Case Building – Video Analysis
My Initial Posting
Learning Environment 1 with Teacher F (Mathematics Graphing Calculators)
This teacher’s use of graphing calculators for problem-based learning is quite effective in solidifying understanding of linear inequalities. I believe it’s a very effective use of technology. The teacher noted that girls are compliant in following the system which is dominated by drill and practice, but that boys are not, meaning they are disengaged and not as willing to complete such homework; however, the programming exercise with a computing device is very good for them because they are interested in the task. I wonder if there are gender differences in approach to the task.The one girl who was interviewed describes her process which involves writing everything out by hand first before programming the equations into the device. The boys’ processes revolved more around entering data, testing, and retesting working primarily on the device. If gender is taken out of the equation, it can still be said that there are multiple approaches to learning math. Is this problem-based learning most effective for every student?
Learning Environment 3 with Teacher D (Science, Secondary Preservice Teacher Education)
The pre-service teachers who learned about integrating digital technology in Biology classrooms had quite a variety of comfort-levels with using technology in their classroom. Some were able to create their own programs while others do not intend to incorporate much technology into their teaching with the idea that they will gradually learn over time of how to integrate it. Is it likely that a teacher who is uncomfortable with technology would gradually add it into their teaching practices? Completing your early teaching without technology use is really short-sighted as it should be integrated into practice. It would be best to include it from the beginning, I think; however, the presenter who completed his masters on whether technology would improve student achievement concluded that it does not necessarily improve student achievement but it did not hurt it either. He holds that students will have a higher level of understanding of the concepts despite the fact that provincial test results are not likely to improve. Provincial tests are not testing for this deep understanding. Why do we have provincial tests if they are not going to produce divergent, critical thinking?
Critical Dialogue & Rethinking
Regarding the possibility of gender differences, Keith Greenhalf commented that he has noted many approaches to math by students which is not aligned with gender. His comment has me reconsidering my initial conclusions that there was a difference because I believe that the student examples suggest that difference but it is really only one example. There are still gender issues in math and science aside from approach. For example, Me Burgess questioned whether technology encourages participation by females in traditionally male-dominated subjects.
Questions Raised
Concerning Students
- What motivates the learners? (Ouellet)
- Would they be as engaged with the technology? (Quigley)
- How important is it for students to be tech literate prior to using technology in the classroom? (Quigley)
- How does the teacher get the students to push their limits and think divergently? (Ouellet)
Concerning Learning
- Do they develop a foundational understanding of the concept? (Galbraith)
- Is there enough time to get through the curriculum and to allow for these rich opportunities for deeper learning and addressing misconceptions? (Galbraith)
- Is the software or the techniques applied more significant to the learning? (Ouellet)
- How does assessment and evaluation change? (Ouellet; Quigley)
- Are they having a technological experience or science experience? [Specific to Teacher A: Does the use of the calculators do too much for them, i.e. give them the equations (if they don’t do some paperwork first)?} (Gass)
Concerning Teachers & Schools
- What motivates teachers to use technology in their classroom? (Luciak)
- Is the effort required worth [the learning achieved]? (Burgess)
- How can schools and districts support teachers in their pursuit of technology in the classroom so that every teacher and student is provided with the best options for learning? (Harrison)
Positives & Negatives
Positives of Using Technology
There were many positives noted in the postings and discussion. One repeated observation was the motivated nature of the students (Ouellet & Kresak), for example, where the students were receiving visual, immediate feedback with the graphing calculators (Galbraith) or the engagement of the students publishing to a blog (Galbraith). In many of the scenarios, there was an atmosphere of teamwork. The teacher in the pre-service teachers example, noted that even though there was not much change in the learning in his research, there were much higher levels of student engagement and participation.
Negatives of Using Technology
One common thread was the lack of professional development, budget support, or generally board support. As well, the noise level of the learning environment may be a problem for some learners (Harrison & Quigley). Jhodi Leong observed that technology used at a surface level could promote misconceptions and those misconceptions could possibly be more difficult to identify. Finally, it takes a great deal of time and energy to create learning experiences with effective technology tools, so some wonder if it is worth the trouble. I think that it is worth the trouble for the learning benefits and engagement that occurs.
References:
All references are located in “Discussion Forum MA-L2: Video Cases.” 2013W2-ETEC533-65A UBC Blackboard Course Environment.
Media Credit:
Idea go. (2010). Head Concept. Freedigitalphotos.net. Retrieved January 18, 2014, from http://www.freedigitalphotos.net/images/Ideas_and_Decision_M_g409-Head_Concept_p20199.html.