Well, this conference is history, and I’m exhausted in a good way— both physically and mentally. From talks by astronaut Barbara Morgan, Rodger Bybee, and Bill Nye the Science Guy to the awesome resources in the exhibit area to the sessions in which educators so generously shared their experiences and expertise, it was a great event. Thanks to all who planned this! Of course there were a few glitches (such as a shuttle bus driver new to Boston who unexpectedly gave us a roundabout tour of the city), and the sheer size of the conference center and the surrounding hotel area was daunting, but I’m sure that all of the more than 15,000 (so I’m told) attendees found new ideas and resources for their classes and schools. I hope that they found time to soak up a little Boston history and culture, too.
Next year, the conference is scheduled for New Orleans. See you there! Until then, as they say in Louisiana, “Laissez les bon temps rouler!”

So, you’re a presenter and your time slot is the last one of the conference, and your room is the farthest from the lobby. Will anyone come? In the case of Sami Kahn’s presentation on Wikis in the elementary classroom, she didn’t have to worry! Those of us who attended (and there were quite a few) were treated to some excellent modeling (or should I say Moodle-ing) of how these tools can be used by actual 4th-graders. A lot of teachers are not keen on their students using Wikipedia as their main source of information. But Sami described a project in which her students at the Collegiate School in New York City create their own Wiki related to their annual “invention convention” showcase. The Wiki is limited to her students, and she is notified whenever any changes are made. She showed us some entries that were created while she was here at the conference. Her younger students are creating their own wiki on ocean animals, using a forum in Moodle to discuss what animals to include.

Sunday morning is a tough time for a presenter. Early departures, church services, brunch dates, or too much Saturday evening make it difficult for some to attend sessions at this time. I’m sure that Michael Barnett from Boston College was pleased to see a nice crowd at his session on “Using GIS to Model Urban Street Value.” He demonstrated a program that starts with a satellite image of an area. The students add the location of trees, buildings, parking lots, and grassy areas. He provided us with laptops to see the actual maps created by the students and then we ran an analysis program that calculated a summary of the economic benefit of the trees. But the really cool part was that the model could be modified to answer questions such as What happens if we plant more trees? Are some species of trees more beneficial than others? What happens if we pave over a grassy area to make a parking lot? Check out the Urban Ecology website for more information, including a nice tree identification resource.

Some presenters had basic lectures with PowerPoints, some provided “think-pair-share” opportunities for participants, some had laptops for participants and guided us through simulations or software tools (an advantage to sitting up front), and others had the participants actually do the hands-on activities. Most had handouts, although I was glad to see that many had just a basic one-pager outline and then gave us the URL of their website to download a variety of resources—less to carry and a lot greener!

This session prepared us to lead a one-week unit in which  students take a “journey” to the Moon. Facilitators Tara Clopper and Heather Slatoff led us in hands-on activities, including designing our own mission patches. One perk with this session—a free CD containing the whole unit, including video clips.
In the photo above, teachers examine Tara Clopper’s t-shirt decorated with lunar mission patches designed by students. Clopper and Slatoff said they stayed up late ironing patches on t-shirts, and as someone who hates this task, I was relieved that they advised us to recruit help for this part of the unit!
During a mission communication activity, teacher teams played the roles of “senders” and “receivers.” Senders shaded squares on a grid and tried to convey the design to the receivers without showing them the grid. It reminded me of the game “Battleship,” which was popular when I was in seventh grade.

With so much to see and do at the conference, I shouldn’t be surprised by the number of people I see no matter how early I arrive. If there’s a workshop going on, there are people in there.
When I arrived at the conference center this morning, there was an odor in one hall that took me back to my 7th grade science class. At a hands-on workshop, a number of attendees were refining their dissection skills. I’m not ashamed to say that wasn’t a workshop I was in a rush to join—I wasn’t very good at dissection back in 7th grade and I really didn’t want to relive those days. Sorry, Ms. Hess, where ever you are!
I did attend one on developing assessment tests. It seemed like the participants could hardly wait to ask questions. With so much government emphasis on meeting standards, they wanted to know why it wasn’t necessarily a good thing if most students got a standards-aligned question correct and how to use the assessment results to help their students.
I also attended Lamont Flowers’ seminar on the Black Experience in Science Education. He challenged the audience to do their own research on how to improve the science education of African Americans and all Americans. He was right when he said, “With education comes options.” Don’t all children deserve to have a number of options available to them?

ISTE (the International Society for Technology in Education) sponsored a series of seven sessions presented by two of the most dynamic educators I’ve ever met: Ben Smith and Jared Mader of the Red Lion School District in PA. I attended the sessions on Creativity and Innovation and Digitizing the Science Classroom: Preparing Students for the Global Society. Rather than “forbidding” students from having cell phones, digital cameras, and iPods in class, these high school teachers (Ben teaches physics and Jared is now the district’s Technology director but is still a chemistry teacher at heart), encourage students to use these tools, along with laptops and probes, in authentic and productive ways. From incorporating digital video into projects to submitting assignments online to communicating via podcasts (and the students create them), their classrooms are infused with creativity that helps students learn science and communicate their learning. it’s obvious that they do a lot of modeling and guiding in their classes, and they were very patient as audience members created their first MP3 files. The website of these EdTechInnovators is a wealth of resources, links to downloads, templates, tutorials, presentations, and examples of student projects that they are generously willing to share with us. Click on the “Resources” link at the top and on the NSTA link in the list of conferences at the bottom.