Do we really have the answer where on this spectrum technology would fall? Instructional technologist will distance themselves from discovering more about diffusion of innovation when the innovation and technology found distinctions. There is a great distinction between innovation and technology. Acknowledging the distinction will make the process closer to finding answers.
Distinction between technology and innovation, Egyptians and Persians in the ancient history lived their daily lives by creating new and innovative ways for prosperity of their people. Underground water systems which gave the whole town fresh water (ghanat) in ancient Persia was an innovative system. Is total sum of all innovations equal to technology? Are all innovators adopters of technology? Is the assumption of innovation is equal to technology present in Rogers theory of diffusion? Have other Instructional technologists and researchers brought this bias into the theory?
John Seely 2010 NMC
My study shows that English Learners have a great capacity to learn with new translating and collaborating technologies and tools. Science and English art teachers, also have invested interest in using an effective tools to help English Learners. These tools can be shared by students, teachers, parents, and other parties to enhance students' experience in science. Specific aspect of the tool is used by an appropriate party involved.
Google translating tools , PC , mobile and tablet platforms supporting Google applications, now create new promises for ESL students.
Recent additions and changes to Google translate has given us a hope that other companies follow their footsteps. Our educational system need to understand the urgency in utilizing this new trend. We, collectively as stake takers in education, ought to use het new developing innovative applications to fulfill the hopes and dreams of ESL students in their strive for higher education. Their access to higher education and success in achieving their potential capabilities means healthier economy and give purpose to our immigrant to become a productive part of the society
After reading Dervin's examples of researching sense-making and having conducted your own action research cycle, you should be able to generate some ideas with regard to quantitative and qualitative ways to measure how other's might make sense from a training, web site, or other product you would produce to help others learn about your driving question.
Does language barrier exist in science classrooms that prevent teachers and students to access their teaching and learning objectives?
Proposed measuring process
Interview teachers
Interview students
Interview Science coordinator for Mt. Diablo District
Interview Science Coordinator for Contra Costa College Districts
Interview Science Coordinator for Contra Costa Office of Education
Review articles regarding local ESL students’ achievements in Science, Contra Costa County, Mt. Diablo District
Review of Everett Rogers ”diffusion of Innovation” Much has been made of the profound effect of the “tipping point”, the point at which a trend catches fire – spreading exponentially through the population. The idea suggests that, for good or bad, change can be promoted rather easily in a social system through a domino effect. The tipping point idea finds its origins in diffusion theory, which is a set of generalizations regarding the typical spread of innovations within a social system. In an effort to judge the truth and power of epidemic spreading of trends, I read Everett Rogers’s scholarly and scientific Diffusion of Innovations (1995), which has become the standard textbook and reference on diffusion studies. What I find in this comprehensive and even-handed treatment is an insightful explanation of the conditions that indicate that an innovation will reach the much-hyped tipping point. In this review, I will outline these basic characteristics of an innovation and its context that correlate with its diffusion. Furthermore, I will show the ways in which these understandings improve our capacity to take efficacious action to speed it up. At this point, I will be able to evaluate the claim that the tipping point makes it easy to spread change. Diffusion of Innovation is defined as the process by which an innovation is adopted and gains acceptance by members of a certain community. While a number of factors interact to influence the diffusion of an innovation, the four major factors are features of the innovation itself, how information about the innovation is communicated, time, and the nature of the social system into which the innovation is being introduced (Rogers, 1995). Diffusion research, in its simplest form, investigates how these major factors, and a multitude of other factors, interact to facilitate or impede the adoption of a specific product or practice among members of a particular adopter group.
The study of diffusion theory is potentially valuable to the field of instructional technology for three reasons.
First, most instructional technologists do not understand why their products are, or are not, adopted. This may be resulted from lack of or incomplete research process in a very real sense. The underlying causes of instructional technology's diffusion remains a mystery to the field. There appear to be as many reasons for instructional technology's lack of utilization as there are instructional technologists. Some blame teachers and an intrinsic resistance to change as the primary causes of instructional technology's diffusion problem. Others cite overwhelming paperwork, bureaucracy and lack of funding. By better understanding the multitude of factors that influence adoption of innovations, instructional technologist will be better able to explain, predict and account for the factors that impede or facilitate the diffusion of their products.
Second, instructional technology is inherently an innovation-based discipline. Many of the products of instructional technology represent radical innovations in the form, organization, sequence, and delivery of instruction. An instructional technologist who understands the innovation process and theories of innovation diffusion will have a more comprehensive understanding of the discipline and be more fully prepared to work effectively with clients and potential adopters.
Third, the study of diffusion theory could lead to the development of a systematic, prescriptive model of adoption and diffusion. Instructional technologists have long used systematic models to guide the process of instructional development (ID). These systematic ID models have resulted in the design and development of effective and pedagogically sound innovations. A systematic model of diffusion could help guide the instructional innovation process in a similar manner and, perhaps, with similarly effective results.
This is reminded to be a theory and a relatively a new one. Theory in science does not become widely accepted until tested and proven to produce the same result. This theory, although appears to be sound for present and future investigations and tests, it is too early to expect a confirmed answers. The theory inherently one that can be studied retroactively, we are to accept the short history of technology and the process of diffusion of the technology in its fetal stages. Instructional technologists have this fact as an impeding factor to construct new processes by which to test the theory. The theory has developed with the same speed of the development of technology if not slower. Nevertheless, with instructional technology gaining momentum, there is a prospect that it travels with the same speed of growing technology itself.
Instructional technologist as we have learned through the innovative learning courses, books and articles, can anticipate sound result by designing research in the community they study that include sense-making, ethical values of the particular community, preconceptions, individuality, mobility in the information, societal and cultural resistance.
What would one answer the question of a scientist who is puzzled by what the effects are on the environment with all these servers at work. Are we ready to proactively develop a sense of what will happen to humanity in the future with adopting too serendipitously the technology we have only tested in a short period and sometimes in movies. Movies depict technology either as a magical inception to all greatness and distinctions or as a horrifying ending to humanity.
Do we really have the answer where on this spectrum technology would fall? Instructional technologist will distance themselves from discovering more about diffusion of innovation when the innovation and technology found distinctions. There is a great distinction between innovation and technology. Acknowledging the distinction will make the process closer to finding answers.
Distinction between technology and innovation, Egyptians and Persians in the ancient history lived their daily lives by creating new and innovative ways for prosperity of their people. Underground water systems which gave the whole town fresh water (ghanat) in ancient Persia was an innovative system. Is total sum of all innovations equal to technology? Are all innovators adopters of technology? Is the assumption of innovation is equal to technology present in Rogers theory of diffusion? Have other Instructional technologists and researchers brought this bias into the theory?
John Seely 2010 NMC
My study shows that English Learners have a great capacity to learn with new translating and collaborating technologies and tools. Science and English art teachers, also have invested interest in using an effective tools to help English Learners. These tools can be shared by students, teachers, parents, and other parties to enhance students' experience in science. Specific aspect of the tool is used by an appropriate party involved.
Google translating tools , PC , mobile and tablet platforms supporting Google applications, now create new promises for ESL students.
Recent additions and changes to Google translate has given us a hope that other companies follow their footsteps. Our educational system need to understand the urgency in utilizing this new trend. We, collectively as stake takers in education, ought to use het new developing innovative applications to fulfill the hopes and dreams of ESL students in their strive for higher education. Their access to higher education and success in achieving their potential capabilities means healthier economy and give purpose to our immigrant to become a productive part of the society
Support and Next Steps
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