Pedagogy for Technology Enhanced Learning for Math and Science
Investigating Pedagogical design of a technology-enhanced learning experience for math and/or science
When we look at a technology enhanced learning experience we look at the process of learning alongside the affordances created by technology within the environment itself. The environment and the space are both influenced by the type of technology and how it is used to support learning. Technology can often influence and sometimes change the learning process.
If we consider technology enhanced learning experiences then one has to consider the environment, the tools and the process of learning. Taking this into consideration with Kozma’s recommendation 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), then designers need to create collaborative models/technology that employ sharing and the ability for multiple users on any one task. Designers should also include areas for/avenues for discourse and discussion that allow for the sharing of ideas, concepts and debates while presenting original thought and analysing that of others.
Therefore, an ideal pedagogical design of a technology enhanced learning experience would be one in which I would:
i. Enable both asynchronous and synchronous means of communication through technology, with students giving original authorship/creation and analysis of other colleagues’ work. Utilisation of posts (audio, video and text) in web 2.0 technology would be incorporated
ii. Use technology that is interactive and that will enable interactivity and self and group directed patterns. Students will engage actively in hands on tasks and activities while interacting with technology in collaborative tasks and using of the technology collaboratively, for example, technologies such as Interactive Whiteboards, laptops/ipads with interactive educational apps
iii. Use technologies that extrapolate inquiry, investigation and problem solving skills. I would place great emphasis on questions and tasks in that they must be of the level/limits such that the technology enables completion as well as introduces new levels and concepts.
iv. Use hardware and software that at best reflect and allow for a real-life experience or practical application of concepts.
References
Kozma, R. (2003). Technology, innovation, and educational change: A global perspective, (A report of the Second Information Technology in Education Study, Module 2). Eugene, OR: International Association for the Evaluation of Educational Achievement, ISTE Publications.