More than three‑quarters of students from low‑income households
$0 still needed
A Closer Look
My students need a Digital Microscope that can be used as a standard microscope and have the ability to capture clear and sharp images and send them directly to our computer.
My school is primarily in a low socioeconomic area, with an approximately 60/40 ratio of Caucasian and non-Caucasian students. As their science teacher I feel unequipped by the lack of technology at my disposal, thereby resulting in a high quantity of “lecture and listen” instructional scenarios. The stand-and-deliver method is not getting the job done. Due to inadequate funding, I must often employ the “show-and-tell” approach in my classes. This often forces students into a passive role in the science classroom.
I want my 4th grade science students to develop an understanding of the physical, chemical and cellular basis of life through the use of a digital microscope. Our classroom conditions are centered around a couple of traditional light microscopes being used with teacher-led instruction. The light microscopes are aged, heavy, and had obvious signs of wear and tear due to many years of student use.. Our school can not afford replacements and I have to do “the best” with what I have in my classroom.
My students have to “take turns” in small groups looking at samples of cells through the light microscopes. Only one student can look through the eyepiece of the traditional microscope at a time, and there is little reliability as to what was seen due to the single eyepiece design. After looking at samples, the students sketch and diagram on a paper handout what they have seen. The available technology is hindering the instructional design and delivery.
This technology affordably enhances opportunities in science education through interactions with digital images and multimedia in interesting ways. Due to my students backgrounds and motivation, it is imperative that lessons are a hands on experience. Students need to use technology as a tool to learn science. We will see an increase in interactivity and more efficient use of instructional time. Teaching science via inquiry involves engaging students in the kinds of processes used by scientists.
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