Jan
8
Unpacking Assumptions
Posted by: flick | January 8, 2012 | Leave a Comment
In the math and science learning environment good use of technology is purposeful use of technology. (We have all been lulled into a comatose state by a power point presentation.) A teacher must always consider what the intent/purpose of the lesson or project. Working with the end in mind, a teacher then decides which tool best fits the intent and the need. Good pedagogy is good pedagogy. Stand and deliver, sage on the stage, will not be anymore affective given the inclusion of technology.
What does this look like in the science and math classroom? In science 2012 – I do not really know. It has been six years since I taught science and since that time, in our district, all classrooms have acquired teacher laptops, document cameras, LCD projectors, and wireless capability. The previous technology tools in my science class were often audio-visual. Other technologies available in an elementary school during my science teaching days were any tools that enabled hands on learning. This ranged from weather instruments, microscopes, batteries, to balloons and combs (static electricity anyone?).
Technology in math class? You bet! I teach math from Kindergarten to grade eight. I teach it almost every day. I have the privilege of providing numeracy support to our district teachers. I have always used technology in the math classroom. In the earliest days my primary classes used simple calculators to discover counting patterns. Math manipulatives have always supported conceptual learning and discovery. Computers were employed so that students could play a variety of math games designed to improve skills (would that I have known what I do now).
Document cameras have changed math class immensely. The document camera enables teacher manipulation of materials for all to easily see and enables student sharing and demonstration of knowledge building. Tools for graph creation, access to real life information for spreadsheets, chance and probability programs, the list is endless as to what computers and the Internet can bring to the classroom.
Perhaps the greatest effect of technology in the math and science class might be the collaboration, learning and support that are now offered every teacher. Wikis, Blogs, List Serves, Moodles, and more make it possible for every teacher to work not in isolation but as part of a learning community. Students too can form valuable learning communities. My district gifted students of like interest meet on Google doc to collaborate on problem solving.
What stops the above from happening in classrooms? In math, teacher math apprehension, discomfort, and sometimes lack of deep conceptual understanding interferes with teachers teaching using tools and pedagogy that differ from those used in their days at school. I fear that even when the use of technology to support learning becomes commonplace in other courses, math class may still be the ground of stand and deliver for many.