Journal Article#9: Science + Technology = Creativity (and Fun!)

Mader, Jared (2009). Science + Technology = Creativity (and Fun!). Learning and Leading with Technology, 1, Retrieved 08/07/2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D

The article Science + Technology = Creativity (and Fun!) discusses ways to integrate technology and creativity with science. Science is usually thought of as a very systematic, methodical subject with little room for creativity. The first thing that article stresses in combining science and creativity is giving the students the right tools. The article lists as examples, microphones, camcorders, and digital cameras as tools that students would find useful in this integration process. The article suggests students make digital recordings of themselves relaying information about a specific scientific topic. It then goes on to suggest taking it a step further once students become comfortable with this, and adding digital images to their research. In the second semester, the article states that teachers should begin giving assignments that are vague in the procedure and open ended in the product description. The article gives an example of this by a teacher instructing a class to do a project on how waves work. The teacher was vague and open ended. The majority of class chose to do Powerpoint presentations, but one group chose to create a music video in which the lyrics defined how waves worked. This type of creativity is exactly what the article is getting at. The article also stresses the point that student will need to be given more time to complete these sort of open ended projects, to transition into the new approach and to figure out how to use the new technology tools. Eventually students will require less time once they become acclimated.

How much time does it take to teach students how to use new types of technology? Teachers are pressed for time as it is, how much time will be taken away from science lessons to teach students how to use technology that has nothing to do with science? Are students really going to benefit from technology that they are only going to use to present projects? My only concern is that too much time may be devoted to making science fun and not enough time devoted to actual lessons. The way the article described the usage of new technology seemed like suggestions on how to incorporate media tools that students either already know how to use, or don't have any real scientific value. They were using digital cameras, not Geiger counters.

Is being vague good for the majority of students? The article listed an example of the teacher being purposely vague that actually got students to be creative and think "outside the box" but what did it do for the rest of the class? I think that the majority of students resent teachers that are vague in instructions and procedures, and often times it is frustrating and leads to poorer results then if a teacher is explicit. I would like to know how many projects were below expectations because the students did not know what to do. I personally don't believe creativity has any place in the science class. I think if teachers continue down this path, facts and application are going to take a back seat to creativity, which should be encouraged in an art or creative writing class.