Video 1 – Learning Environment 6 with Teacher G (Post-secondary Applied Science) Observation • Personal Response systems through the use of Clickers (each person had their own). Anonymous response. • Very large class with only one teacher • Technology use on three levels: to deliver content, to enable interactivity and participation and to evaluate learning […]
Investigating m-learning, mobile apps and embodied knowledge – Mobiles – Customising for exploration, interactivity and independent learning How is embodied learning facilitated by portable, hand held, and virtual reality technologies? Embodied learning considers integration of mind and body in the process of learning. Developments in technology integration in math and science education show development from calculators […]
Second Life and Virtual Field Trips – Second Life and Virtual field trips: facilitating math/science knowledge/skills How is knowledge relevant to math and science possibly generated in these networked communities? In looking at the question of how knowledge relevant to math and science in networked communities I am drawn to an earlier portfolio entry of my […]
Knowledge Representation and Information Visualization for Learning Math and Science: information visualization digital tools, such as animations, simulations, and modeling tools Investigating Mathematics and the use of illuminations Background This activity focuses on Grade 7 mathematics skills development to enhance students understanding and ability to conceptualize fraction, decimals and percents in relation to each other. Observations […]
Technology Enhanced Learning Environment – WISE, MYWORLD, JASPER and CHEMLAND Strengthening pedagogical structures The National Centre for Excellence in the Teaching of Mathematics (NCETM) in their 2010 report and in the 2011 report by the Joint Mathematical Council of the United Kingdom report that expected increases in enhanced learning using digital technologies have not been realised. […]
Technology Enhanced Learning Environment:T-GEM, IWB, Web 2.0 and simulations Integration Subject: Mathematics Concept: Quadratic equations This concept is a challenge from personal practice. Another pedagogical challenge experienced is adding relevance and real world application. Digital Technologies: Interactive Whiteboard (IWB), Graphing Simulation, Web 2.0 technology The interactive whiteboard was chosen for its interactive capabilities as well as strength in […]
Extensions for the mathematics classroom WorldWatcher and LFU Edelson et al. (2002) explored the implementation of Worldwatcher based on the LFU design model (see table 1 below) within a middle school use and application of a project, the ‘Planetary Forecaster’ model and software support, in the school’s curriculum unit for Earth systems science. The emphases […]
Integrating content studies and inquiry process learning Educational challenges Research and application of the Learning for Use (LFU) and WorldWatcher models were based primarily on the lack of integration of content studies with the inquiry process and for inquiry to play more of a role in scientific learning. The premise was that students were lacking […]
Motivation for WISE The motivation for the creation and development of WISE was the desire to use the power of easy to use, affordable and accessible technology to support a structured curriculum of science education using theories of inquiry-based learning and scaffolding knowledge integration in order to achieve literacy in science(Slotta & Linn, 2009). Literacy […]
Theoretical framework The theoretical framework underpinning the Jasper series is on anchored learning in which instruction is anchored on solving a complex problem. It is a constructivist approach in which students have a meaningful experience. In this experience problem setting is essential and forms the basis of that meaningful experience. Understanding how people think is […]