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The Development of a Technology-Infused 5Th-8Th Grade Earth

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The Development of a Technology-Infused 5Th-8Th Grade Earth THE DEVELOPMENT OF A TECHNOLOGY-INFUSED 5th -8th GRADE EARTH SCIENCE CURRICULUM FOCUSING ON CAVES CURRICULUM PROJECT Presented in Partial Fulfillment of the Requirements for the Master of Education in Environmental Education in the College of Education and Human Services Professions By Noelle J. Grunwald, B.S. University of Minnesota Duluth October 2014 Curriculum Project Committee: Bruce H. Munson, Ph.D., Chair Julie Ernst, Ph.D. Terrie Shannon, Ph.D. ii Abstract Traditional interpretive and educational programs within the National Park Service, a bureau of the United States Department of the Interior, have been developed on the principle that when people interact firsthand with the tangible resources found within National Park Service (NPS) sites they come to understand the meanings, concepts, stories, and relationships pertaining to these places better. While a direct physical connection to America’s national parks is desired, it is not always feasible. As a result, the NPS has embraced the Internet and the World Wide Web as a valuable and effective tool to reach out and engage visitors, specifically those who may never set foot inside a park’s boundaries. Many sites within the national park system are adapting technology to enhance place-based learning in park settings and at a distance (USNPS, 2006). The purpose of this study was to address the current programming needs of the interpretation and education division staff at Wind Cave National Park in South Dakota by developing a curriculum that utilized the Internet and educational technology to reach out, engage and provide memorable and meaningful learning experiences regarding caves and karst topography to formal educators and their classrooms. A technology-infused 5th- 8th grade earth science curriculum focusing on caves was developed and evaluated by both formal and nonformal educators. iii Acknowledgements There are numerous individuals who contributed their time and expertise to the development and completion of this curriculum project. First, I would like to express my sincerest thanks to my committee members, Bruce Munson, Julie Ernst, and Terrie Shannon. Each of you brought your own unique talents and expertise to this project. Thank you for your guidance, support, encouragement and patience. I will be forever grateful. I would also like to thank my National Park Service colleagues, especially those park rangers who I have had the honor to work with at both Wind Cave National Park and Carlsbad Caverns National Park. The passion you show for the resources you interpret and protect is admirable. Thank you for your support, encouragement, and laughter throughout this journey. Lastly, I want to express a big heartfelt thank you to my friends and family. From near and far I have appreciated all of the love and support I have received from you throughout this academic venture. I especially want to thank my parents for instilling in me a deep appreciation for the natural world when I was young and encouraging me in everything I have done in life. I want to thank my husband, Eric, not only for his unconditional love and support, but also for the adventures we have shared together and will share in the future. Finally, I want to thank my daughter, Sierra, for being the best distraction I could have ever hoped for during this process. I look forward to sharing the beauty of nature with you for many years to come. iv Table of Contents Page Abstract ............................................................................................................................. ii Acknowledgements ........................................................................................................... iii Chapters: 1. Introduction .................................................................................................................. 1 Purpose of the Study .......................................................................................... 2 Significance of the Study ................................................................................... 4 Assumptions ....................................................................................................... 7 Limitations ......................................................................................................... 8 Definitions.......................................................................................................... 8 Summary ............................................................................................................ 9 2. Literature Review ......................................................................................................... 11 Introduction ........................................................................................................ 11 Environmental Education................................................................................... 11 Education in the National Park Service ............................................................. 16 Education Technology in the National Park Service ......................................... 21 Technology in K-12 Formal Education ............................................................. 30 Technology in the K-12 Classroom ................................................................... 34 Summary ............................................................................................................ 45 3. Procedures .................................................................................................................... 47 Site Selection ..................................................................................................... 47 Curriculum Design ............................................................................................. 48 Needs Assessment .............................................................................................. 49 Development of Curriculum .............................................................................. 50 Development of Lesson Plans ............................................................................ 51 Evaluation .......................................................................................................... 52 4. Results .......................................................................................................................... 55 5. Summary ...................................................................................................................... 58 Reflection on the Process ................................................................................... 59 Reflection on the Significance ........................................................................... 63 Future Plans ....................................................................................................... 64 Conclusion ......................................................................................................... 67 References ......................................................................................................................... 68 Appendices ........................................................................................................................ 73 v Appendix A: Educator Comments/Feedback Website & Surveys .................... 73 Appendix B: Formal Educator Feedback Survey Results.................................. 78 Appendix C: Nonformal Educator Feedback Survey Results............................ 81 Appendix D: Amazing Caves! Curriculum ........................................................ 85 1 Chapter One Introduction America’s national parks belong to all of the nation’s people and each individual should have opportunities to enjoy them. The National Park Service, a bureau of the United States Department of the Interior, is continually adjusting to changing patterns of visitation and an increasingly multi-racial, multi-ethnic, and multi-cultural society to ensure that the national park system remains high among societal concerns and relevant to future generations. The goal of National Park Service interpretive and educational programs is to provide memorable and meaningful learning and recreational experiences, foster development of a personal stewardship ethic, and broaden public support for preserving park resources. Interpretation and education is the key to preserving both the idea of national parks and the park resources themselves (USNPS, 2005). The educational programs of the National Park Service are designed to enrich lives and enhance learning, nurturing people’s appreciation for parks and other special places, therefore helping to preserve America’s heritage. The National Park Service must change its traditional approach of interpretation and education to improve relevancy in the 21st century. To enact this change the National Park Service is implementing new and innovative ways to reach out, engage, and cultivate support of the increasingly diverse array of visitors. National Park Service interpretive and educational programs must explore ingenious approaches to inform a diverse constituency, many of whom may never set foot inside a park’s boundaries. Innovative use of existing and emerging technology can maximize both visitor 2 experience and employee effectiveness. Parks should use technological communications, such as the Internet and distance learning, to enhance their informational, orientation, interpretive, and educational programs. Interpretation and education should seek to provide opportunities for
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