I have just been dissecting a frog without getting my hands dirty or even touching a frog. I have been doing this by using animations and simulations. By using this web based tool students will be demonstrating Kearsley & Shneiderman’s (1999) second principle, create. When students are using the tool they will be learning through creativity to use their knowledge learnt as it applies to the context.
Animations and simulations are resources which can be used by schools if they have lack of resources, internet access or expenses. An animation and simulation can be created with any unit across the curriculum and allows the students to learn through technology, creativity and exploration. I think the traditional learning techniques of text books and chalk and talk are slowly disappearing, as technology is being used more in the classrooms.
A simulation activity I was looking at was Frogus, I think it is amazing. I have ever seen anything like this before and would have preferred to do this in year 8 science class, then the real thing! This simulation is like a science lesson on the computer. This example would be a great way for the students to learn about the body parts of animals, dissection and toads/frogs. I think that this activity could be modified and my year 2 students could participate in it. The picture moves around when it is clicked and it is an interactive activity the students will be able to learn from. If students in the class have religious beliefs they can participate in a different simulation activity and will not feel left out as everyone will be using a computer, they will just be completing different activities.
Froguts. (2009). Demos. Retrieved August 19, 2009, from http://www.froguts.com/flash_content/index.html
Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 19, 2009, from http://home.sprynet.com/~gkearsley/engage.htm