Introduction:

The Intel QX3 Digital Microscope Initiative began at the University of Virginia to identify ways to enhance classroom instruction and inquiry-based learning in science education in the K-12 classroom. Although introduced as a toy in 1998, the ease of use and power to grab still and video images for display on the computer of the QX3 provides great potential for its use in the classroom.

Despite the great promise of the QX3, many innovations, technology innovations in particular, are not successfully adopted in the classroom. This initiative attempts to create a team approach to identify and develop ways to use the QX3 in the classroom to support the existing curriculum. Professors Randy Bell and Glen Bull formed a team of classroom teachers, graduate students in instructional technology and science education, and pre-service teachers to jointly develop ways to use the QX3 to enhance learning. The primary and secondary Objectives are discussed in detail below.

Primary Objectives:

The primary or first-line objectives in the Intel Digital Microscope Initiative are to develop and evaluate instructional uses of the digital microscope that address local curriculum objectives in participating Technology Transfer Classrooms. Specifically, the Initiative participants will work together to:

Analyze the curriculum outline detailing the instructional goals and objectives at each site in consultation with local teachers and education officers.

Identify potential applications and instructional directions that could employ the Intel QX-3 digital microscope to extend the curriculum, following the science education guidelines presented in Flick, L. & Bell, R. (2000).

Preparing tomorrow's science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1 (1), 29-60)

Develop curriculum modules based on these instructional applications, and implement them in local Technology Transfer Classrooms.

Evaluate the modules after initial implementation, revising and extending as appropriate before placing them in a resource archive available to other participating schools through the World Wide Web.

Secondary Objective:

A secondary objective of the project is to establish collaborative projects and instructional activities among classrooms in the Technology Transfer Classroom network. This would be initially explored among local sites that reflect comparable culture and curriculum. The Hollymead class would communicate with the Red Hill class in Virginia, and the Paris class would interact with the Caen class in France. If this local interaction proves successful and instructionally useful, communications between classes in France and the United States will be initiated. The overall project will be implemented along the following phases. The timeline to some extent will be determined by initial success in local schools. However, an effort will be made to implement, test, and revise modules in local schools during Fall 2000. Phase III will be initiated in Spring 2001. If conditions are judged appropriate, an effort to begin Phase IV will be undertaken in Spring 2001, with continuing efforts in Fall 2001.