Tag Archives: digital technology

An ideal pedagogical design of a TELE for the Science classroom.

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  • Question—–>What do you think designers of learning experiences should do?
    If the goal of a technology-enhanced-learning experience (TELE) is to incorporate technology into the process of education, we should be very careful that it is both relevant and feasible. Technology for the sake of technology is not a reason to cast aside previous methods (see my previous post “A Working Definition of Technology” ). If the technology replaces a prior process well and effectively, and has the potential to afford a deeper connection to the knowledge, then it is worth incorporating into the classroom.

  • Question—–>How would you design a technology-enhanced learning experience?
    The dreaded “lab” process in Science class is seen by some students as a painful exercise and laborious process. Many schools have class sets of iPads. I would like to see the process of conducting an experiment as completely digital – i.e. paperless. In student lab pairings or groups, one person could record all data, in text, photos, videos, interviews, and graphs; and the group could seamlessly incorporate the lab report, results, web content, extensions, etc… into a final product that relies heavily on technology, but also on the imagination and vision of the students. The product could be handed in to the teacher’s network “inbox”, but really, the process itself is more educationally valid than the product. I recognize that this process may be currently used in some schools, but not in ours or any that I know about!

Refining the STEM Issue

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The process of refining my STEM issue has narrowed sufficiently to a focus that is manageable. Originally, I had wanted to examine the time required to learn and implement technology versus the time constraints of a demanding curriculum.
What I would like to research and explore is still in regards to time, but more towards the aspects of professional development and the teacher, and barriers or factors affecting this implementation. The references I feel most appropriate are included at the end of this post.
My interview helped to guide my thinking in refining my issue. My subject has had a course in familiarization with different software, but nothing on Smartboards, per se. He felt that there is little to no training of this sort in school for teachers. In-service is a good beginning, but it not enough. There needs to be time to play with it, learn from experts, observe classes and perfect techniques, otherwise you might as well go back to an overhead. There needs to be familiarity with web resources that are tied to efficacious use of the Smartboard.

The issue of professional development and time was echoed in a number of my ETEC colleagues in their respective interviews. To name just a few: Julie spoke of her interviewee wishing there was a more collaborative environment for learning about new technologies, and that time was a barrier for meaningful learning with technology. Stacey and Jerry both reflected this theme from their interviews, as did Alicia, Jennifer and Jaime. The sheer commonality of this theme resonated with me and further strengthened my ideas about how to best approach, investigate, and engage the issue of time as a specific barrier to effective integration of digital technology in classrooms

References

  • Bennison, A. and Goos, M. (2010). Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts. Mathematics Education Research Journal, 22(1):31-56.
  • Chen, C.-H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1).
  • Cooper, D. (2001). Teachers take on technology. Teach, , 30-30. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/214500480?accountid=14656
  • LaPorte, Mark. (2000). Technology and teacher productivity. Retrieved from http://4teachers.org/
  • Lesgold, A. (2003, October). Determining the effects of technology in complex school environments. In G. Haertel and B. Means (Eds.), Evaluating Educational Technology: Effective Research Designs for Improving Learning. New York: Teachers College Press.
  • Lowther, D. L., Inan, F. A., Daniel Strahl, J., and Ross, S. M. (2008). Does technology integration ” work” when key barriers are removed? Educational Media International, 45(3):195-213
  • Monroe, E. & Tolman, Marvin (2004). Using technology in teacher preparation: two mature teacher educators negotiate the steep learning curve. Computers in the Schools, 09/2004, Volume 21, Issue 1-2, pp. 73 – 84
  • Roschelle, J. & Jackiw, N. (2000). Technology design as educational research: interweaving imagination, inquiry & impact. In A. Kelly & R. Lesh, (Eds.) Research Design in Mathematics & Science Education. Pp.777-797 Amsterdam: Kleuwer.

Interview with a Math Teacher about Smartboards, part 2!

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Part 2 of an interview with an avid Smartboard user
Focus on benefets and hindrances of the Smartboard in class

INTERVIEW


Question What do you think makes this a good use of technology?

BENEFITS

o Pdf files available from most publishers of textbooks
o Photocopier creates pdf files of any document as it copies, and automatically sends to teacher for use
o Can save problems with work written out beside it, and can be sent to a student easily without ever moving from the Smartboard.
 e.g. 2 students are going to India for a month. “Mr. Newton” can send all files with notes, solved problems etc… to them
o Content can be blotted out and revealed, or coloured over with white pen and then revealed
o Recording can be made of solving problems step by step, then replayed and analysed, or saved.
o Many educational games at the click of a mouse or touch of a finger. “Math Fighter” was demonstrated. Head to Head game between students.
o Able to use colours and tools (compass, protractor, ruler, calculator, etc…) directly related to problems without leaving Smartboard
o Direct links to internet (YouTube etc.) for supplemental instruction

HINDRANCES

o Bumped screen or projector needs to be realigned
o Cords everywhere unless installed on wall/ceiling
o Needs electricity – power outage, spike etc…
o Some students have problems reading a screen for longer periods of time
o Angles of vision not as good as blackboard
o Shadows from teacher/students
o Awkward writing when reaching lower

The Smartboard is SO much more than just Blackboard v.2.0. With web content streaming, saving accessing and modifying pdf files, games, interactivity and so much more it is a huge step from where we were. At the VERY least, my reduced prep time means I spend more time addressing their needs. I believe the kids are better off.