Transformation through Differentiation
How could or should we use technology in math and science learning environments and how might technology be used to support or enhance learning?
The easiest way we could use technology in math and science is as a replacement for what is already happening in the classrooms. For example, instead of using textbooks, use AR or videos. Instead of live dissections, do it virtually instead.
Financial hurdles could also be overcome through technology. As stated earlier, virtual dissections, and trips to the museum or labs could be done virtually. Guest lecturers/experts could be brought in virtually or through educational video material such as Planet of Earth or National Geographic.
But how should we use technology in math and science learning environments? Lots of support is needed to enhance educators’ teaching and attitude towards technology in the classroom. Everyone needs to be onboard, admin and school boards included. If school boards approve spending on technology but the teachers aren’t on board, technology use will be ineffective and/or sporadic. I think effective technology use has to happen from the bottom up. Technology can replace traditional learning methods, augment them, or transform them. Effective technology use in learning environments happens when there is a transformation in learning. When I think of transformation, I imagine students reflecting on their learning and applying to contexts outside of the classroom and differentiation. Differentiation could be a way to transform the learning experiences of students. How often have I heard people say they “can’t do math” or “don’t get chem”? Perhaps differentiation could happen best in a flipped learning environment. Content could be completed at the individual’s own pace and teachers could monitor their progress and create different groups to work with each week. If students could learn to be comfortable with their own learning journey and be comfortable asking for help, they could also ask their classmates for help when the teacher is busy working with another group.