BRENDAN C. A. MENG

When supplies for an inquiry-based classroom laboratory investigation are unavailable or too costly, the procedure too dangerous or messy, I will seek to find a virtual lab or web-based learning experience to take its place. Often, I will plan to provide my students with a web-based learning experience which mimics the in class laboratory investigation as a prerequisite learning activity and introduction to the skills and procedures which they will be performing the next lesson. Using virtual labs and we-based learning as instructional strategies allows me to employ technological assets to continuously monitor student learning, engage learners in assessing their progress, and adjust instruction in response to student learning needs. Similar to inquiry-based labs, this instructional strategy allows me to vary my role once again in the instructional process in relation to the content and purposes of instruction and the needs of my learners as I step back from instructor to guide and observer. The variety of web-based learning experiences allows me to provide students with multiple models and representations of concepts and skills in addition to those learned through other instructional strategies such as direct instruction. However, with the multitude of choices available, knowing which virtual lab or web-based learning experience will benefit my students the most and choosing when and where within the curriculum to include such experiences demonstrates my understanding of how content and skill development can be supported by media and technology in addition to my ability on how to evaluate these resources for quality, accuracy, and effectiveness. The inclusion of virtual labs and web-based learning experiences provides additional opportunities for students to demonstrate their knowledge and learning through a variety of technology-based performances specific to the content and learning outcomes. Engagement from students is often at its highest when utilizing these instructional strategies as it presents opportunities for my students to learn through the use of technology tools as they access, interpret, evaluate, and apply information through familiar mediums. Often, these labs appeal to my diverse learners and by acknowledging this reality and including these experiences demonstrates my abilities to utilize appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners present in my classroom. Most of all, the utilization of these instructional strategies throughout the year in all units shows my commitment to exploring how the use of new and emerging technologies can support and promote student learning.