| I recently read an article about "Eureka" moments | | | | Most teachers are familiar with VHS and DVD |
| during science lessons. We strive as teachers to | | | | because they have been in the classroom a lot longer. |
| create lessons that lead to "Eureka", (I always call | | | | Not only are there still large video libraries at schools, |
| them "a-ha"), moments for our students. Technology | | | | school districts and regional media centers, VHS and |
| has kind of overwhelmed the discussion on the | | | | DVD still remains an affordable resource. Computers |
| Internet, in IT departments and at district budget | | | | and the networks required to support them are much |
| meetings. But we can still use our tried and true | | | | more costly and more relegated to the world of the IT |
| educational resources in the form of VHS and DVD | | | | department. |
| programs. VHS and DVD were cutting edge | | | | Educational science programs can do two primary |
| technology, once upon a time, and it was their | | | | things: |
| implementation into the classroom that led to the | | | | 1. They can present images to give students a "picture" |
| development of teaching techniques that maximized | | | | of the term or concept being discussed in the lesson. |
| the efficacy of video imagery in lessons. Until all | | | | 2. They can show a scientific process to help students |
| classrooms are equipped with modern systems, let's | | | | understand the nature of scientific inquiry and the |
| not forget that we still have instructional materials to | | | | modeling of sequential processes for experiments and |
| help teachers create more effective elementary | | | | data collection. |
| lesson plans. | | | | Educational programs help teachers provide context in |
| Technology has made "Eureka!" moments much more | | | | a classroom for the complex needs in meeting the |
| possible and I appreciated the overall intent of the | | | | objectives of a science lesson. Visual images and |
| article, I just couldn't stop thinking to myself that if most | | | | auditory examples of terms and explanations help |
| schools' technology committees decided to provide | | | | students build their understanding of a science concept. |
| classes with twenty laptops, then we would have | | | | There are many facets of a science lesson. Video |
| many more of these "Eureka" moments. But the stark | | | | should be used as a component to meet the lesson |
| reality is that in smaller, poorly funded school districts, | | | | objective in addition to text, direct instruction and |
| the implementation of computer technology in every | | | | science experiment processes. |
| classroom is still a ways off. | | | | The most valuable and affordable resource for |
| So, how does a teacher faced with limitations in new | | | | enhancing your classroom lessons is still educational |
| classroom technology provide equally satisfying | | | | DVDs and videos. So make sure you're using video |
| "Eureka" moments for students, especially in | | | | the right way and see immediate benefits in your |
| science?-By continuing to use educational videos and | | | | students' engagement, retention and test performance |
| educational DVDs that provide visual and auditory | | | | by checking out the Free Video and Expert Guide of |
| support for science concepts and modeling for | | | | "The 7 Biggest Mistakes Teachers Make Using Video |
| scientific processes being taught in science lessons. | | | | in the Classroom. |