Technology in Environmental Education

In a world where we are frequently exposed to controversial high-tech headlines about self replicating miniature robots, attempts to download human brains into computers, and cars with night vision and heads up displays, (note) I am often asked what does technology have to offer environmental educators and their students? When it comes to technology, we are of two minds. We hate TV, but we have a favorite show. We hate deforestation, but we love beautiful wood-grain furniture. We hate electronic eavesdropping. But we love it when it's used to capture a fiendish criminal. Technology. We love to hate it. We hate to love it. (note.) In the next few pages, I will explore the philosophy and examples of how we try to embrace (if not love) Technology in our programs at IslandWood.

In a recent survey of environmental centers, Bethany Lesure found the most common reasons for integrating technology into educational programs are "audience demand", "State Ed. Requirement", a way to "Reach Out", and that "Kids Relate" to technology (Lesure, 2002). While these are very pragmatic reasons, I would argue that we need to be more deliberate in our choices � after all, isn't much of Environmental Education about considering the consequences of one's actions? (note.)

Integrating technology into our educational programs provides students with additional tools to enhance their learning. So you might wonder, "What are the benefits of taking this approach to help students explore and understand the world around them?"

Technology supports our efforts to appeal to different learning styles. With a variety of learning tools, students can understand their experiences through verbal, written, spatial, quantitative, and/or graphical means. As a result, many more students become engaged in the learning process.

Technology supports our multidisciplinary approach to learning. Integrating different disciplines helps students combine their mathematical, logical, scientific, linguistic, artistic, and social knowledge to make their lives and interactions with the world clearer.

Technology in EducationE

Many people warn of the possible harmful effects of using technology in the classroom. Will children lose their ability to relate to other human beings? Will they become dependent on technology to learn? Will they find inappropriate materials? The same was probably said with the invention of the printing press, radio, and television. All of these can be used inappropriately, but all of them have given humanity unbounded access to information which can be turned into knowledge. Appropriately used-- interactively and with guidance-- they have become tools for the development of higher order thinking skills.

Inappropriately used in the classroom, technology can be used to perpetuate old models of teaching and learning. Students can be "plugged into computers" to do drill and practice that is not so different from workbooks. Teachers can use multimedia technology to give more colorful, stimulating lectures. Both of these have their place, but such use does not begin to tap the power of these new tools.

In this area, you will find descriptions of how computers can be used to stimulate and develop writing skills, collaborate with peers in foreign countries, do authentic kinds of research that is valuable to the adult world, and do complex kinds of problem solving that would otherwise be impossible.Read More

The Web of Knowledge: Vision, Design, and Practice

The Knowledge Web (K-Web) is an interactive tool for understanding and inspiring the creation of ideas, and for vividly demonstrating how our world is a direct result of ideas and events of the past. Students can trace the profound influence not only of Aristotle's logic, but also see how perspective in painting literally changed the way we see the world, or how the invention of the car would not have been possible without the perfume bottle. By flying through its unique 3D nested globes, which combine space and time into a single intuitive construct, users can explore how seemingly unrelated people, places and disciplines interrelate in unexpected and unpredictable ways to produce our world.

The first section of the article, The Vision, traces the origins and socioeconomic importance of the K-Web. Patrick McKercher sketches what the K-Web will do, including how it will be enhanced by virtual reality in the second section--The Design. Andy Rogers and Judy Bonne conclude with a discussion of the involvement of teachers, and suggest why and how the K-Web can be integrated into the classroom--The Practice.Read More