Using technology in the classroom Part II

The current issue of Journal of Chemical Education (published by American Chemical Society) has many articles on technology enabled learning. I have listed the hyperlinked titles of articles below. If you want to get the full text, you can either pay for the article you need or contact the authors directly. I would strongly recommend all high school chemistry teachers to subscribe to this journal (costs US$50). You would receive a paper copy as well as have access to the online issues.

Articles:

  1. Using Cloud Storage for NMR Data Distribution. They conclude: We envision that the use of Google Groups as a flexible data storage option could easily be extended to other situations. For example, NMR spectrometers that are shared by a consortium of schools could use Google Groups as method to store and distribute data, and students, regardless of geographic location, would be able to access their data at any time. With the ubiquity of e-mail, and the networked capability of many modern instruments, even instruments that lack the ability to automate the uploading of data could use Google Groups as a method for dissemination of data to multiple users.
  2. Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies. They write: As the iPad is held in the hand, it allowed for more intimate interaction with the app. In addition, it facilitated group work and peer-interaction as students could share the iPad to others. Although only 2–3 of the students had an iPad at home, the majority of them owned iPod touches or touch-screen phones. Thus, they were familiar with touch-screen technology. If more students had iPads of their own, some of the challenges they encountered while dealing with the interface probably would have been lessened. Irrespective of the challenges, the students had an overall positive experience using Lewis Dots on the iPad to learn chemistry.
  3. An Online Booking System Encourages Self-Directed Learning and Personalization of Study. They write: The booking system was used in three scenarios: to book into lab, workshop sessions, and grading slots to have an experiment assessed. The overall result has been positive not only to the student experience, but also to management of the teaching sessions.
  4. Google Docs as a Form of Collaborative Learning. They write: Google Docs spreadsheets can be designed to guide students through complicated math problems. When multiple students edit a single spreadsheet, they see their peers’ work and can compare results and calculations at each step.
  5. Chemistry By Design: A Web-Based Educational Flashcard for Exploring Synthetic Organic Chemistry. They write: The Web site contains a number of other useful features. We have designed the quiz mode in such a way as to maximize choices and flexibility. You can choose to first reveal either the product or the reagents or, alternatively, by going backward in a sequence, you can instead choose to reveal first either the starting material or reagents. This built-in flexibility means that you are never locked into continuing the original line of questions you chose in the beginning for the rest of the sequence.
  6. Structural Analysis from Classroom to Laboratory. They write: A Web portal, which is accessible online free of charge, allows instructors to manage spectral information online and to create exercises and embed them into any teaching platform such as Moodle.
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