Module A is an examination our own understandings, assumptions and experiences with technology for teaching and learning math and science.<\/p>\n
To start with, we had to look back into our [non] technological past to examine when and how we got propelled into this world of technology. It was an interesting walk down the memory lane.<\/p>\n
Auto-e-ography<\/a><\/p>\n And…where do we think we want to go from here? We needed to step back and decide what “counts” as good use of technology in math and science learning environments. This made me examine my current practices and what I would like to do ideally in my math and science classes. While “unpacking my assumptions” I think I started to plan what I want to take away from this course.<\/p>\n Unpacking Assumptions<\/a><\/p>\n We looked at some interviews -examining the use and lack of use of technology in educational set ups. I chose to examine elementary setup since they are more relevant to me. I was inspired, impressed and exasperated as well!<\/p>\n Case studies<\/a><\/p>\n After examining the case studies we were given the opportunity to Build Our Own Case! Armed with questions which had evolved out of my “Unpacking Assumptions”, “Case studies” assignment, and my classmates input in the Class Wiki<\/a>, I interviewed a colleague of mine to examine the state of technology in the science and math classroom closer to home. There were a lot of nods, many questions, and thoughts!<\/p>\n interview<\/a>\u00a0[ pdf version]<\/p>\n Interview<\/a>\u00a0[post]<\/p>\n After examining interviews and conducting our own, we discussed the issues that had surfaced in our discussions. Interestingly, even though our interviews spanned divergent geographical areas, teacher expertise and experience, and came from various levels of education, a common thread emerged in the discussions.<\/p>\n