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.