Using the Digital Microscope in the Classroom

IN THIS ACTIVITY, WE WILL ANSWER THESE QUESTIONS:

• Why should teachers consider using the digital microscope?
• What are some ways to integrate the digital microscope into the curriculum?

Digital microscopes allow teachers to enhance a very important childhood learning strategy, that of systematic close-up observation. The digital microscope encourages interaction, cooperation, and problem solving, all important elements of exploratory learning. Research has shown that students using sophisticated technologies as everyday learning tools under the right conditions show growth in workplace skills, motivation, engagement, and self-esteem (WestEd, 2002).

Many studies support this point. "Appropriate technology is integrated into the regular learning environment and used as one of many options to support children's learning" (NAEYC, 1996). The specific tool is not as important as the thinking process students go through with hands-on, exploratory learning opportunities. It is important to recognize and plan the role technological resources will play in the learning environment. When computers are used to increase basic skills or knowledge, students are typically learning from them. Consider having students work with computers in a way that increases high-order thinking, creativity, and research skills (WestEd, 2002).

The following lesson plans were taken from ISTE's National Educational Technology Standards for Teachers: Preparing Teachers to Use Technology (2002) and National Educational Technology Standards for Students: Connecting Curriculum and Technology (2000). They have been adapted to include integration of the digital microscope. All lesson plans include both content standards and applicable NETS standards (National Educational Technology Standards for Students).

A Closer Look with a Digital Microscope (PDF)

Science: Primary Grades, Pre-Kindergarten to Grade 2

In this lesson sequence, students take a closer look at objects under the digital microscope and classify them according to like and unlike properties. The students work in small groups to collect information and categorize and capture images of the objects under the microscope. Collected images are then used for a presentation.

Who's Who in Fingerprinting with a Digital Microscope (PDF)

Science: Intermediate, Grades 3 to 5

Students use the digital microscope to examine their own fingerprints. They analyze, compare, contrast, and categorize fingerprints, then create a classroom graph from their observations. The concept of using fingerprints as an identification tool is applied through solving in-class fictitious crime scenarios.

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Insects (PDF)

English Language Arts: Primary Grades, Pre-Kindergarten to Grade 2

This lesson sequence covers the basics of creating a riddle. Students collect an insect and conduct research with the digital microscope and other supplemental materials. Students organize the resulting information, create a riddle about their insect, and present their riddle to the class, accompanied by images captured through the digital microscope.

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Bibliography

International Society for Technology in Education (2000). National Educational Technology Standards for Students: Connecting Curriculum and Technology.

International Society for Technology in Education (2002). National Educational Technology Standards for Teachers: Preparing Teachers to Use Technology.

National Association for the Education of Young Children (NAEYC) (Apri 1996). Technology and Young Children -- Ages 3 Through 8: A Position Statement of the National Association of Young Children.

WestEd (August 2002). Investing in Technology: The Learning Return. WestEd Policy Program.

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