That's right, I said it: Twitter School. We all know that social media is paving a way for itself in the classroom, and it was more obvious than ever before at the Advancing Improvement in Education Conference this month in Austin, Texas. As fifteen-year-old Adora Svitak stood in front of nearly 3,000 teachers, principals and administrators and gave them the tools they needed to implement Twitter and Facebook into their schools, the social media sphere rejoiced. Svitak acknowledges that students today "live, work and play" social media." She also noted to her audience that when the characteristics present in social media don't exist in the classroom, it's easy to tune out. Taking note, first-time Twitter users in the audience learned how to sign up and began tweeting - thanking Svitak for her presentation, hashtag and all. Svitak wrapped things up by saying, "Any good teacher knows how important it is to connect with students and understand our cultures. That could start with something like pursuing Reddit and knowing popular memes...Social media has definite benefits for education." To read more and look at the to must-have apps for successful high school students, click here.
MoticNet represents the next step in science classroom management. Designed for and inspired by the success of digital microscopes, MoticNet is a software program that allows digital microscopes to be linked together in a network so that one teacher can have full and instant access to any student at any time. Having a live image transmitted at high-speed directly from the microscope to the computer means that students no longer have to fight over who gets to look through the eyepiece. With MoticNet, teachers can promote team work and group thinking easily. Just imagine the possibilities in the classroom! Each student has the opportunity to explore and present findings to other students with keystroke guidance from the teacher. Teachers are able to broadcast from their computer workstation to the entire class through the simple click of a mouse, making this a truly interactive experience. With digital microscopy at its core, this integrated software includes other teaching tools and is the core of classroom networking. This must-have expands its usefulness outside of teaching with microscopes and becomes even more versatile in the classroom.
It's been regurgitated more times than you can count the past few years: the United States needs to grow and diversify it's STEM workforce if it wants to remain competitive with other countries and the new global economy. Something I bet you haven't heard, however, is that community colleges are starting to become more and more important in this process. The stats say that more than 50 percent of lower-income and racial-minority students, along with 40 percent of all students, start off at community college. Of all these students, a mere 10 percent even consider a pathway in STEM. And usually, the students that do picture themselves in a STEM field initially change their minds as their studies progress. The numbers get worse when you look at women. Of the 500,000 associate's degrees earned each year by women at community college's, a depressing five percent are in STEM fields. Since finances are so important to a number of today's students, community colleges have the flexibility the budget-savvy student needs. The problem: while enrollment at community colleges is up, it's in large part due to one-year technical training programs. Not enough students are transferring to universities to obtain four-year degrees (what you need to get a job in the high-demand STEM fields). So, how do we get get students to transfer to four-year universities after finishing up at a community college? That's were it gets tough...right now alignment between community colleges and four-year universities is the exception rather than the rule. Frequently, promising future scientists leave their major because certain credits don't transfer or because they don't feel invited into the science community at the university they're looking at. Alignment efforts couple with proper advising can change this! Read some of Becky Wai-Ling Packard's commentary on the subject.
You've figured out what microscope is best for you and you're ready to dish out the money for one that'll be worth it. Here's the top ten features to think about as you make this purchase. Remember, in many instances, you're investing in the future!
Student-Proof Features: Things like locked-on eyepiece(s), one-piece head, retractable objective lenses and locked on stage clips can make a world of difference in the classroom.
All-Metal Construction
Built-In Cord Holder
Unique Features like retractable sealed objectives, built-in carrying handle and Pointmaster eyepieces can make your microscope even better!
Warranty: Make sure you're familiar with the warranty of the microscope you're looking to purchase.
After-Sales Supports: This can be crucial when you excitingly unpack your microscope, think you're ready to go and then something doesn't work right. Technical and digital support can get you back up and running.
In 1994, Laura Reasoner Jones started an after school club called Girls Excelling in Math and Science (GEMS Club) to encourage girls to engage in STEM activities and spark their interest in STEM career fields. Over the past 18 years, Jones says they've had a ball and the girls have thrived. This year, Jones wants to do something she hasn't done before: motivate girls to embrace technology as creators, not users. Since it's been easy to offer experiences and activities in the other three STEM components (science, engineering and math) Jones wants to focus her energy on breaking down the barriers that keep women and young girls away from technology. Jones explains that early exposure to IT can build confidence in girls, and encourage them to pursue future educational opportunities in the field. Even better, careers in IT are plentiful, high-paying and meaningful. Despite the facts, enrollment and participation in computing classes has been dropping steadily since the 1980s, and fewer and fewer women are graduating with computer science or IT degrees. There's two problems here: girls are missing out on great career opportunities, and the world is missing out on their talents and perspectives as women. Jones says that there are several resources we can look at to overcome this dilemma. The National Center for Women and Information Technology offers educators 60 downloadable ideas, including Computer Science in a Box, which teaches the premises of computing without the use of machines. Then there's Alice (alice.org), a program that encourages children, particularly girls, to explore computer science and programming. While the programs Jones mentions may spark an interest in IT, a girl won't really be enticed unless she feels comfortable in the area. Jones encourages everyone to look around the computer lab/room where girls learn. If the room looks like a locker room or "man cave," educators may want to consider transforming the room to a place where girls and boys of all cultures are welcome with posters of successful men and women alike. We can all work together to make technology inviting and not intimidating for girls - let's do it! To read more of Jones' commentary, click here.
The misconception that science is a rigid subject for people who play by the rules is enough to turn any girl away from it - and lately it has been. In an effort to bridge the gap between girls and STEM fields, STEM4Girls has compiled a number of videos from various mentors in STEM related fields, showing young girls that women in STEM careers are ordinary women with a passion for what they do - that's all that matters. Erika Ebbel was studying at MIT when some friends signed her up for a pageant. After realizing that the skills she needed to compete in pageants were important skills to have, Ebbel signed up for another pageant, won it and qualified for the Miss Massachusetts pageant. Ebbel would win that pageant as well. Her story is a great example of how a woman can pursue a STEM career and embody all things beautiful at the same time. Watch Ebbel's video below. To view more mentor videos, visit STEM4Girls' website.
That's right, Kareem Abdul-Jabbar, the NBA's all-time leading scorer, will serve as California's After-School STEM Ambassador for the next year, promoting the importance of STEM subjects. "If America is to maintain our high standard of living, we must continue to innovate," Abdul-Jabbar said in a statement published by Education Week. "We are competing with nations many times our size, and STEM learning represents the engines of innovation. With these engines, we can lead the world, because knowledge is real power." In his new role of After-School STEM Ambassador, the NBA great will make appearances at after-school programs around California to promote STEM education. This will be just another effort on Abdul-Jabbar's part, who has invested a considerable amount of time promoting STEM education the past few years. Through his Skyhook Foundation, Abdul-Jabbar has been actively pushing the importance of STEM education and STEM-related fields. Abdul-Jabbar was spotted at the U.S. News and World Report's STEM Conference in Dallas earlier this summer pointing out the cultural shift that's necessary to make STEM jobs more attractive to younger generations - especially those in lower-income communities. Abdul-Jabbar's role as STEM ambassador in California could take on a particularly high importance in turning around the state's high-quality science instruction. We'll have to stay tuned to see how it goes! Read more about Abdul Jabbar's involvement in STEM education here.
The National Association of Biology Teachers (NABT) recently named Julia Lawrence as the recipient of the 2012 Biology Educator Leadership Scholarship (BELS). Lawrence is a science teacher at McCowan Middle School in Glenn Heights, Texas, just outside of Dallas. Like several other middle school teachers, Lawrence teaches biology, chemistry, physics and earth science. Lawrence says that it's biology that she "really enjoys." Lawrence has a Bachelor of Science in Biology/Chemistry from Texas Southern University and a Master of Education from Walden University. Before teaching, she was a chemist and lab analyst in the private sector. Lawrence will be using the BELS to pursue a Doctorate of Education in Educational Administration from Texas A&M University - Commerce. Lawrence will be officially recognized at the BELS Benefit Dinner at the NABT Conference on Friday, Nov. 2. Lawrence was honored to receive this award.
Microscope lingo can have any first-time user or owner confused. Swift has put together a list of basic definitions that will have you understanding your microscope and sounding like a seasoned scientist in no time!
Chromatic Aberration: When lenses fail to focus two different parts of the spectrum in the same focal plane, they suffer from chromatic aberration.
Condenser: The function of the condenser is to provide full illumination to the specimen place and to enhance the resolution and contracts of the object being viewed.
DIN Optics: A German Standard for the manufacturing of microscope lenses. Optics are interchangeable from one DIN microscope to another. (DIN: Deutsche Industrial Normen)
Diopter Adjustment: The ability to adjust the focus for one eyepiece in a binocular or trinocular microscope to compensate for the different in vision between the user's eyes.
Focal Length: Parallel rays of light after refraction through a lens will be brought to a focus at the focal point. The distance from the optical center of the lens to the focal point, in the focal length, or focus.
Numerical Aperture (N.A.): A measure of the light gathering capabilities of an objective lens. The concept is comparable to the F-value in photographic lenses. In general, N.A. values less than 1.00 are dry objectives, while values greater than 1.00 require oil as a medium. The N.A. value can be found on individual objectives. NOTE: Condenser lenses are part of the optical system and are also assigned a N.A. value. The condenser system on a scope should match the N.A. of the highest power objective on the microscope.
Parfocal/Parcenter: A microscope system that is parfocused/parcentered enables the user to switch objective lenses (change powers) and still have the specimen in focus and centered in the field of view.
Working Distance: The distance between the front lens of the objective and the cover glass when the lens is focused on the specimen.
Project Lead The Way (PLTW) is the leading provider of rigorous and innovative STEM education curricular programs used in middle schools and high schools. The organization recently released the official 2012-2013 school year registration numbers and what the data reflected was astounding: nearly a 20 percent increase in schools offering PLTW courses to America's students was seen. Cheers to a small victory in STEM education! For the 2012-2013 school year, PLTW added 1,004 new programs and 747 new schools. The addition of these programs bring the total number of PLTW programs to 5,211. The total number of middle and high schools offering PLTW to their student's is now 4,782 - numbers higher than ever experienced in PLTW history! The programs mentioned refer to the organization's three middle and high school offerings: the high school engineering program, Pathway to Engineering (PTE); the high school Biomedical Sciences (BMS) program; and the middle STEM curriculum, Gateway to Technology (GTT). This sudden increase in PLTW programs in America's schools is hopefully a sign of the nation's education priorities and an indication of more STEM growth to come. Read more about PLTW and their most recent numbers.
