What do you notice about what you were paying attention to?
Look for patterns or themes in your thinking, look for similarities ordifferences in the kinds of questions you were asking?
Looking back on the course, I came into it not really sure what to expect. Not coming from a purely Science or Math background, it was nice to see different perspectives. However, I did pay attention to what connections were made throughout the course. I discovered that education is education, no matter what subject. Therefore, it was easy to transfer different background knowledge and experiences with the various readings and assignments. I definitely noticed a reocurring theme throughout the course and the MET so far - constructivist learning. The shift towards scaffolding students allows them to explore and participate in relevant activities. This is truly a positive direction that education is heading. In terms of working with my peers in the project, I must have to say that it was a wonderful experience. The group communicated well and worked collaboratively. Moreover, everyone was respectful of each other and were open to new ideas. This is an example of how a group should work in a project. All-in-all, I have a great time.
Thursday, August 9, 2007
Thursday, August 2, 2007
Handhelds
Describe the nature of the activities that may have been central, in your opinion, to the learning experiences described in the papers you read.
Similar to most of what we have been discussing this semester, the nature of the activities in the readings can be summed up in 2 words: constructivist and scaffolding. In the Gleason paper, the students are given a relevant task, collecting meaningful data. The students have a vested interest in the stream behind their school. It is a part of their lives and the research involved would have an effect. As stated, “our goal centers on students making conclusions about the health of the stream through extended inquiry by collecting and analyzing stream data” (Gleason, 2001). There are several key words in this statement, particularly conclusions and inquiry. The students are participating in inquiry learning and are problem-solving at the same time. No longer are they learning theoretically and absorbing irrelevant data. They are using technology, in the form of PDAs, to collect their data and analyze it. The technology itself is progressive and complimentary to the learning process. It is how the professionals conduct research. The students are engaged and are actually doing what real scientists do.
The Rogers article was similar: “the goal was to enable the pairs of children to find out about things in the habitat - what grows there and why, and what lives there and why, e.g. birds nest in certain trees, animals visit certain locations because of the available food nearby, such as a particular plant life – and to discover these things both through the naked eye and ear as well as via the use of a variety of devices and other pervasive technologies” (2006). The exploratory form of learning that concentrates on answer the “why” affords students the opportunity to discover and conclude through their own data collection and critical thinking. The technology in this activity allowed the students to compare data against each other. Moreover, it allowed the use of digital representations, thereby letting students hear and see actual sounds and pictures of what they were dealing with. Imagine dragging a textbook along to do that!
The activities alone were not ground-breaking, but the manner the students had to do most of the legwork to achieve a conclusion was key. The students had to solve problems, analyze data and refer to their own knowledge in order to complete their activity. In addition, the technology used was pivotal in allowing data collection, representation, legitimacy and engagement.
Gleason, C. & Novak, A. (2001). Incorporating Portable Technology to Enhance an Inquiry, Project-Based Middle School Science Classroom. In Tinker, R.F. & Krajcik, J.S. (Eds.), Portable Technologies, Science Learning in Context. Kluwer Academic/Plenum Publishers: New York.
Rogers, Y., Price, S., Harris, E., Phelps, T., Underwood,, M., Wilde, D., Smith, H., Muller, H., Stanton, D., Neale, H., Thompson, M., Weal, M.J., & Michaelides, D.T. Learning through digitally-augmented physical experiences: Reflections on the Ambient Wood Project. Retrieved, November 20, 2006, from www.cogs.susx.ac.uk/interact/papers/pdfs/Rogers_Ambient_Wood2.pdf
Similar to most of what we have been discussing this semester, the nature of the activities in the readings can be summed up in 2 words: constructivist and scaffolding. In the Gleason paper, the students are given a relevant task, collecting meaningful data. The students have a vested interest in the stream behind their school. It is a part of their lives and the research involved would have an effect. As stated, “our goal centers on students making conclusions about the health of the stream through extended inquiry by collecting and analyzing stream data” (Gleason, 2001). There are several key words in this statement, particularly conclusions and inquiry. The students are participating in inquiry learning and are problem-solving at the same time. No longer are they learning theoretically and absorbing irrelevant data. They are using technology, in the form of PDAs, to collect their data and analyze it. The technology itself is progressive and complimentary to the learning process. It is how the professionals conduct research. The students are engaged and are actually doing what real scientists do.
The Rogers article was similar: “the goal was to enable the pairs of children to find out about things in the habitat - what grows there and why, and what lives there and why, e.g. birds nest in certain trees, animals visit certain locations because of the available food nearby, such as a particular plant life – and to discover these things both through the naked eye and ear as well as via the use of a variety of devices and other pervasive technologies” (2006). The exploratory form of learning that concentrates on answer the “why” affords students the opportunity to discover and conclude through their own data collection and critical thinking. The technology in this activity allowed the students to compare data against each other. Moreover, it allowed the use of digital representations, thereby letting students hear and see actual sounds and pictures of what they were dealing with. Imagine dragging a textbook along to do that!
The activities alone were not ground-breaking, but the manner the students had to do most of the legwork to achieve a conclusion was key. The students had to solve problems, analyze data and refer to their own knowledge in order to complete their activity. In addition, the technology used was pivotal in allowing data collection, representation, legitimacy and engagement.
Gleason, C. & Novak, A. (2001). Incorporating Portable Technology to Enhance an Inquiry, Project-Based Middle School Science Classroom. In Tinker, R.F. & Krajcik, J.S. (Eds.), Portable Technologies, Science Learning in Context. Kluwer Academic/Plenum Publishers: New York.
Rogers, Y., Price, S., Harris, E., Phelps, T., Underwood,, M., Wilde, D., Smith, H., Muller, H., Stanton, D., Neale, H., Thompson, M., Weal, M.J., & Michaelides, D.T. Learning through digitally-augmented physical experiences: Reflections on the Ambient Wood Project. Retrieved, November 20, 2006, from www.cogs.susx.ac.uk/interact/papers/pdfs/Rogers_Ambient_Wood2.pdf
Monday, July 16, 2007
Inspiration Software
Inspiration software is available on the web and in stores. It encompasses various subjects that cover grades K-12. The most attractive use for Inspiration is for its visualizations. The visualizations are often simple, yet attractive representations of tables, charts, venn diagrams and maps. Many students are visual and kinesthetic learners who are not akin to learning hypothetically. Rather, visual representations of the topic or information is the best manner in conveying information. Inspiration is not flashy; however, it does offer excellent content. That is probably the key to the software. It does not forget about the content, rather it focuses in on it. After reading the discussions on the resource sharing unit, it is clear that these resources must be useable. Resources that are mainly for show and have very little educational value are useless and a complete waste of time. Educators are constantly working hard to refine their material. In addition to marking, meeting with parents, instruction, assistance and prep, their time cannot be taken up with resources that do not get to the point. In addition, they simply do not have the time to sort through the quagmire of useless information. Consequently, when a software does what it's meant to do, simplistically and effectively, then it is considered good.
Tuesday, June 26, 2007
The Jasper Series
In your inquiry e-folio write a brief description of the Jasper series highlighting your impressions of the series. Try to suspend judgment and consider instead what questions this TELE raises for you as an instructor and what questions the series raises for you as a potential TELE designer.
The Jasper series is ambitious integration of several different disciplines presented to students as an online and multimedia interactivity. It tries to move away from the traditional mathematical word problems that really did not have any relevance. Rather, each problem consists of many different aspects that mirror "real world" applications. Moreover, each activity is presented in a video and text format, which allows students to be engaged while tackling a variety of problems. This leads to constructivist learning as the student is afford the opportunity to build on what they already have learned or know.
Although the Jasper series is an excellent resource and form of activity, it may still pale in comparison to many of the other forms of digital media that students are exposed to each day. The video itself is not really all that impressive and the presentation of each activity is not "glitzy". Possibly a redesign of the user interface of the activities may be needed.
The Jasper series is ambitious integration of several different disciplines presented to students as an online and multimedia interactivity. It tries to move away from the traditional mathematical word problems that really did not have any relevance. Rather, each problem consists of many different aspects that mirror "real world" applications. Moreover, each activity is presented in a video and text format, which allows students to be engaged while tackling a variety of problems. This leads to constructivist learning as the student is afford the opportunity to build on what they already have learned or know.
Although the Jasper series is an excellent resource and form of activity, it may still pale in comparison to many of the other forms of digital media that students are exposed to each day. The video itself is not really all that impressive and the presentation of each activity is not "glitzy". Possibly a redesign of the user interface of the activities may be needed.
Monday, June 11, 2007
Pedagogical Design TELE
I feel that a design of a technology-enhanced learning experience should include opportunities for students to construct understanding and meaning. The students should be afforded the problem-solving skills and critical thinking that is imperative for learning. The environment should not be static, rather a dynamic space where students of differing abilities and strengths can flourish together.
Metaphor
Feenburg (1999, 2003) suggests that technology is the medium of daily life in modern societies. His impression is that technology is humanly controlled and value-laden just like a social institution.
I feel that Feenburg is right when he states that technology “is the medium of daily life”. What can we do in our everyday lives that technology is not a part of? Anything that we use that requires electricity is immediately a techno-device. Even those items that do not require power are related to some sort of technology. They were probably designed with complex technological devices. Since it is a given that technology is a medium of daily life, Feenburg can support his statement of how technology is “humanly controlled and value-laden just like a social institution”. We can define values in many ways, from our moral values to hierarchical values. Therefore, technology can be a defining presence in our personal lives and how society views us.
I feel that Feenburg is right when he states that technology “is the medium of daily life”. What can we do in our everyday lives that technology is not a part of? Anything that we use that requires electricity is immediately a techno-device. Even those items that do not require power are related to some sort of technology. They were probably designed with complex technological devices. Since it is a given that technology is a medium of daily life, Feenburg can support his statement of how technology is “humanly controlled and value-laden just like a social institution”. We can define values in many ways, from our moral values to hierarchical values. Therefore, technology can be a defining presence in our personal lives and how society views us.
Monday, June 4, 2007
Interview Reflection
When I look upon the many interviews I have conducted with my fellow teachers, I am struck by how much time and effort they put towards integrating technology in their classrooms. There is no rule that states they must use certain types of technology to teach specific concepts. However, they plug along, researching, testing and applying to varying degrees of success.
However, it is troubling to see that many of these same teachers are left to their own devices. There is just not enough support for these teachers. In fact, I am not sure how other teachers who are not familiar with technology can even use it in their classroms with so little support. The occasional professional development session does not provide enough background knowledge for teachers to adequately develop a curriculum that utilizes technology. Moreover, outdated equipment and the lack of relevant software hinders any attempt involve the entire classroom of students. Imagine students waiting for their turn at the 3 computers in the classroom. I can't see how that would work. In addition, the computer labs at schools are constantly booked.
This trend is indeed disturbing since it essentially puts a roadblock in the progression of integrating technology in schools. The lack of funding by the government does not allow school districts to heavily fund technology. That is very distressing since the world is moving at a blistering pace in terms of technology. Schools have not kept up with this progression, rather it falling dangerously behind. The question is how relevant can technology be in schools when it is generally 5 years behind?
However, it is troubling to see that many of these same teachers are left to their own devices. There is just not enough support for these teachers. In fact, I am not sure how other teachers who are not familiar with technology can even use it in their classroms with so little support. The occasional professional development session does not provide enough background knowledge for teachers to adequately develop a curriculum that utilizes technology. Moreover, outdated equipment and the lack of relevant software hinders any attempt involve the entire classroom of students. Imagine students waiting for their turn at the 3 computers in the classroom. I can't see how that would work. In addition, the computer labs at schools are constantly booked.
This trend is indeed disturbing since it essentially puts a roadblock in the progression of integrating technology in schools. The lack of funding by the government does not allow school districts to heavily fund technology. That is very distressing since the world is moving at a blistering pace in terms of technology. Schools have not kept up with this progression, rather it falling dangerously behind. The question is how relevant can technology be in schools when it is generally 5 years behind?
Interview Questions
1] In regards to technology, what have you observed in the classroom that can be considered positive learning experiences for the students? Have there been any negative experiences? Please describe both the positive and negative experiences.
2] How do you implement and integrate technology into the mathematics classroom? Is it being used daily or intermittently?
3] There has been debate as to the level of support teachers are receiving for technology in the classroom. In terms of hardware, software and training, do you feel that you have been properly supported?
4] Please estimate the following percentages of your “technology time”. By “technology time”, I mean the total amount of time that you spend engaged with some aspect of technology related to your teaching environment (very broad definition, so there is room for your interpretation).
5] Do you feel that technogadgets (iPods, cell phones, etc.) have any place in a learning environment?
6] Are equality issues prevalent with the use of technology in your classroom? (Does it benefit some students more than the others, or leave some students behind?)
2] How do you implement and integrate technology into the mathematics classroom? Is it being used daily or intermittently?
3] There has been debate as to the level of support teachers are receiving for technology in the classroom. In terms of hardware, software and training, do you feel that you have been properly supported?
4] Please estimate the following percentages of your “technology time”. By “technology time”, I mean the total amount of time that you spend engaged with some aspect of technology related to your teaching environment (very broad definition, so there is room for your interpretation).
5] Do you feel that technogadgets (iPods, cell phones, etc.) have any place in a learning environment?
6] Are equality issues prevalent with the use of technology in your classroom? (Does it benefit some students more than the others, or leave some students behind?)
Saturday, May 26, 2007
Video Cases
I watched Case 4 (Elementary Space Science) and Case 5 (Middle School Life Science). Immediately, I noticed how noisy both classrooms where. It is my assumption that the students were engaged in their activities. Consequently, I found it difficult to listen to the interviews. I personally like a noisier classroom, as long as much of the noise related to “on-task” discussion. Therefore, I was not overly disturbed at the noise level. However, I do wonder how students, who prefer quieter classrooms, function in this environment. Another thing I noticed was the flexibility and amount of activities going on all at once in the classroom. Is this controlled chaos or is it just plain chaos? I teach in an alternate program and lack of structure is familiar to me, however; is there too much free roaming allowed in such a classroom? By comparing the interviews, I was struck by the obvious frustration of the new and retiring teacher in Case 4. I believe that there is not enough support and professional development opportunities for teachers to truly “catch-up” with technology. As mentioned in Case 5, the teacher states that much of his knowledge is self-taught. Moreover, it is an ongoing, dynamic process or learning. I have self-taught most of my technological knowledge as well, and I can see how frustrating it is for some teachers who neither have the background, resources, time, support and/or desire to learn cutting-edge technology.In both examples, I was pleasantly surprised the use of technology was not limited to merely surfing the web to find information. It was used as a medium to create original works. The hurricane example in Case 4 was pretty neat, since the students used the laptop to create sound effects, while still using the old paper and pencil crayon method for visuals. Nice combination of the old and new with that assignment. In Case 5, I liked how the teacher introduced more advanced assignments such as creating animated GIFs. One particular issue that stands out from the 2 cases is the loose structure or “nouveau” structure in the classrooms. I am not saying that there wasn’t structure, but it appeared relaxed. Coming from an alternate classroom, I actually like it that way, but it concerns me a little to see a bit of confusion and chaos. My concern is whether the abundance of technology has created a classroom culture of distraction or interaction?
Unpacking Assumptions
What is a good use of technology in the math and science classroom? What would such a learning experience and environment look like? What would be some characteristics of what it is and what it isn't?
Being in the senior Alternate program, I am expected to “teach” practically all the subjects available to grade 11 and 12’s. There are a few more advanced subjects that we do not offer such as Physics and Auto. Consequently, I would not be considered a “science” or “math” teacher. Yet, I do teach those subjects. My view on the aforementioned questions may differ from the actual math and science teacher. I believe in any subject, including math and science, should have technology as a support system for learning. The technology itself cannot overwhelm the course content. Digital media has allowed us to provide excellent visuals and tools for students. However, we cannot have the case that “the medium is the message” as Marshall McLuhan would say. We cannot lose the actual learning that needs to occur. If the technology itself is too effective, we can see students paying attention to the process, not the content. I feel that for a classroom to use technology effectively, it cannot be the immediate focus. It needs to be readily available, for student use and for instructor use, yet it cannot be a distraction. In Prince George, I have heard of a pilot project that provides each grade 11/12 student with a wireless-enabled laptop. Although I do realize that our educational system is heading towards something similar to that, it is a danger when the medium itself is distracting. I know when I was completing the Education program at UBC; I was using my wireless laptop for unrelated activities in class. I am not saying everyone would be distracted, but there is the potential. Thus, it is vital to have limits on the use of technology in the classroom. Possibly there should be restrictions as to when one could use a laptop or any other media device. Personally, I would take advantage of all the online math games in my classroom. I wouldn’t necessarily use it to replace teaching the basics of math, rather, I would use it supplement the learning. It would be a fun way to practice, instead of standard word problems. In science, I would use the available digital media online and in hard copy for students to see examples or a virtual reality of phenomena such as plate tectonics and chemical reactions. In addition, the students can manipulate things in a virtual program as experiments. Yet, to sum up, it is important that content comes first.
Being in the senior Alternate program, I am expected to “teach” practically all the subjects available to grade 11 and 12’s. There are a few more advanced subjects that we do not offer such as Physics and Auto. Consequently, I would not be considered a “science” or “math” teacher. Yet, I do teach those subjects. My view on the aforementioned questions may differ from the actual math and science teacher. I believe in any subject, including math and science, should have technology as a support system for learning. The technology itself cannot overwhelm the course content. Digital media has allowed us to provide excellent visuals and tools for students. However, we cannot have the case that “the medium is the message” as Marshall McLuhan would say. We cannot lose the actual learning that needs to occur. If the technology itself is too effective, we can see students paying attention to the process, not the content. I feel that for a classroom to use technology effectively, it cannot be the immediate focus. It needs to be readily available, for student use and for instructor use, yet it cannot be a distraction. In Prince George, I have heard of a pilot project that provides each grade 11/12 student with a wireless-enabled laptop. Although I do realize that our educational system is heading towards something similar to that, it is a danger when the medium itself is distracting. I know when I was completing the Education program at UBC; I was using my wireless laptop for unrelated activities in class. I am not saying everyone would be distracted, but there is the potential. Thus, it is vital to have limits on the use of technology in the classroom. Possibly there should be restrictions as to when one could use a laptop or any other media device. Personally, I would take advantage of all the online math games in my classroom. I wouldn’t necessarily use it to replace teaching the basics of math, rather, I would use it supplement the learning. It would be a fun way to practice, instead of standard word problems. In science, I would use the available digital media online and in hard copy for students to see examples or a virtual reality of phenomena such as plate tectonics and chemical reactions. In addition, the students can manipulate things in a virtual program as experiments. Yet, to sum up, it is important that content comes first.
Auto e-ography
I have always been interested in technology. I remember writing simple programs on my Commodore Vic 20. After that, I moved onto the IBM XT computers, where my gaming life began with games such as Police Quest and Leisure Suit Larry. Then there was the introduction of the IBM 286, followed by the 386. This eventually led to Pentium series, where I experienced the beginnings of multimedia in computers. It was pretty cool to see video clips and edit photographs on the computer. Now, being the computer geek that I am, I have the king of all computers, the Intel Quad-Core X6700. To people who are not familiar with computer hardware, a computer has a processor much like a car has an engine. With a quad-core, it essentially means my computer has 4 engines. My wife is scratching her head wondering why I need 4 cores! Well, simple, it allows faster rendering of video while creating your own DVDs! I’m not sure if that impresses anyone but me.
As you can see, I am deep into technology. I constantly strive to learn about anything and everything that is related to technology. In fact, I taught myself how to build computers. Almost all of my friends own a “Sherman” custom computer. I carry this enthusiasm over to my teaching and the most memorable event that relates to technology was during my practicum. I was in a grade 5/6 split at Port Guichon Elementary in Ladner. My goal was to bring technology into the classroom. In my possession, I had one laptop and many ideas. Thankfully, the Delta School District had the foresight to equip their schools with LCD projectors. Therefore, I was able to hook up my laptop to the projector. This was important since it would have been difficult to have the students watch what I was doing from my laptop screen.
The idea I had was to do a computer-based Jeopardy game by using Microsoft Powerpoint. All the elements were there, including the theme song, the sound effects and the “daily double”. All that was missing was Alex Trebeck. I mainly used this for reviews of lessons that we had done during the week. The class was separated into 3 equal teams. For each question, every group had one representative that could raise their hands and attempt to answer the question. This prevented shouting matches and mass confusion.
The students took to the game enthusiastically. The competition element engaged even the most skeptical of students. Not one student was off-task during the Jeopardy game. A simple review consisting of questions and answers pertaining to material covered now became a fun activity. The entire Jeopardy board was on displayed on the big screen in front of the class. Just like the TV show, the answer would pop up, with accompanying sound effect, when students choose a subject and dollar amount. It now became a visual activity, which seemed to engage students who normally were not. To further enhance the learning experience, I added audio and video answers as well. No longer were the students merely doing a boring worksheet! In fact, this was the highlight at the end of every unit for the class.
I took this Jeopardy approach to review with other classes I have been in, including high school Socials 11. Again, it was a huge success. The whole class was engaged in reviewing work we had done. It was a blast for the class and for me as well. I have no data to compare achievement of students who did written reviews as opposed to this Jeopardy approach. However, I can honestly say that the students enjoyed themselves and were engaged. This initial foray into incorporating technology into my teaching had a part in my decision taking the MET.
As you can see, I am deep into technology. I constantly strive to learn about anything and everything that is related to technology. In fact, I taught myself how to build computers. Almost all of my friends own a “Sherman” custom computer. I carry this enthusiasm over to my teaching and the most memorable event that relates to technology was during my practicum. I was in a grade 5/6 split at Port Guichon Elementary in Ladner. My goal was to bring technology into the classroom. In my possession, I had one laptop and many ideas. Thankfully, the Delta School District had the foresight to equip their schools with LCD projectors. Therefore, I was able to hook up my laptop to the projector. This was important since it would have been difficult to have the students watch what I was doing from my laptop screen.
The idea I had was to do a computer-based Jeopardy game by using Microsoft Powerpoint. All the elements were there, including the theme song, the sound effects and the “daily double”. All that was missing was Alex Trebeck. I mainly used this for reviews of lessons that we had done during the week. The class was separated into 3 equal teams. For each question, every group had one representative that could raise their hands and attempt to answer the question. This prevented shouting matches and mass confusion.
The students took to the game enthusiastically. The competition element engaged even the most skeptical of students. Not one student was off-task during the Jeopardy game. A simple review consisting of questions and answers pertaining to material covered now became a fun activity. The entire Jeopardy board was on displayed on the big screen in front of the class. Just like the TV show, the answer would pop up, with accompanying sound effect, when students choose a subject and dollar amount. It now became a visual activity, which seemed to engage students who normally were not. To further enhance the learning experience, I added audio and video answers as well. No longer were the students merely doing a boring worksheet! In fact, this was the highlight at the end of every unit for the class.
I took this Jeopardy approach to review with other classes I have been in, including high school Socials 11. Again, it was a huge success. The whole class was engaged in reviewing work we had done. It was a blast for the class and for me as well. I have no data to compare achievement of students who did written reviews as opposed to this Jeopardy approach. However, I can honestly say that the students enjoyed themselves and were engaged. This initial foray into incorporating technology into my teaching had a part in my decision taking the MET.
Welcome to ETEC 533
My name is Sherman Chan and I am taking my 3rd and 4th MET courses this semester. I have took 500 and 510 last semester. It's so nice to see so many familiar people in this course! I am married with one 2 year old and another due in October. I teach the Alternate Program at North Delta Secondary. Being a technology fanatic, I am interested in incoporating technology in the classroom in regards to Science and Math. Teaching in an Alternate program, we are challenged daily to meet the diverse needs of our students. It is most important that we provide instruction and activities that meet different learning styles. I am looking forward to learning strategies using technology in my classroom for Math and Science.I'm not sure which courses I'm taking in the Fall, if any, since I'm awaiting the birth of my second child. I guess I'll cross that bridge when I get there.
My name is Sherman Chan and I am taking my 3rd and 4th MET courses this semester. I have took 500 and 510 last semester. It's so nice to see so many familiar people in this course! I am married with one 2 year old and another due in October. I teach the Alternate Program at North Delta Secondary. Being a technology fanatic, I am interested in incoporating technology in the classroom in regards to Science and Math. Teaching in an Alternate program, we are challenged daily to meet the diverse needs of our students. It is most important that we provide instruction and activities that meet different learning styles. I am looking forward to learning strategies using technology in my classroom for Math and Science.I'm not sure which courses I'm taking in the Fall, if any, since I'm awaiting the birth of my second child. I guess I'll cross that bridge when I get there.
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