Teaching inquiry, collaboration, and technology through inquiry, collaboration, and technology.


As a Science and Engineering teacher I aim for my students to learn to inquire, collaborate, and use technology through inquiry, collaboration, and technology.

Note the emphasis. In my first years as a teacher I was intrigued by inquiry-based science teaching. At the time I aimed to teach science content through inquiry, using student collaboration and technology as two of many teaching strategies. Current research on science education confirms what my subsequent experience teaching science and engineering at the middle and high school levels has led me to conclude: that inquiry, collaboration, and technology are more than teaching strategies, they are worthy learning goals in and of themselves. In the long run these goals are as important as the content goals outlined in curriculum and standards documents.

From leading my sixth graders in seminar-style discussions of the molecular nature of the world around them, to guiding my freshman Engineering teams through collaboratively compiling months worth of Google Documents, Drawings, Spreadsheets, photos and graphs into professional design reports, to challenging my junior Physics students to design their own experiments proving the fundamental laws of physics, I strive to place scientific inquiry, meaningful collaboration and the productive use of technology at the forefront of every unit I develop and every lesson I teach.