February 2002
Accra, Ghana -- "Walking through the forest in the dark is
both amazing and unnerving. There are all kinds of creatures calling
but
you can't see anything except the path in front of you. At one point
we stopped on the trail for a moment and three of us starting shouting
in pain while hopping all around. We had stopped right in the middle
of a column of soldier ants." (Excerpt from the Virtual Explorers
Ghana Expedition, December 2001.)
The Real Explorers Behind Virtual Explorers
About four years ago, Shelly Luke and Susan Reid were teaching
at a private elementary school in Northern California -- Shelly
as a
fifth grade teacher and Susan as the technology resource teacher.
They began talking about a travel adventure, and quickly set their
sites on something real, not just an exotic location. Interest in
wildlife conservation led them to the Peruvian portion of the Amazon
River and the work of biologist Tamara McGuire studying rare freshwater
river dolphins.
As the two prepared to join McGuire in her research, they realized
that they could share their journey and the scientific data they
collected online with students all over the world. The result is
Virtual Explorers, a non-profit organization and web site for students
and teachers that promotes and supports scientific education in project-based
learning via the Internet.
Using VirtualExpedition.org in the Classroom
Luke and Reid have catalogued three expeditions on their site:
in 1999 and 2000 they studied freshwater river dolphins in Peru,
and
in 2001 they journeyed to Ghana to study Roloway Monkeys with Lindsay
Magnuson. The site provides biographies of the participants and researchers,
information pages about the country and its people, a journal of
the day-to-day research activity, and the raw data collected in the
field.
"We wanted to ask big provocative questions," says Reid, "questions
without simple answers. How do you create a conservation plan that
protects the dolphins and secures the livelihood of the people
who live along the river?"
The raw data offers a unique opportunity for teachers to access
real results for use in practicing the scientific inquiry process.
However,
not many visitors have tapped into the data files. Luke and Reid
believe that they need more support for teachers to use the data.
They plan to partner with a teaching college and science education
professionals to develop classroom activities, lessons, and activity
sheets that will make the site an easier fit for classroom teachers.
Promoting Science to Girls
"
The site combines teaching, wildlife management and conservation,
and provides role models for girls in science, math, and technology," says
Reid. "It's inline with what research says about girls and technology
use. They want an outcome, they want to communicate, they want to
save dolphins. We hope that by working with women scientists, we
let girls know that they can do this too."
They gauge their audience by the emails that come through the
site. Most response comes from girls from around the world who
are interested
in the research or in pursuing science careers. Many adults interested
in wildlife conservation or technology adventures also use the
site. They both recognize that they need to add more "scaffolding" to
the site to provide teachers with more ways to use the information
effectively in the classroom.
Field Technology
Luke and Reid also inspire their audience. The two women prove
that you can have a dream and find a way to make it come true.
Although
Luke has no formal technology training, she likes to tinker and
keeps the laptops, satellite phones, solar panels, and digital
video and
still cameras working.
"We use DreamWeaver to create the pages and transmit them via satellite
phone from the jungle or the river," says Luke. "We
use solar panels and batteries for power. AlphaSmart keyboards
allow
us to type up our stories without using as much power as a full-blown
laptop."
The team tests and checks everything when they still have access
to tech support, but out in the field they rely on help menus
and each other to think through problems and devise solutions.
The
two of them talk through challenges and devise a solution.
Their advice for classroom teachers using technology
Both Luke and Reid have left the classroom and now provide professional
development and support to schools and teachers. Luke has her
own firm, Eyes on the Future, and Reid is the Director of Professional
Development at inResonance, an educational technology consulting
firm. They both see that there are challenges to integrating
technology
into curriculum, but these can be overcome with training and
support .
In her work, Luke sees that teachers need to take technology
learning one step at a time. "You can't wait to know everything," she
advises. "No one knows everything. I start from the curriculum
and then add technology. I work with teachers in the classroom
or they learn while I teach the students." A student-centered
teaching style lends itself more readily to technology integration
in her
experience.
Reid has two suggestions for teachers. She says: "Set one
goal for yourself: this year I'm going to learn about databases
or how
to create an iMovie. Pick one thing and get good at it." She
also recommends ISTE as a good starting place for teachers to
learn more about the research related to technology use in education.
The Worldwide Classroom
Shortly after they completed their trip to Ghana, Luke and Reid
began a conversation with two women research biologists for
a future expedition
to Belize to study manatees. To read about their previous adventures
or to see where they go next, check out www.virtualexplorers.org.
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