Integrating Computer/Multimedia Technology in a High School Biology Curriculum

Abstract

C OMPUTERS provide an opportunity to present biological material in an exciting and engaging manner (Duhrkopf 1989b, 1990). We use software programs to illustrate and elucidate biological concepts that can be more clearly and effectively communicated via this technology than through more traditional means-lecture, discussion or conventional laboratory activities. The benefits go beyond simply providing a better way to introduce and reinforce various biological ideas; they show students that a computer is much more than simply a glorified typewriter. In most high school curriculums there are few courses that teach the application of computer use beyond a word processing or programming course. Parents who use computers at work and travel with laptops are coming to expect that schools prepare their children for the technological world that they will undoubtedly be entering. Many parents are using modems, databases and spreadsheets, and graphing programs in their occupations; they know that their children need some experience in this area (Snelling 1993). The more comfortable our students become in the use of computers in various areas of their education, the better prepared they will be for the job market or college. The challenge for teachers is how to integrate technology throughout a high school biology program. It is often difficult for a teacher to see how various software packages might be used in a curriculum and what their ultimate benefits might be. We have been using computer software in our classroom instruction for the past eight years. The software programs for the first five years were Apple IIe programs, which ranged from deer population growth to genetics experiments to diet analysis. Four years ago we moved into a new computer center and converted to a Macintosh-based system.