Students count bats that fly by within a certain amount of time, record their count, air temperature and estimated wind speed, then report their findings on an electronic network that links students in the southeastern part of the state. Other students make records of bird migration, and still others measure the diameter of trees in order to help determine the age of New Hampshire's forests. All of these projects combine the use of technology and real life experiences in ways that not only vitalize learning but also contribute to the adult knowledge base of the environment. It lends immediacy both to data sharing and the questions kids ask. Students make valid contributions to scientific research, and their notion of research expands.
Students learn that data drive the hypothesis.
Students learn that science really involves questions, not answers, and that there can be many answers to one question. Students use technology across curriculum area, integrating many subjects. This process offers many opportunities for dialogue among students and between teachers and students, as well as occasions for assessing how well students understand essential concepts. Projects in other parts of the country also engage students in contributing important information to their communities, demonstrating the value of learning Project, involves a global study of wildlife migration. The Global Rivers Environmental Education Network involves students in assessing the water quality of rivers throughout the world, and offers software for processing data.