Modern Technology to Reduce Barriers in Education - Research Proposal Example

Introduction The rapid networking and exchange of information together with great advances in information technology have made various universities in the world to conform to changes in educational programs hence implementation of ICT technologies in their academic strategies hence made learning and teaching more easily as compared to decades ago (Zumbach, Schmitt, Reimann & Starkloff, 2006). There has been a lot of changes and deployment in technological tools in order to accomplish goals and objectives of course content publishing, meeting institutional educational daily needs and facilitating communications with educational institutions. This tool has been solutions that science teaching and learning has been made easy and effective. The paper is going to discuss how the remote operation of digital microscope (DM) is being used to by educational institution around the globe but the paper will concentrate on the academic institutions in the United States. This interactive Nano-visualization tool in science and engineering education combines technological advances in instructional technology, telecommunication as well as science and engineering research so as to come up with a solution to curb the barriers that has been in science teaching and learning. This proposal will discuss how this Digital Microscope has reduced the barriers in learning and teaching in science related courses (Wekesa, Kiboss & Ndirangu, 2006). This technology “live remote control” is a noble prize winning microscopy that has enabled students and tutors as well as other users to conduct real time scientific experiments and the foundation of discovery and innovation based teaching and learning about nano-world material (Schoenfeld-Tacher, Jones & Persichitte, 2001). This is a novel visualization-centered distance learning platform that uses computerized technology intended to enhance student understanding of science material world at all levels of scale ranging from microscopic to macroscopic levels. This technology has produced friendly and interactive educational learning modules that bring excitement of research using advanced technology to college and university tutors and students to ways that were not previously possible. This unique combination of cutting edge technology will serve the current educational paradigm that meets the educational needs of the contemporary society (21st century) (Dawson, Skinner & Zeitlin, 2003). Background This study will explore how information communication system case of digital microscope in institution of higher education cans hence the learning and teaching of science (Harris et al,. 2001). By building on prior experience and knowledge with Information technology, the paper will investigate how digital microscope can reduce the barriers to science learning and teaching and to offer enhanced opportunities for active and real-time participation in science. This proposal will also highlight how digital microscope can support relevant ways of communication and exploring science as well as evaluate what has been learnt. Problem Statement Traditional methods have always been the only mode and method that scientists have employed to determine the fate of scientific research. However, better results have not yet been attained. This paper seeks to determine how the use of computerized technologies such as digital microscope has had to science teaching and learning. Research Objectives The main objective is to determine if implementation of digital microscope will reduce the barriers that exist in teaching and learning of science courses in educational institutions. Research Question How can information technologies be effectively integrated in the process of teaching and learning science courses for example microscopy and cellular biology? Ethical considerations One of the ethical considerations that will surely arise is that of exposing private data for the participants. Most participants are expected to be given questionnaires to answer on the impacts technology has to science teaching and learning. Most students and experts will view this as a trap to victimize them. This will be solved by first of all explaining that the research is purely for research and that they will not be required to write their names on the sheet. With this, they are free to give information without fear Previous Research Connecting Science reforms with integration of technology The science education teaching and community emphasizes the implementation of instructional based learning in both secondary and primary schools in Saudi Arabia. Reform-driven publications in science have noted the significance of using both instructional methods as a learning framework. Teaching science via use of pronounced technologies such as the use of digital microscope is one of the best ways that involves the use of inference drawing, grappling of data and redesigning investigations. Technology, Science and Student Engagement Science and technology goes hand in hand. According to Deaney (2006), teachers make use of computer based technology to support learning and teaching of science. This study deduces that technology ropes stepwise building of knowledge as well as application. Such related applications have allusions for both emerging computer based learning and curriculum related learning. Technology has been known to help students to link between theories and human capacity extensions. Treagust and Chi-Yan (2004) stated that biology teachers are using technology to supplement their classroom teaching. Variety of ICTs has been used over the past three decades to ensure the enhancement of student learning of biological science in high schools and colleges. Contemporary educational technologies such as the use of digital microscope has provided new learning chances and opportunities that can change the look and of conventional science classrooms (Escalada & Zollman, 1997). This does not mean that conventional teaching and learning methods are not effective and efficient. However, traditional methods of learning and teaching fail to reflect interest and skills of students who have grown up in this digital era. In addition, due to technological changes in science subjects traditional methods are not able to deduce proper scientific results hence the call for advanced methods and tool such as the digital microscope. Technology is always known enhancing the learning environment hence giving room for effective learning and teaching. Computerized technology implementation and development in education has made it possible for education to meet its expected standards. The limitation of using traditional methods such as light microscope has been the focus of various research studies. Advances in computer magnification systems and digital technologies have been studies in an attempt to improve science teaching and learning; improvement of learning groups, peer and student interaction as well as group learning activities within science context. As a result of the demand that science teaching and technological advances have forced, digital microscope has been introduced as the current method that students and teachers use to get better and accurate results. Show and Tell Teaching After conducting a pre-research, in was identified that teachers involved in this research project felt unequipped and encumbered due to lack of this digital technology at their disposal. This has resulted into use of listen and lecture instructional methods as well as the use of analog technology such as light microscope. The stand and delivery method is always used by teachers in Saudi Arabia limiting advanced study and research limiting teaching and learning. According to Wekesa (2006), limited and inadequate learning and teaching methods in science related courses such as biology and chemistry tend to negatively affect learners disposition and knowledge of scientific methods and concepts. Anderson and Schonorn (2006) suggested that several dynamic and static science technologies are available to educational arena. However, due to inadequate funding technologies such as the use of digital microscope teachers and students have opted to use other traditional or outdated technology. This has resulted in the use of receptive and passive by students in the classrooms. Linn (1998) suggests that students will always acquire knowledge but it will always be fragmented; not integrated into larger mental mode hence not easily stored or remembered by the students. Since most science subjects are practical related, the use of digital microscope has made it possible for biology teachers and students to be able to get accurate results from experiments and research (Hennessy, Deaney & Ruthven, 2006). Methodology This project is objected to take place in biology classes of rural schools in Abu Dhabi in Saudi Arabia. This sample area is primary composed of two types of living status; those with lower socioeconomic level and affluent individuals with 40/60 ratio of Arabian and other immigrants. The schools will be chosen based on diversity of student’s population, geographical location, and limited access to technology. 55 students across four classes will be observed for the study. The Saudi Arabia center of Curriculum deals with cellular biology via microscope applications. As stated in Saudi’s standard course of study competency goal, “the learner is expected to develop an understanding of chemical, physical and cellular basis of life”. This area of curriculum offers an excellent chance to bring on board digital microscope in order to offer Students Avenue for observational research for scientific endeavors for both learning and teaching. The classes that will be selected for this research project will be based on willingness and convenience of the instructors to integrate technology in teaching cellular biology. There are various expected limitations in this research with the use of convenience populations and samples. However, the substitution and integration of new technology used in this research setting is purposely designed for students, teachers and content area within the sample area. Generally, the setting (less-equipped science education classes), will be generalized to science classes in setting across Saudi Arabia and other parts of the world (Dee et al,. 2003). After analyzing the observation from the selected classes and the meeting with the participants the teachers, the researcher will determine the will and interest to embrace integration of new technologies despite lack of the lack of technology within schools. This research is intended to bridge the gap that limits success in science teaching and learning in Saudi Arabia. Conclusion This research project will allow researchers to observe and describe the integration of contemporary technology as they replace traditional technologies with science education context. Observing technology change educational endeavor is meaningful process for classroom teachers and researches. This project will reflect how current technology such as the use of digital microscope can positively change the learning environment. As opposed to the nature of confusing and distracting as other new technologies have been, the digital microscope is a new technology that is user friendly. This technology is affordable and enhances the opportunities in science education with interactions in multimedia and digital images in interesting ways. The study also depicts about the future plan in replication of this project to further understand how contemporary technology can improve student learning and teaching. References Chi-Yan Tsui, W., & Treagust, D. (2004). Motivational aspects of learning genetics with interactive multimedia. American Biology Teacher, 66(4), 277-285. Dawson, M., Skinner, S., & Zeitlin, A. (2003). Rules of engagement: Proceed with caution when integrating multimedia learning tools into existing course formats. Electronic Journal of Science Education, 7(4), 1-7. Dee, F. R., Lehman, J. M., Consoer, D., Leaven, T., & Cohen, M. B. (2003). 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Zumbach, J., Schmitt, S., Reimann, P., & Starkloff, P. (2006). Learning life sciences: Design and development of a virtual molecular biology learning lab. Journal of Educational Multimedia & Hypermedia, 15(3). Read More