| Transcript | Analysis |
| My interviewee:
– has a Bachelor of Engineering from the National University of Singapore -has a Bachelor of Education from UBCO. -has six years of teaching experience compiled from short term contracts. -has taught math, science, and physics ranging from grades 8-12.
Current teaching context: -middle school in Kamloops, BC -three blocks of Math 9, two of which are daily (students who need more support and faced difficulties in Math 8) one of which is linear (every second day), -one math 8. To further situate this interview this teacher considers technology to be “anything that makes your life easier”. “… I don’t know if you can count cheat sheets as technology…” Later he confirms that cheat sheets are technology because they are written on paper and “paper is technology”. |
Not having a continuing job in the same school year after year, implies that the teacher does not develop the same courses year after year where technology can be experimented with and compared to its previous similar uses.
This teaching assignment can offer restrictions and advantages to implementing technology. The linear Math 9 demographic needs re-teaching of concrete mathematical concepts. To me these are the students that would benefit from engaging in online tutorials or games to help strengthen weak basic skills.
I appreciate this view of what constitutes as technology. It was clear that his use of newer digital technology was a bit restricted and he used “older” technology to facilitate his teaching. |
| Have you or are you using technology in your Math/science classes? If so what kinds?
-Computer/tablet, projector -Individual white boards, large white spaces all over the room, bulletin boards (word walls) |
Technology usage was essentially anything that made teaching and learning easier for him and the students. |
| Have there been any advantages to integrating technology into your classroom? For example- How does the technology that you are currently using enhance your classes?
-currently using tablet and projector to scribe notes for students to copy -helps middle school students learn and become comfortable with taking notes -he can guide them as to what is important to document
“For me it kind of helps the middle school grade kids experience note taking better because you scribe out everything…. you can pause in between questions…. we can do examples as a class……gauge of where the kids are at…you know if you are going too fast or too slow.”
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What I understood from this Q & A was that the teacher felt like he was contributing to a major skill development that is needed as the students transition from elementary to high school.
Developing a skill such as note taking, can help strengthen a transferable competency which can be applied to the rest of the students educational and professional career.
This technology was used only by the teacher to improve his method of note-taking with the class. It gave him opportunities to be more efficient, engaged with his students, and flexible with what he was scribing based on student needs. |
| Many teachers use online applications such as Kahoot. Do you see any positives/negatives to using these types of interactive applications?
-negative- policing of names in profile, may need to have talk about appropriate names -positive-once students buy in, it is more helpful than not -positive- good for 5-10 minutes of use to summarize, review, break up time, easy day, engagement, and keeps them off other apps |
It is common for teachers to have to discuss norms or policies when introducing technology into the class. Overall it seems that the teacher feels that Kahoot is a good integration into a lesson at an appropriate time for an appropriate reason. |
| Can the use of technology engage all students in the classroom?
-depends on time of day and subject matter -first 20 minutes are usually good -scribing works best with academically inclined kids -vertical spaces are amazing, standing makes you work, students like it, use them more with the daily kids. “…. I can witness work up on the board and then I can help them out.” -on use of individual whiteboards “Its immediate feedback, …. a question on the screen, they write the answer……. show the boards to me and its instant feedback.” -the immediate feedback gave him a chance to “fix any mistake that’s visible right there and then because I can see the thought process immediately.” – “tweak on the spot”. |
These are two important factors to consider when trying to integrate technology into a lesson. Regardless of how intriguing the technology is, if it is not integrated suitably, including duration of use, it will not engage or quickly lose the students.
Having students up out of their desks and using erasable markers gives them proximity from a different viewpoint. I feel that using erasable markers gives students the security to take a chance with what they write, because it is not permanent.
Immediate feedback is the most effective use of interaction between a teacher and his class because it lets the teacher gauge where students are strong or weak. The ultimate power then lies in the ability to instantaneously steer the lesson accordingly. |
| What are the obstacles that arise for you when you want/try to incorporate other technology into your math class?
-budget, dated technology. -would love to have mobility to engage with students and write the notes at same time, -current configuration forces him to sit in an awkward spot in the room, limited view “It would be more convenient if I could teach from any spot with the tablet.” -MyEd portfolio software, inconvenient to use, policing of what students might upload, pressured to use it
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Sometimes what teachers think might be effective for the classroom, might not always be the case. In this scenario mobility would give the teacher the chance to engage with the students and keep them on track. |
Interview Transcription
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