As proponent of using and teaching with technology in the classroom it was interesting to examine several different tools and their underpinnings. Being a fairly pragmatic individual, I generally aim to discern how I can use a tool to foster learning, or what attributes make the tool worth using. Nuances and subtleties exist between the four technology-mediated learning environments (TELE):
- Jasper Woodbury Series (JWS)
- Web-based Inquiry Science Environment (WISE)
- My World
- Chemland
However, all of these embody constructivist principles and have the educational goals of facilitating the discovery, construction, and application of scientific/mathematical principles and concepts situated in authentic environments. Thereby enabling learners to develop contextually relevant content and process skills in meaningful and transferable ways. Each TELE incorporates scaffoldings to prevent learners from becoming overwhelmed during the discovery process and results in a progressive development of knowledge. Furthermore, since communication is a fundamental skill in any subject these tools also promote discussion and collaboration with peers during the inquiry process.
One of my fellow learners observed that students would have been better served to actually go on a field trip instead of using the JWS and I’d agree. However, it was at least a response and possible solution to the de-contextualization of mathematics education, as the other TELEs were to science. JWS seems quite dated now, but set out to provide “realistic” scenarios for which students had to apply mathematical concepts and generate solutions. This anchored instruction model facilitates both generative and cooperative learning (CTGV, 1997). JWS is the least interactive as information is mediated in one way. It also relies heavily on the teacher opting for an exploration model rather than a confirmation type approach.
Unlike JWS, interactivity and the mediation of information can by bidirectional. WISE exists in a closer approximation to an LMS where not only can students engage in inquiry and authentic learning, but they can receive and execute assessments, participate in discussions, track progress and generate reflective notes. WISE represents a design for supporting knowledge integration through flexible, adaptable, and customizable learning materials (Linn, Clark & Slotta, 2003). The authors identified that learners hold conflicting ideas about science phenomena, and that they deliberately develop their ideas and views, often in tandem with other members of the group during exploration. As such WISE set out to capitalize on these concepts and through making thinking visible and science accessible, fostering peer learning, and also life long learning. This TELE, like Chemland has more of a learner-centered orientation, but requires the educator to construct the environment and tools for inquiry.
Chemland could best be considered an example of a technology-mediated approach to actually having inquiry occur in the classroom. The cycles of generating data, evaluating the data to formulate a hypothesis, and the modification of the hypothesis after testing and discussion provides scaffolding for the learners during the construction of their mental models (Khan, 2007). While this approach can be successful, after having actually tried it my own classroom, it does require that the educator select appropriate simulations, goals, and guiding questions for the students.
Finally, My World embodies the ideas of Learning for Use (LfU); an assessment focus. LfU provides a framework to support the design of content-intensive inquiry based science activities. The idea is to break free of the confines of inert knowledge assessment as is frequently found on tests and typical assignments and instead create authentic assessments (Edelson, 2001). Exemplified by the “Create-a-World” project where the assessment of the inquiry-based learning occurred as students analyzed their own worlds in relation to the principles they had learned in a blended-approach.
TELEs provide excellent examples of how technology can be applied to create learner-centered, inquiry-drive exploration of science and mathematics. However, simply setting students down in front of them will not yield learning. Rather as Zhao & Frank (2008) and Beeland (2002) found teachers attitudes, intent, and sense of value of a technology were tied to effective learning, achievement, and engagement. Therefore I can envision these TELEs and the principles behind them forming a framework for creating technology-mediated inquiry in our school and my own classes:
- What need is being addressed? (JSW)
- Where and how will the environment exist? (WISE)
- What approach and tools will be necessary to facilitate/scaffold effective inquiry? (Chemland)
- How will the inquiry be authentically assessed? (MyWorld)
A particularly useful approach next year when I am tasked with helping our teachers incorporate technology into the learning process in response to the school introducing one-to-one laptops for the students.
Reference:
Beeland, W.D. (2002) Student engagement, visual learning and technology: Can interactive whiteboards help? Annual Conference of the Association of Information Technology for Teaching Education, Trinity College, Dublin.
Cognition and Technology Group at Vanderbilt (1997). The Jasper project: Lessons in curriculum, instruction, assessment and professional development. Mahwah, NJ: Lawrence Erlbaum.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
Khan, S. (2007). Model-based inquiries in chemistry. Science Education 91(6), 877-905.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
Zhao, Y. & Frank, K. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840.