National science and mathematics standards stress the importance of integrating technology use into those fields of study at all levels of education. In order to fulfill these directives, it is necessary to introduce both in-service and preservice teachers to various forms of technology while modeling its appropriate use in investigating “real world ” problems and situations. Using the conservation of mechanical energy of a falling and bouncing ball as its context, this paper describes how inexpensive video analysis technology makes possible the investigation of numerous types of motion with detail and precision that would be incredibly difficult, if not impossible, without the use of this technology. National standards for mathematics and science teaching and learning currently emphasize the use of technology in mathematics and science courses in order to facilitate the development of a “technologically literate ” society that is prepared to be productive in today’s technology-dependent society. The National Science Teachers Association (NSTA) position statement on the use of computers in science education states plainly that “computers should have a major role in the teaching and learning of science ” (NSTA, 1999, ¶1) and emphasize technology’s use for data collection, manipulation, and presentation. According to the Technology Principle stated in the National Council of Teachers of Mathematics (NCTM, 2000) Principles and Standards for School Mathematics, “electronic technologies…are essential tools for teaching, learning, and doing mathematics ” because “they furnish visual images of mathematical ideas, they facilitate organizing and analyzing data, and they compute efficiently and accurately ” (p. 24). These same standards further call for making mathematics and science relevant to learners. Making the connections between what is studied in class and what is experienced in life outside of the classroom leads to a more developed and deepe
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