International Science Education
Fractal by Doug88888's
Throughout my career as an educator and researcher I have had the opportunity live in and experience science education in many different countries. While most of my experience is based upon my work in Canada, Mexico and the United States, I am particularly interested in the nature and role science education can play throughout Central and South America. In each of these of these regions there is a significant disparity in the over quality and literacy of science education in these regions when compared to their counterparts in North America, Europe, and parts of Asia. Given the power transformative and culturally connected science programs can have in improving the lives of children and the communities they live in, I have been particularly interested in the role new mobile technologies might play in science education. Here you can find links to some of the most important organizations and resources in this hemisphere. You can also find some articles and books I recommend.
Environmental Education for Anthropogenic Events
by Michael Hammond-Todd
This essay emerged from my recent interest in following the global discourse around COP2015 and its connection to educational processes. It also evolved from a recent scientific article published in the journal Science that documents geologic evidence of a new epoch called the Anthropocene. The introduction states:
"In this essay I was interested in exploring how anthropogenic events might effect educational systems and institutions through multi-decade environmental audits and educational planning that is more closely linked to addressing the world’s major anthropogenic problems such as climate change and a global loss of biodiversity related to human development and activity. In the end, perhaps, this article explores how we might redirect ourselves as human catalysts for a more positive environmental and geologic legacy."
This essay emerged from my recent interest in following the global discourse around COP2015 and its connection to educational processes. It also evolved from a recent scientific article published in the journal Science that documents geologic evidence of a new epoch called the Anthropocene. The introduction states:
"In this essay I was interested in exploring how anthropogenic events might effect educational systems and institutions through multi-decade environmental audits and educational planning that is more closely linked to addressing the world’s major anthropogenic problems such as climate change and a global loss of biodiversity related to human development and activity. In the end, perhaps, this article explores how we might redirect ourselves as human catalysts for a more positive environmental and geologic legacy."
Digital Symbols in the New World
Photo: Mike Mcgregor
by Michael Hammond-Todd
This article explores the role mobile devices and programs like the One Laptop per Child are increasingly playing in this hemisphere from a post colonial perspective and is scheduled to be presented at the Canadian Center for Science and Education Conference next summer. The abstract states:
"In this contemporary study on recent efforts to foster increased educational literacy and an attempt to bridge the digital divide existing in many parts of the Western Hemisphere through the dissemination of educational technologies like the One Laptop per Child (OLPC) program, I examine the neo-colonial risks a predominantly unidirectional transference poses. Using data and research from both the World Bank and OLPC, I describe how this process of neo-colonialism appears to be unfolding and present a counter post colonial analysis using the concept of the subaltern. My goal here in this research is not to stop the transfer or exchange of educational technologies but to redirect them in a way that empowers the discourse of the multiple parties involved in these projects through the creative development of a subaltern curriculum."
This article explores the role mobile devices and programs like the One Laptop per Child are increasingly playing in this hemisphere from a post colonial perspective and is scheduled to be presented at the Canadian Center for Science and Education Conference next summer. The abstract states:
"In this contemporary study on recent efforts to foster increased educational literacy and an attempt to bridge the digital divide existing in many parts of the Western Hemisphere through the dissemination of educational technologies like the One Laptop per Child (OLPC) program, I examine the neo-colonial risks a predominantly unidirectional transference poses. Using data and research from both the World Bank and OLPC, I describe how this process of neo-colonialism appears to be unfolding and present a counter post colonial analysis using the concept of the subaltern. My goal here in this research is not to stop the transfer or exchange of educational technologies but to redirect them in a way that empowers the discourse of the multiple parties involved in these projects through the creative development of a subaltern curriculum."
MM-e for Marine Education: A Mobile Application for Students
by Michael Hammond-Todd, Mike Irvine & Noel Feliciano
In this co-authored paper we present information about a new marine app under development for students. The abstract states:
"This paper presents information on a mobile learning application being developed at the University of Victoria which allows young students to explore different immersive marine environments in a field setting using an interactive iPad application. The application was developed using Xcode software that also allows an interface with live stream underwater video and conferencing with underwater marine specialists. The MM-e (My Mobile-experiences) application utilizes active e-learning and e-portfolio elements such as photography and video journaling that can be shared with peers, family members, educators, and science institutions through other social media and a community website."
In this co-authored paper we present information about a new marine app under development for students. The abstract states:
"This paper presents information on a mobile learning application being developed at the University of Victoria which allows young students to explore different immersive marine environments in a field setting using an interactive iPad application. The application was developed using Xcode software that also allows an interface with live stream underwater video and conferencing with underwater marine specialists. The MM-e (My Mobile-experiences) application utilizes active e-learning and e-portfolio elements such as photography and video journaling that can be shared with peers, family members, educators, and science institutions through other social media and a community website."
Our Endangered Curriculum
by Michael Hammond-Todd and Dr. David Blades
This article which has been presented at the Sustainability Conference 2012 in Vancouver, BC. In the research we look at the idea of an "endangered curriculum." The abstract states:
"The Black Footed Ferret, California condor, and the Mexican Wolf are some of the rarest animals on Earth. Each of these species at one time was declared to be extinct in the wild and only survived in captivity. They represent an increasing loss of biodiversity around the world. As living relics of our war on the environment, they leave us with significant ecological, moral and environmental dilemmas. Ecologically and evolutionarily these species are on the “brink” as we have reduced their genetic diversity to the few surviving individuals and pulled them from the wild making future survival possibly even more difficult. Morally, we are left with the question of whether or not these surviving animals should live out the rest of their lives in the relative safety of captivity or be given the chance to return to the wild. Finally, as living symbols of our endangered curriculum, the stories of these animals illuminate educational connections where we not only teach them how to survive in a changing world, but possibly us as well."
This article which has been presented at the Sustainability Conference 2012 in Vancouver, BC. In the research we look at the idea of an "endangered curriculum." The abstract states:
"The Black Footed Ferret, California condor, and the Mexican Wolf are some of the rarest animals on Earth. Each of these species at one time was declared to be extinct in the wild and only survived in captivity. They represent an increasing loss of biodiversity around the world. As living relics of our war on the environment, they leave us with significant ecological, moral and environmental dilemmas. Ecologically and evolutionarily these species are on the “brink” as we have reduced their genetic diversity to the few surviving individuals and pulled them from the wild making future survival possibly even more difficult. Morally, we are left with the question of whether or not these surviving animals should live out the rest of their lives in the relative safety of captivity or be given the chance to return to the wild. Finally, as living symbols of our endangered curriculum, the stories of these animals illuminate educational connections where we not only teach them how to survive in a changing world, but possibly us as well."
MME at the Museum
by Michael Hammond-Todd
This article which was accepted and published at the 2012 World Tech Ed Conference in Denver looks at the design of a mobile application for young children at the Royal BC Museum. The abstract states:
"While many mobile applications have been developed for adult visitors to parks, museums, and nature centers; very few programs exist that are specifically designed to meet the needs young children in these environments. In this paper, I present information on a mobile learning application being developed at the University of Victoria that allows kindergarten through third grade students to explore different immersive environments in a museum using an interactive Android application developed with Scratch software. The MM-E (My Museum-experiences) application utilizes active e-learning and e-portfolio elements that help children navigate and learn in diverse museum environments while documenting their journey within the context of e-portfolio systems using mixed media technologies such as photography, art and video recording."
This article which was accepted and published at the 2012 World Tech Ed Conference in Denver looks at the design of a mobile application for young children at the Royal BC Museum. The abstract states:
"While many mobile applications have been developed for adult visitors to parks, museums, and nature centers; very few programs exist that are specifically designed to meet the needs young children in these environments. In this paper, I present information on a mobile learning application being developed at the University of Victoria that allows kindergarten through third grade students to explore different immersive environments in a museum using an interactive Android application developed with Scratch software. The MM-E (My Museum-experiences) application utilizes active e-learning and e-portfolio elements that help children navigate and learn in diverse museum environments while documenting their journey within the context of e-portfolio systems using mixed media technologies such as photography, art and video recording."
Giants in the Classroom
by Michael Hammond-Todd and Chris Faison
This article explores the construction of full scale models of large prehistoric creatures by children as a model for learning in elementary schools. The abstract states:
"Dinosaurs, whales, mammoths, and other prehistoric giants hold a special place in the hearts and minds of elementary school children. Unfortunately their large size and relative scarcity (as living specimens and/or fossils) in proximity to elementary schools makes understanding their size and diversity quite challenging for most children. However, we have developed a process whereby students, their families, and educators in partnership with regional museums constructed full sized skeletons and school wide “museums” in the classroom while experientially learning about the complex lives these animals lived." Link to article: Hammond-Todd & Faison. (2011). Giants in the Classroom
This article explores the construction of full scale models of large prehistoric creatures by children as a model for learning in elementary schools. The abstract states:
"Dinosaurs, whales, mammoths, and other prehistoric giants hold a special place in the hearts and minds of elementary school children. Unfortunately their large size and relative scarcity (as living specimens and/or fossils) in proximity to elementary schools makes understanding their size and diversity quite challenging for most children. However, we have developed a process whereby students, their families, and educators in partnership with regional museums constructed full sized skeletons and school wide “museums” in the classroom while experientially learning about the complex lives these animals lived." Link to article: Hammond-Todd & Faison. (2011). Giants in the Classroom
NCLB in 2012: Are we waiving science education?
by Michael Hammond-Todd
In this article I am researching science education in light of current reform efforts. The abstract states:
" In 2011 the No Child Left Behind (NCLB) Act was up for re-authorization. Although a version has passed in the Senate, it is currently stalled in the House of Representatives. President Obama and many members of Congress have proposed replacing NCLB with a new initiative called Race to the Top. Given the current political atmosphere in Congress, efforts to reform NCLB are not likely to succeed in an upcoming election year. As a result, the administration and the Department of Education initiated a NCLB waiver process for states. This article looks at these policies and their likely impact on elementary science education. Unless there are significant changes in both proposals, the educational divide between states doing well and states doing poorly in science is likely to increase."
In this article I am researching science education in light of current reform efforts. The abstract states:
" In 2011 the No Child Left Behind (NCLB) Act was up for re-authorization. Although a version has passed in the Senate, it is currently stalled in the House of Representatives. President Obama and many members of Congress have proposed replacing NCLB with a new initiative called Race to the Top. Given the current political atmosphere in Congress, efforts to reform NCLB are not likely to succeed in an upcoming election year. As a result, the administration and the Department of Education initiated a NCLB waiver process for states. This article looks at these policies and their likely impact on elementary science education. Unless there are significant changes in both proposals, the educational divide between states doing well and states doing poorly in science is likely to increase."