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My science students are six and seventh graders in a South Florida Title 1 school. The majority of the students are migrants; 99% are on the Free and Reduce Lunch Program. Seventy percent of these students are struggling in one or more subject areas; Science, Math and/or Reading. They are excited about science. They respond well to activities that are presented through the use of digital devices. My classroom setting lacks the technological tools that would capitalize on the enormous potential for engagement through media rich visual resources that this, digital generation is so use to. My students gather around the few computers we have for multimedia presentations. It is easy to get disengaged under these circumstances when they have to constantly position themselves to get the best view. The traditional teaching methods through lectures, step-by-step logic, and tell-test instruction are archaic to my D-Gen students.

About my class

My science students are six and seventh graders in a South Florida Title 1 school. The majority of the students are migrants; 99% are on the Free and Reduce Lunch Program. Seventy percent of these students are struggling in one or more subject areas; Science, Math and/or Reading. They are excited about science. They respond well to activities that are presented through the use of digital devices. My classroom setting lacks the technological tools that would capitalize on the enormous potential for engagement through media rich visual resources that this, digital generation is so use to. My students gather around the few computers we have for multimedia presentations. It is easy to get disengaged under these circumstances when they have to constantly position themselves to get the best view. The traditional teaching methods through lectures, step-by-step logic, and tell-test instruction are archaic to my D-Gen students.

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