ETEC533

Course Reflections

As a teacher of mathematics and educational technology, I have an unending passion for the marriage of both subjects. The idea of using technology in teaching and learning is fascinating. However more interesting is the idea of using digital technology to teach mathematics.  In my country and in my institution the use of technology in teaching and learning is a novel idea. This is being explored by all stakeholders. To this end there is an e-Learning project. This project targets teachers and students in secondary schools as well as those in the teacher training institutions.  My doing this course is as a result of the e-learning project.

I choose to do the course ETEC 533 simply because of its title, Technology in the mathematics and science classroom. I thought this was an opportunity for me to eventually see the practical ways in which technology can be used in the mathematics class. Moreso, since I attempted to conduct an online class (mathematics education). This venture was not a success.  My expectations were met with mixed reactions. I believe the course was heavily leaned towards the science part of the title. At times I felt frustrated because of insufficient “techno mathematical” experiences. This was evident in my post on March 29, 2010, “I have gone through all the network communities with the hope of finding one which will be applicable to my area, mathematics. Unfortunately I have not found one”.  My disappointment and frustrated was also shared by at least one other colleague in the course.

Surely, I started the course with minimal knowledge and exposure to technology in education and in particular to mathematics. For the most part I am familiar with technology integration in mathematics education and not mathematics content.  As was stated in my auto e-ography my early exposure to technology was with the productivity softwares. After reading the auto e-ography of my peers I felt a bit incompetent but reminded myself that I am from a developing country while the others were from developed countries. There were several barriers to the use of technology in my context.

There is a major problem with access to the technology. I noted carefully the resources which are available to my colleagues.  In order for teachers to use technology in the teaching and learning process, they need to have adequate access to the technology.  The students also need to have access to the technology.  In my context, there is not enough hardware and software to meet the needs of the teachers and students. When students and teachers have difficulty getting access to technology they are less likely to see the benefits it could bring in the classroom. Some teachers and students use the access excuse for not using technology (Laffey and Musser, 1998).

The non existence of a policy document for the use of technology is a factor which challenges its use in teaching and learning. With no policy document on the use of technology in teaching and learning, teachers are basically free to do as they desire. Often times this lead to the overused or underuse of a particular technology. I am more convinced that PowerPoint is one such technology. This software is used for just about everything in my institution. A clear vision of how technology should be used in teaching and learning is needed.

The issue of professional development is very important. Very often, teachers are self taught on how to integrate technology in teaching and learning. Administrators need to have a vision for technology use that offers teachers support and leadership. The success of the technology infusion programme will depend on the level of leadership and support which are available to teachers through administration. In addition to developing a policy document for the use of technology in teaching and learning, the administrators need to provide technological professional development activities for teachers. For example, encouraging and facilitating peer coaching. This will facilitate the development and practice of technological skills.

I anxiously read my colleagues post just to see the “new” technology unfolds.  Hearing about some of these technologies for the first time I was challenged to do some research. The information retrieved from the research did help me to better understand the discussions. Also I was able to explore/interact with some of the new technologies. Some of these resources I have already introduced to my students and colleagues.

Having reviewed the course materials, which include, my posts, my colleagues’ posts, feedback from the instructor, and course readings the most outstanding theme was the “good use of technology.” This theme is embedded in Bates and Poole (2003) SECTIONS model.

Bates and Poole (2003) suggested that the SECTIONS model be used as a guide when choosing a particular technology to be used in the teaching and learning environment. The acronym Section represents: Students; Ease of use and reliability; Costs; Teaching and learning; Interactivity; Organizational issues; Novelty; and Speed. Within all the discussion forums and in particular “unpacking assumptions” the SECTIONS model was evident.

The recurring theme in the unpacking assumptions forum was the learner (student). With reference to the learners, the posts include words such as engage, empower, and connect.  I strongly support and analysis of the learner before choosing any teaching and learning method. Technology is no different. Technology should not be used simple because it is available. There should be value added to the use of the technology in teaching and learning.

Technology has the capability to bring out the best in individuals. When use effectively in the teaching and learning environment, technology can provide both teachers and students with opportunities to learn and grow. Technology provides greater student involvement if used effectively. With technology students are better able to search through information, and discover important concepts during the process.

The videos case analysis provided more insight into the use of technology in the classroom.  From the analysis of the videos, the learners were again at the fore frontThe discussions in the forums caused me to reflect on the meaning of “engaging the students”.  The word engaged was used quite often in the interview which I conducted as well as in the posts of several of my colleagues. What does engaging the students entail? Is engage the new word associated with technology in teaching and learning? Are these learners excited about learning? Are they self regulated and responsible for their own learning?

My initial thoughts on student engagement have not changed; I still believe that learning is not improved by the inclusion of some digital technology. Therefore teachers are to make a concerted effort to provide opportunities for the learners to maximize their learning potential. Engaging students in the teaching and learning process is not unique to the use of technology. While students are better able to search through information, and discover important concepts with the use of technology, the process of engagement if applied with any teaching and learning strategy can assist the learner in becoming responsible for his own learning throughout this knowledge building process.

What was learnt?

While I have mixed emotions about the course, I expected more, I did learn a lot form the course. Specifically, I now have a better knowledge about the different teaching and learning resources which are available. Most of these resources are freeware and can be easily retrieved. This kind of information is particularly useful during this recession period with cuts in funding for education.

Irrespective of the type of resources we have available, technology should be used to empower learners so that they are able to develop higher order thinking skills. Technology by itself does not improve students learning (Clark, 1994). It however requires sound pedagogical foundations.

References

Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.

Clark, R.E.   (1994). Media will never influence learning.  Educational Technology Research and Development (ETR&D), 42(2), 21-29

Laffey, J., & Musser, D. (1998). Attitudes of preservice teachers about using technology

in teaching. Journal of Technology and Teacher Education, 6, 223-241.

Powell Wilson, D. (2010a, Jan 13). Good Use of technology. [Discussion Forums], University of British Columbia, ETEC 533

Powell Wilson, D. (2010b, Jan 19). Teacher F. [Discussion Forums], University of British Columbia, ETEC 533

Powell Wilson, D. (2010c, January 28). Abstract: fascinating, engaging, technical assistance. [Discussion Forums], University of British Columbia, ETEC 533

Powell Wilson, D. (2010d, February 26). For the sake of productivity. [Discussion Forums], University of British Columbia, ETEC 533

Representing Knowledge

Visualized knowledge representation when used in the teaching and learning environment provides students with the opportunities to explore things for themselves. They become “active participants or co-producers” in the teaching and learning process. The focus of knowledge representation is on learning and not teaching. Contrary to the traditional approach which focuses of the teaching and learning. In this approach the teacher dominates the classroom providing the students with very little or no opportunity to interact with each other or the teaching and learning resources.

Graphs often present a challenge to my students. They often find it tedious to analyze graphs and their functions. In order to solve this problem the software Omnigraph was introduced to the department. This software is very costly. The cost of this software for a few machines is way outside of the department’s budget. However, the trial version was used to assist students in their analysis of the graphs.

Omnigraph, a graph processing software was introduced to the student teachers in the following context; (1) how technology can be used in the teaching and learning of mathematics and (2) as a tool which will help then in their trigonometry, and pre-calculus classes for this semester. This knowledge representation and information visualization which allows students to draw, analyze, interpret and predict the behaviour of different graphs. The students will also be able to solve differential equations draw polygons and reflect, rotate, enlarge or translate them.  With Omnigraph, students are better able to visualize the behaviours of the graph. They will be able to see the shifts etc and start making predictions about given graphs. For example if there is a change in the coefficient of a given variable what will be the change(s) to the graph, leading to an investigative approach to the teaching of mathematics.

The feedback received from my post in the Resource Sharing Discussion Forum addressed two important areas of the visual representation. The areas of concerned were (a) the cost of the software and (b) the grade level at which the software should be used. Omnigraph is not free, there is a cost for purchasing the machine. Calculus_Grapher was suggested by the instructor based on its inexpensiveness.   Calculus_Grapher is free and performs the same task as Omnigraph. With Calculus_Grapher students will have the opportunity of analyzing functions and their behaviours.

The other concern was the age group for which the software would be most suitable.  Omnigraph is suitable for students at the secondary level of their education.  The programme is highly interactive and allows students to become engaged in “projects that inculcate sophisticated concepts and skills and generate complex products” (Dede. 2000, p.1). By using Omnigraph and Calculus_Grapher, students’ will be able to construct knowledge via different perspectives.

Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), 281-303.

MODULE A

A School’s visit: The use of cellular phones in the classroom

Recently I visited a school in what is referred to as an “inner city” community. This community is economically and politically challenged. The students who attend this school are not considered to be very brilliant. While you can find the odd students performing well academically, majority of the students are performing for most of the part at least two grade levels below theirs.
The class I saw was a grade 11 class, which is the last year for these students in the secondary system. There were equal number of boys and girls in the class. The teacher went to the class with a mathematics textbook for each student. After a discussion on the topic the students were given a few exercises to do. Specifically they were interpreting data from the pie chart.
Every student in the class used their cellular telephones for the calculations. Taking cellular phones to school is against the rules. These phones were not inexpensive .
The teachers response to my observation was, “these students do not take calculators to school. So I let them use whatever they have.” Please note that during the 70 minutes of the class, I did not hear one telephone ring.

Reflections

Technology when used effectively will maximize the teaching and learning process. Students do have the technology available at their finger tips. The question then is, how are they using it. Are they using t for educational purposes? Are we encouraging them to use the technology for educational purposes.  In most schools cellular phones are not allowed.

Blocking of social network sites from a post secondary institution

Students  at a certain institution are barred from accessing facebook, twitter, etc on the compound(wireless as well).While I do not know the circumstances which led to the blocking of the sites, the action surely says a lot about the influence administrators have on the use of technology in any institution.

A successful technology infusion programme will depend on the level of leadership and support of the adminstrators. Therefore administrators nust have a clear vision on how technology will be used in the instituiton. This vision should be based on sound pedagogical frameworks.

For the sake of productivity

My experience with digital technology began at the post secondary level. During my final year in teacher training (a three year programme) it became obvious that some new devices were creeping into our lives. It was noticeable when the principal of the institution started walking around the compound with what we called a ‘brief case’. At times we heard the ringing of a telephone coming from the briefcase. Then we realized it was indeed a cellular telephone.
A few months later we were invited to pay for a computer course. Everyone paid for course as computers will be taking over the world soon. This computer course from what I can remember was about programming, I can still hear voices saying “the programme cannot run, you have the wrong code”.

While pursuing my undergraduate degree, again in my final year we were introduced to a course called computers in education. While this course was new to me, I did not allow my fears and ignorance to take the better of me. I can remember trying to insert a diskette in the computer, that was a task, I was laughed at. Nevertheless I continued with the task and started to assist others who were having challenges. I invested in a desktop computer which tremendously helped me during the course.

The knowledge gained from this course was never used in teaching and learning during the early years. With exposure to creating a gradebook in excel, creating a PowerPoint presentation, and doing a mail merge in both word and access, these were never utilized. Computers were on the establishment in most schools during the 1990’s. The closest thing to a computer was an electronic typewriter. Also persons who had desktops at home were notable to access the internet as only very few persons had access to telephone

Good use of technology

There is no one definition for technology. Technology is seen as a product as well as a process. One has to be mindful of the context in which technology is used before determining what constitute good use.
Technology by itself does not improve students learning, as with any other teaching method. The teacher then has to look at (1) the learner, (2) the resources, (3) the content to be taught, and (4) the teacher. The learners must be meaningfully engaged in the lesson where technology is being used. They should be allowed to make conjectures and test hypothesis.
Using a PowerPoint presentation to teach a topic in mathematics then have the students’ copy the information from the presentation to their notebooks is just as good as dictating the notes to them. Also using the calculator for one digit addition will not add any “value” to the students’ learning. These examples are just not good use of technology. However getting the students to investigate a number pattern using the calculator will enable discovery and develop critical thinking.

Interview Analysis

In analyzing the reported interviews several issues came to the fore. The issues were very similar in each case. Some of these issues were, professional development seminar for the use of technology and engagement of students when using technology in teaching and learning. Some of issues were specifically related to; teachers, students, and administrators. However, I noted with careful interest that the issues were not unique to  any particular institution or to any particular student or teacher.

Based on my interview and those of my colleagues, I develop an interest in, and I am concerned about the use of, the word “engaged” in relation to students’ use of technology. My interviewee made reference to her students being engaged whenever she used technology to teach. My fellow Metters alluded to this “engagement” of students as well.  Is it that when technology is used in teaching and learning educators observe a “sense of active interaction that otherwise won’t appear” (Iris Chan, February 03, 2010). Is this involvement due to technology or “perhaps it is the motivation factor that means more to learning than the technology” Katie and Beverly? The discussion has further ignited by interest and aroused my curiosity. I am eager to explore the extent to which technology makes students more engaged in teaching and learning.

My interview was different from the others with regards to how the interview was done. I did my interview via emailing. I emailed the questions to my interviewee and responded via email.  This was not intentional but turned out to be rather unique. This was supported by one of my fellow Metters, David, who posted “the tools of technology have already been incorporated into our lives.”

Reflection on interviews

In analyzing the reported interviews several issues came to the fore. The issues were very similar in each case. Some of these issues were, professional development seminar for the use of technology and engagement of students when using technology in teaching and learning. Some of issues were specifically related to; teachers, students, and administrators. However, I noted with careful interest that the issues were not unique to  any particular institution or to any particular student or teacher.

Based on my interview and those of my colleagues, I develop an interest in, and I am concerned about the use of, the word “engaged” in relation to students’ use of technology. My interviewee made reference to her students being engaged whenever she used technology to teach. My fellow Metters alluded to this “engagement” of students as well.  Is it that when technology is used in teaching and learning educators observe a “sense of active interaction that otherwise won’t appear” (Iris Chan, February 03, 2010). Is this involvement due to technology or “perhaps it is the motivation factor that means more to learning than the technology” Katie and Beverly? The discussion has further ignited by interest and aroused my curiosity. I am eager to explore the extent to which technology makes students more engaged in teaching and learning.

My interview was different from the others with regards to how the interview was done. I did my interview via emailing. I emailed the questions to my interviewee and responded via email.  This was not intentional but turned out to be rather unique. This was supported by one of my fellow Metters, David, who posted “the tools of technology have already been incorporated into our lives.”

Interview excerpts and analysis

Interview Questions	Analysis
What is the first thing that comes to mind when you think of the phrase “technology in education”?  Joe Massie The use of various forms of technology to facilitate or enhance the process of educating. The forms may be anything that makes teaching and learning easier. For example, camera, cellphone, computers and DVD’s.	Technology is seen as any tool which can be used in the teaching and learning process. Technology is not only a product but a process. However the examples given of technology only focused on the product.
Do you find technology to be a necessity or a novelty?  Di Palma It is a necessity for me	It would appear that the interviewee is a ardent user of technology. She recognizes that technology is an essential feature for personal and professional use.
If I were to visit your classroom when you are using technology what would you be doing? Mine Possibly engaging the students in the use of an interactive software or facilitating a discussion with the help of a power point presentation	The interviewee is knowledgeable about the roles and responsibility of students and teachers in the teaching and learning process. The teacher’s role is that of a ‘guide on the side’ rather than a ‘sage on the stage’. This approach will enable students to take responsibility for their learning while engaging in knowledge building.
What are some of the factors which influence your use of technology in teaching and learning?  Mine I am fascinated with the technology myself; I find that it is an effective way of engaging my students; I am able to share more with students through this medium.	The interviewee is cognizant that technology is not only beneficial to students, but teachers too. I would think that this teacher has not only used technology for the purpose of teaching. It is used for personal gains.
Explain some of the challenges of using technology in teaching and learning as it applies to your context.  Mine Connectivity issues, as the internet service is not very reliable; unavailability of some of the tools needed, eg. There may be no multimedia projector available for use, or the cords to connect the DVD player cannot be found, or no lab top available; lack of technical assistance.	In order to maximize the benefits of using technology in teaching and learning there should be adequate and appropriate recourses such as infrastructure, equipment, training, and support staff.
What would be the best way to train teachers on the use of technology? D Evans Having them use it on a daily basis. If they have no opportunity to use what they learn then the purpose of the training will be defeated.	This is a great response to the question. Students must be given the opportunity to practice what they have learnt in real authentic ways. Having the teachers use the technology in their training programme will assist then in garnering the confidence needed to use it in the real world.