Jasmeet Virk's ETEC 533 journey

An ideal pedagogical design of a technology-enhanced learning experience for math and/or science

My vision of an ideal pedagogical design for a technology-enhanced learning environment for math and/or science is not much different from Kozma’s. Kozma recommends that, “Designers should provide students with environments that restructure the discourse of …classrooms around collaborative knowledge building and the social construction of meaning” (Kozma, 2003, p.9).

I strongly believe that students need to construct their own knowledge through collaborative work and discourse. So an ideal TELE space will provide for all learners to examine and explore knowledge, interact with it and others to understand it, and then apply the new knowledge in real environments – in their own style and at their own pace.

In a perfect design, technology needs to be interwoven with established constructivist instructional models like the one created by Driver and Oldham (1986; in Matthews, 1994). In such a TELE, learners use technology and apply their own learning style to explore concepts through the knowledge building sequence of orientation (activation of prior knowledge), elicitation (interacting with others to figure out their ideas), reconstruction of ideas (seeking information from other and resources provided), application of ideas (applying newly learned ideas to a new scenario), and review (analyzing own ideas and those of others).

Reference:
Matthews, M. R. (1994). Science Teaching. New York: Routledge, chapter 7