Good use of digital technology enhances student learning experiences. In an ideal environment, it would be available for all students. In the same way students use pencil and paper to complete assignments, digital technology provides a more flexible and diverse tool that enables students to express their ideas, personal theories, and explore their curiosities. Technology can also help to accommodate different learning needs by providing platforms for blended or online learning experiences. Digital technology is also useful for documenting student learning journeys in the form of digital portfolios. With digital technology, students can also engage in global learning experiences where they learn with the world and not just about it.

In order to make good use of digital technology in education, it needs to be coupled with sound pedagogy. Teachers who know the process of learning need to engage in a deliberate and thoughtful process when selecting technologies. The same way we plan, assess, and evaluate student learning, we need to be to have a process that assists with selecting tools that are purposeful and beneficial.

Integration of technology in today’s classroom is not a straightforward or simple process. Although issues of accessibility and availability have improved over the years it is not an equal playing field for all students due to issues like budgeting and internet availability. Another barrier is teacher education. Optimal use of technology takes awareness, time, and planning and teachers need to be supported with quality forms of professional development in order for this to happen.

High school provided me with my first exposure to computers and digital technology. I remember having to take a computer science course and feeling completely overwhelmed. I had no real idea what the teacher was talking about. I was handed cards with holes in them and was asked to “run a loop”? I muddled through the course thanks to “Steve” a straight “A” student, who graciously arranged my cards for me and walked me through each painstaking assignment.

We have come a long way since then. The advances in today’s technology are having a significant impact on the landscape of teaching and learning. Coding and programming are good examples of subject areas that have evolved tremendously. Today, students as young as kindergarten are learning how to code in some schools. In addition, there are even large scale events e.g. Hour of Code, that are promoting not only the benefits but the necessity of this skill. I have read several sources that claim that programming skills are going to be one of the skills needed in tomorrow’s workforce. Along with that is the idea that many of the jobs that we are preparing students for do not even exist yet!

Interesting Times!g!

Heather’s personal theories of what causes the change in seasons varied from the accepted scientific understanding. I’m not sure where her misconceptions stems from but it was clear to see that her beliefs were deep-rooted. Despite having been present in class and having access to learning material, her personal theory on the topic created a block to being able to fully adopt a new understanding.

What became clear to me during the video was the need for the Heather and her teacher to confront their own personal theories. It was interesting to hear the teacher comment, “You assume that they (students) know certain things.” Shapiro (1988), advocates that teachers should understand our own assumptions and consider what impact it may be having on the learning process. Equally important is students being encouraged to share beliefs. Having students unpacked their personal theories allows teachers insight into student thinking and an opportunity to explore ways to introduce new ideas and/or challenge misconceptions.

Conceptual challenges are not just related to what students are learning, but also from how teachers are teaching. In my own profession practice, I have encountered challenges with parents and students in the area of mathematics. I have been present during many interesting debates concerning student achievement in the area of mathematics. Parents and many teachers I know hold firm to the idea that success in mathematics is best achieved through the practice of drills as a way to enhance speed and accuracy. Shapiro (1988), identifies that this approach requires that students not delve into the complexity but rather accept what is being taught. At the other end of the spectrum are those who believe that student should explore different ways to solve math problems instead of using a single algorithm. Shapiro (1988), identifies that this type of approach factors into account the learners’ individual ideas, feeling about the learning.

In support of a more open and exploratory approach to math, a study conducted by Ng and Sinclair (2015), investigated grade 1/2 and 2/3 learning in a dynamic math environment. The learning environment emphasized quality communication as a basis for learning. Whole class dialogue exploring ideas and learning were central to the study. It also focused on the use of digital tools to aid in student understanding symmetry. The results documented a shift in student thinking toward a deeper understanding of symmetry. Although the results were based on only three lessons, the notion that dynamic environments for learning can be enhanced with quality dialogue and use of manipulatives is worth consideration.

References:

Shapiro, B. L. (1988). What children bring to light: Towards understanding what the primary school science learner is trying to do. Developments and dilemmas in science education, 96-120. Available in the course readings library.

Ng, O., & Sinclair, N. (2015). Young children reasoning about symmetry in a dynamic geometry environment. Zdm, 47(3), 421-434. doi:10.1007/s11858-014-0660-5