Digital information visuals can be impressive tools for teaching.  It has long been recognized that visuals play an important role in learning. Strenburg looks back to Aristotle and Plato explanation that imagery plays a crucial role in all thought processes, and provides the semantic grounding for language (as cited in Edens and Potter, 2008, p. 185). The digital information visuals that are available to today offer impressive opportunities to help students grasp challenging and often abstract conceptual concepts. 

High-quality interactive simulations in a program like PhET allows students unique opportunities to interact with visual simulations. They can be used to set the stage for problem-solving or can be used to experiment and discover cause and effect relationships.  For example, students in grade 4 can visualize light as waves or rays and discover through simulated activities related to refraction by directing light through mediums of varying density and at varying speed.  Exploring is simulations in this way can provide students with optimal learning challenges and a point of convent engagement.  Edens and Potter 2008, shed light on the benefits visuals in their research of schematic visuals as an aid for problem-solving among fourth and fifth-grade students.  They discovered that using schematic visuals helped to lay the foundation for the steps needed to effectively problem solve.

Click to Run

Another benefit of digital information visuals is their cost-effectiveness. For teachers and administrators, simulations are a cost effective means of providing students with experiences that are less expensive than real-life experiences (Srinivasan et al., 2006). These tools offer low-cost, easy access to high-quality interactions.  Combined with their interactive abilities they offer with fewer limitations than pencil and paper.  However, educators should remain cautious in their approach to using simulations as a means of providing authentic and unique learning experiences for students.  In a study conducted by Srinivasan et al., (2006), over half of the students interviewed valued “real” experiences over simulations. Comments such as theses should trigger teachers not to overestimate the benefits of authentic experiences for students by turning to the ease and convenience of digital visuals tools.

My view of digital visualization tools are that they have many beneficial affordances for both teachers and students.  They are versatile in the fact that they can be used to: reinforce or promote learning; compliment what is being taught; help illustrate difficult topics.  These tools should be included as one of the many tools teachers and students access to promote learning.  Teachers in their efforts to provide deep and rich learning experiences should view these supports agains the backdrop of other strategies (e.g., real world expeiences) and aim to strike a balance that leads to the most optimal and reasonable experience for students.

References

Edens, K. and Potter, E. (2008), How Students “Unpack” the Structure of a Word Problem: Graphic Representations and Problem Solving. School Science and Mathematics, 108: 184–196. doi:10.1111/j.1949-8594.2008.tb17827.x

The University of Colorado Boulder. (2017). PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/en/simulations/category/new

Srinivasan, S., Pérez, L., Palmer, R., Brooks, D., Wilson, K., & Fowler, D. (2006). Reality versus Simulation. Journal of Science Education and Technology, 15(2), 137-141. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/40186678

Knowledge diffusion in STEM

How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.

There are many ways to construct knowledge in math. Zegarac (2016), advocates a balanced approach between building understanding and developing skills. “We know that when students learn skills in isolation, they will not necessarily know how to apply them in the real world” (p.3).  Rather than relegate mathematics to a subject taught at a particular time of the day, teachers are being asked to help their students explore the multiple ways they experience math in their everyday lives.  An effective approach for constructing mathematical knowledge is through Problem Based Learning (PBL). In PBL students develop skills by focusing on solving problems that are situated within a real world context.  According to MacMath et al. (2009), PBL is a valuable strategy to create enthusiasm, check for diagnosing misconceptions, and for learning collaboratively.  PBL scenarios are often multifaceted and lend themselves to connection with other areas of the curriculum.  Students engaged in this process are more likely to develop an understanding of abstract and conceptual mathematical ideas when they can see the connections to the real world. Data reported by Carraher et al. (1985), showed an enhance ability by students to solve computational problems in natural real world setting when compared to their ability to solve the same problems out of context.

One of the challenges of providing authentic PBL is the lack of resources and/or opportunities to take learning outside the classroom.  However, Technology bridges this gap by making it possible to bring the community into the classroom.  One of the powerful learning opportunities that can be exercised online is through established networked communities. Accessing to networked communities connects students to powerful opportunities to expand their knowledge.  Making connections locally and/or globally can be used as a platform for students to connect with others on topics of real world interest.  Not only do networked communities allow for the creation of knowledge in a community environment, but students also learn to appreciate the significance of how ideas live and grow in the real world. They also discover that learning is an experience and not an isolated event.

One resource that I am aware of that supports networked and collaborative learning is iEARN.  This site provides an array of different projects which allow students to engage in collaborative sharing of ideas and learning.  There are a variety of projects that span different subjects and support integration across the curriculum. 

References:

Carraher, T. N., Carraher, David  W, & Schliemann , A. D. (1985). Mathematics in the streets and in schools . British Journal of Developmental Psychology , 3, 21–29.

Jcarleton (31 Jul. 2014.). Professional Development | iEARN Canada. Iearn-canada.org. Retrieved from http://www.iearn-canada.org/category/professional-development/

MacMath, S., Wallace, J., & Chi, X. (2009, November). Problem-Based Learning in Mathematics. A Tool for Developing Students’ Conceptual Knowledge . Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_problem_based_math.pdf

Zegarac , G. (2016, April 8). Ontario’s Renewed Mathematics Strategy . Retrieved from chrome-extension://feepmdlmhplaojabeoecaobfmibooaid/http://www.edu.gov.on.ca/eng/policyfunding/memos/april2016/dm_math_strategy.pdf

Embodied Learning

According to Resnick and Wilensky (1998), while role-playing activities have been commonly used in social studies classrooms, they have been infrequently used in science and mathematics classrooms. Speculate on why role playing activities may not be promoted in math and science and elaborate on your opinion on whether activities such as role playing should be promoted. Draw upon direct quotations from embodied learning theories and research in your response.

Engaging students in dynamic activities such as role-play or debate have been a longstanding strategy used by teachers to help students explore and discover.  Doing so allows students to examine different points of view, make connections and develop ideas and understanding. 

The use of these strategies has traditionally been much less visible in science and math classrooms.  One of the reasons for this might stem from the idea that these subjects are more procedurally driven.  For example in science, the scientific method is commonly used to investigating phenomena.  While in mathematics, symbols, steps, and algorithms are common blueprint used for teaching. When viewed in this light, these strategies on the surface don’t appear well-suited for either science or math learning.

However, this tendency toward linear and procedural teaching methods in science and math is being challenged.  Teachers are being encouraged to consider activities that are more physical and dynamic.  Encouraging activities that require bodily movement like role play or hand gestures are being considered not only as a way to engage students, but a means to support communication and understanding of conceptual or abstract concepts. 

In 2014 the Ontario government, in an effort to improve mathematics education released a support document supporting such strategies.  Information contained within a document on Spatial Reasoning in Mathematics supports the use of “non-verbal reasoning” as one means to support learning.  The document cites research by Dehaene, Piazza, Pinel & Cohen (2003), to show “that gestures may be incredibly powerful in helping form pathways in the brain and in the development of conceptual understandings, and requires further attention” (p.22). 

This suggests to teachers that that learning does not just take place in the brain.  This perspective is echoed by Winn () who identifies that “Learning is considered to arise from the reciprocal interaction between external, embodied, activity and internal, cerebral, activity, the whole being embedded in the environment in which it occurs” (p. 22).  In this way, thinking extends to include externalized dimension that can be used as a resource for learning and communications. 

As a teacher in an elementary school setting, I experience students who are energetic and seek opportunities for movement through out the day. I can see the powerful benefit of supporting and encouraging learning in this way.  When I think about those students who are building an understanding of abstract or nonlinear concepts, drawing on physical resources can support student learning in any subject area. 

In exploring research on the use of gestures I came across an interesting video clip produced by the Ontario Ministry of Education on The Use of Gestures in Math Class

Gestures in Math Class

Resources:

The Learning Exchange. (2017). Gestures in the math class. Retrieved from http://thelearningexchange.ca/videos/gestures-in-math-class/

Ontario Ministry of Education (Ed). (2014). Paying Attention to Spatial Reasoning.  Support document for paying attention to mathematics education. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/LNSPayingAttention.pdf

Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114. Retrieved from: http://www.hitl.washington.edu/people/tfurness/courses/inde543/READINGS-03/WINN/winnpaper2.pdf

Synthesis:

There are many valuable ideas, teaching tools and strategies contained in this module. I was especially intrigued by the versatility of the environments. For examples, the cross curricular applications of the Jasper project and My World environment was very appealing. From a planning perspective, it is beneficial to have TELE’s that can be used with students to teach more than one subject. I also appreciated the hands on activities that were available with WISE and CHEMLAB. Being able to use simulations with students is an incredibly beneficial way to stimulate and engage students in active learning.

The learning theories presented in this module provided a firm foundation for supporting the TELE’s. One of the ideas that stand out in these theories was that of misconceptions and knowledge structures. Exploring and sharing their prior knowledge is a key part of the learning process. It is at this point that new ideas can be introduced, challenged, and examined. This process helps to create new knowledge structures or add to already existing ones. Another concept that I regard as important is situated learning. Having students engage in problems or activities that are based in a real world context provides excellent opportunities for robust learning to take place.

There were many practical applications in this unit that I can use in my classroom. I am excited about using GIS for math, mapping and language arts. I also have a solid plan for dealing with grade 4 students misconceptions in science around light reflections now that I have examined the T-GEM theory. I see a lot of potential with WISE and plan to spend some more time in the near future modifying some of the lessons for use in my science class.

References:

Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.

According to Perkins, Hazelton, Erickson, and Allan (2010), “Spatial literacy is a new frontier in k-12 education.” Spatial thinking can be fostered using GIS technology. The use of interactive web maps can be an effective tool that can be used across different areas of the curriculum. Some of these ways include:

Language Arts:
• Creating narratives using story maps
Math:
• Applying the principles of geometry, measurement
Mapping
• Learning about legends, symbols, grids, landmarks, scales
Social Studies:
• Understand how we use maps to describe our world
• Recognize where we live relative to others
• Using local data in the context of an authentic problem
• Environmental analysis and problem-solving
Science:
• Exploring ecosystems, migration, geologic formations,

In addition, GIS can provide authentic opportunities for students to engage in activities that are community-based. The design of spatial literacy activities using GIS can be achieved using Edelson’s LFU (Learning-For-Use) design framework.
“The LfU model provides a basis for thinking about the design of activities that will contribute to the development of robust, useful understanding.” The FLU design framework consists of three steps: Motivation, Constructions, and Refinement (Edelson, 2001).

By exploring the LFU design framework and the technology available from ArcGIS I was able to construct an outline of a lesson to teach grade four students. The lesson focuses on problem-solving, measurement, and mapping skills. My overarching goal is to provide students the real world application of math structures by using our local community.

The background for this lesson involves taking a field trip to the grocery store. I choose the grocery store because it is a location full of mathematical learning opportunities. In preparation for our field trip, I developed a series of three lessons that incorporate the design principles of LFU by Edelson.

Motivate: Experiencing the Need For New Knowledge:
Activity #1: Create curiosity and identify limits in current understanding
• Start students thinking about maps. Showing them a paper map of Barrie, have them explore different routes to get from the school to the grocery.
• Making sense of visual information. What does this map show? How can we use it to plan our trip to the grocery store? How far is it to the school and how long does it take to get there?
With limited mapping skills, students will likely construct a range of responses. Share and discuss ideas and questions with the intent of having students identify their need for more information and skills related to map reading.

Construct: Building New Knowledge Structures:
Activity 2: Explore and learn about maps and determine the distance to the grocery store.
• Students will be provided with an interactive ArcGIS map of Barrie that will be used to support learning of map features: legends, symbols, grids, landmarks, scales.
• They can use the tools available in ArcGIS to measure distance and build on their understanding of where the school is relative to the grocery store.
Through discussion, exploration students will construct new knowledge structures.

Refinement: Organizing and Connecting Knowledge Structures. Applying knowledge structures in new contexts.
Activity 3: Use knowledge of the distance between the school and the grocery store to plan our trip.
• Using the information learned in activity 2 students will use their knowledge of time measurement to plan the remainder of the trip.
• How long will it take to travel to the grocery store? What time should we leave? What time will we arrive back at the school?
Students will make connections to existing knowledge structures. They may also develop new ideas. For example, some may wonder about alternative routes or modes of transportation.

References:

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218

The WISE project I examined was “Photosynthesis” (ID:2276). It was designed for students in grades 6 to 8 and included a variety of dynamic visuals and simulations. The supporting material that accompanied these visuals included scaffolded questions. At the beginning of each new lesson, students were asked to make predictions. For example, students were asked, “ How do you think plants get energy?”. This allowed students to share their personal theories and ideas. Through sequential lessons, students were provided with given opportunities to build and refine their understanding. According to Linn, Clark, and Slotta (2003), learners construct their understanding of a topic through active reasoning that connects with their previous views or experiences. In this way, students could have an opportunity to reflect on their personal theories and ideas before lessons and make connections or refine their thinking throughout their assigned work. Along the way, students were also given opportunities to test their understanding by being given multiple choice questions and fill in the blank activities. I was impressed with the detail and the sequence of lessons. Each lesson drew and built on knowledge gained from previous lessons.

One way to further develop knowledge integration would be to insert discussion points along the way. According to Linn, Clark, and Slotta (2003), when students learn from each other they encounter different views that help them sort out their ideas and develop their thinking. Part of knowledge integration involves bringing to light different views on scientific phenomena and sharing ideas and questions. For example, I would pose the question, “How do you think plants get energy?” and instruct students to record their response, and read and respond to the ideas of their classmates.

Another strategy would include using the draw tools in WISE for students to generate their own visualization. Visualizations that are either provided or generated by students help to support learning. Slotta and Linn (2009), identify that visualizations can help students to analize, building connections, build a narrative about results, and draw attention to important and salient pieces of information. In the photosynthesis project, I would have students create their how diagram of how energy is transformed and used by plants to help them grow.

I was impressed with WISE and the range of topics available in the library catalog. WISE technology and curriculum environment is an effective way to make science accessible. Using instructional material that allows students to extrapolate their own understanding and engage in active reflection helps to enhance understanding and deep learning.

References
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538. doi:10.1002/sce.10086

Slotta, J. D., & Linn, Marcia C. (2009). WISE Science: Inquiry and the Internet in Science Classrooms (draft). Teachers College Press.

I have been teaching mathematics for 15 years and during that time I have developed an understanding of two different approaches to teaching mathematics. One involves conceptual learning and the other procedural learning.

The Jasper Woodbury Problem Solving Series provides students with experiences that help develop a conceptual understanding of mathematical concepts. Students work cooperatively to generate and solve math problems using realistic narratives and scenarios. Teachers encourage students to exercise critical and flexible thinking skills and to recognize connections between mathematics and various other areas of the curriculum. This approach to mathematics requires higher order thinking skills including analysis, evaluation, and creation of new ideas or problems.

This approach differs from lessons that focus on procedural math skills. Procedural math lessons can often have a particular focus that includes knowing the language, rules, algorithms, and symbols of mathematics. The aim of many of these lessons is to support students becoming proficient in the skills needed to be able to problem solve.

Both these approaches are important when developing a learning environment that will meet learners’ needs. The Jasper series provide beneficial opportunities for students who can connect with open ended problem-solving experiences. However, it is equally important to recognize the needs of students who benefit from a more hands on and teacher directed approach. According to Gersten, Chard, Jayanthi, Baker, Morphy & Flojo (2009), students with LD’s do not always benefit from environments from peer assisted learning environments and benefit from being provided with a step by step strategy provided through explicit instruction by a teacher. It is important to keep in mind who the learners are and to provide them with the tools they need for success. It is only through ongoing assessment and consultation with students that teachers can determine when and how to introduce new concepts that will move students forward in their learning.

References:
Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65–80.

Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics Instruction for Students With Learning Disabilities: A Meta- Analysis of Instructional Components. Review of Educational Research, 79(3), . 1202–1242.

My definition of technology aligns with Jonassen’s. I understand his analogy of a carpenter with tools as it relates the construction and creation of meaning making. It is not by using the tools that students learn; rather the tools support the creation of new: understanding, ideas, and creations. Technology in its many forms: audio, visual, digital, or physical tools (e.g., a pencil), etc.. can support opportunities to inform, become informed, create, explore and plan. Technology is diverse and has a range affordances. For example, instead of using a word processor to type an essay, the same information can be shown by the use of an app to create a mind map. Similarly, learners can use social media to explore ideas and collaborate to form new ones. In the same way, a carpenter has a range of tools, technology affords learners an assortment of opportunities for learning to occur.

I believe that one of the biggest challenges in designing a TELE is deciding how to capture and consolidate the best design options. Ideally, the environment would be learner focused and address different learning styles. The construction would reflect aims to elicit deep learning and connect to higher order thinking skills. Performance activities would be scaffolded to support learning, allow for creative and flexible representation of ideas, and also allow for collaboration and reflection. I would also include structures or activities that provide students with different types of feedback.

To begin this process I think it is important to have a design framework. My framework would consist of instructional strategies; resource strategies; teaching strategies; subject or content related goals and objectives.

I recently had the opportunity in ETEC 565, I worked toward designing a blended learning environment to teach reading strategies to grade 4 students. I have included a link to one of my plan boards, which provides a visual of my growing understanding of how to design a TELE.

My Plan Board For Designing A Blended Learning Environment For Grade 4 Students

As an elementary school teacher, I am required to create a learning space that allows my students to become fluent grade level readers and writers. However, expectations around number fluency (the deployment of basic math skills) seem to be more ambiguous. Over the past several years, I have witnessed an ongoing debate among teachers, parents, and administrators concerning computational fluency. There are those that believe that number fluency is a fundamental math skill that needs to be more prominently addressed in elementary classrooms. Meanwhile, there is another camp of mathematical thinkers that place a high regard on conceptual understanding of mathematics. This involves operations in mathematics through problem-solving, communication, and exploration but does not necessarily require students to be fluent with basic math facts.

Cathy Fosnot, one of the leaders in Mathematical educations offers an interesting perspective in this debate. Cathy Fosnot was a professor at City College of New York. She founded the Mathematics in the City, authored various books and articles on mathematics education. In this video clip, she is discussing her views and sheds light on what she calls a “False Dichotomy”.