Steff’s cybertravels

The ideal technology-enhanced learning experience (T.E.L.E.) in a Chemistry class would incorporate collaborative group work with the utilisation of digital technology.  The technology could be utilised to assist in the collection and analysis of data as well as with the creation of a project representing what the students learned from the activity.  Designing the activity in such a way that each student focused on a specific aspect of the topic, then brought this information to a final group collaboration would allow the students to build knowledge as a community, as well as benefit from the opportunity to become an expert on a topic and teach this information to their peers.

This post is in response to the question posed in Module 3: “Which definition of technology or metaphor for technology appeals to you and why?”

Of all the definitions presented to us, the one that had the most impact on me was Chris Dede’s comment that “technology is not a “vitamin” whose mere presence in schools catalyzes better educational outcomes”

I think technology can be a very powerful tool, but that it is only a tool and it’s value is not realized unless utlized properly. In the hands of a creative teacher technology can enhance a lesson, can increase student engagement and interest, can even help students visualize theoretical concepts.  However, the mere presence of technology will not result in learning.

For example, word processing programs are very beneficial when students are asked to write stories or essays, but unless the student has some knowledge about story writing or essay construction, simply booting up the computer will not allow them to become Shakespeare.

I believe that learning occurs when students make meaningful connections between previous knowledge and new, foreign concepts.  Technology can help students to make these connections, but it is still up to the student to do the connecting.  A microscope connected to a computer will allow students to see objects invisible to their naked eye, but it is up to the student to make the connections between what the microscope shows them, and what they observe in the world.  It is up to the teacher to structure lessons in such a way that the students have the tools they need to make these connections.

To put it crudely, a bad teacher will still be a bad teacher regardless of the amount of technology in their classroom.  The computer cannot teach for you, you still need to do the legwork to establish interesting, meaningful lessons that help your students make the connections necessary for learning to occur.

     After completing my interview and then reading and reflecting on those of my peers, my thoughts on technology integration in education (T.I.) have changed somewhat.  I used to think that T.I. was something that proactive teachers should attempt in an urge to stay on the cutting edge of education.  I’m now starting to think that the advancement of technology is inevitable, and rather than applauding those who choose to fight to include technology it is something that should be more mandatory. I do not think that teachers should be forced to change their style of teaching, but the fact remains that our students are becoming more and more tech-savvy and to not choose to teach them in the language they are most comfortable with (technology) is doing a disservice to them.

            Considering how essential I’m starting to think T.I. is quickly becoming to teaching, it is vital that we improve the manor in which we educate teachers on this topic.  Pre-service programs need to include courses that both teach how to use the programs AND how teachers can effectively integrate these programs into their teaching.  Providing some pre-made teaching resources so that teachers can have the chance to experience success with these techniques without the requirement of a tonne of effort on their part would help to show the reluctant teachers how valuable technology can be.

            I found it interesting that none of the interviewee’s held negative viewpoints about technology.  Some were concerned about wasted time due to technical glitches, but all could see the value in this resource.  I would be interested to discover if there is any research showing the superiority of tech-inclusive teaching styles to those that do not include any tech content.

Educational Technology Interview Analysis

Interviewee Introduction: The subject of this interview is a young teacher in the subjects of junior science and senior chemistry. She teaches in a moderate to large sized school (aprx. 1820 students) and is in her 5^th year of teaching.

Interview Set-up: This interview was conducted over the internet via instant messenger. I spoke with the interview subject on the telephone prior to the interview and again after the interview was complete. Those audio conversations will not be transcribed here as they simple included an explanation of why this interview was being conducted and a heartfelt thank you for assisting with this assignment. The interview lasted approximately 25 minutes.

To me, good use of technology in the math and/or science classroom occurs when the technology serves to enhance a students learning experience without undue difficulty in mastering the technology and without drawing away from necessary knowledge. An example of this would be the use of digital probes and computers in the chemistry lab.

The computers and probes allow the students to more easily manipulate the data they collect from the laboratory experiments. The process of graphing data is a skill learned in both math and science, so the substitution of a computer program for the time students may spend graphing by hand makes sense when the students have already clearly shown a mastery of these skills.

The digital probes allow for a more accurate reading of experimental data than is possible with analogue probes, and the ease of use of this technology allows students to gather a greater amount of data in the same amount of time.

Students can quickly and clearly visualize the effect of adding chemicals to their experiments, as computers can be programmed to automatically graph data as it is recorded. This creates a clear relationship to students between the physical reaction of the chemicals and the theories they’ve learned in class.

The main drawback to this type of technology is cost. While students can quickly learn to use the probes and graphing programs, the equipment is not cheap and unfortunately, it is very easy to break probes through improper use or storage. Hopefully, as technology advances this equipment will become more affordable and durable.

One of my first memories of technology use in school was in elementary school in an intermediate grade (I don’t remember which one) when my teacher would bring out the big tote of calculators. I remember vividly that we weren’t allowed to use them until we had passed a myriad of tests proving our proficiency with our multiplication tables. I remember being so excited to use the calculators until I realized that it took me longer to solve my math equations using the calculator as I had to take the time to punch in the numbers!

That memory conflicts strongly with the situations I have experienced in my own classroom where I ask students to complete simple calculations in the process of solving a chemistry problem (something such as 40/10 ) and they instinctively reach for their calculators rather than performing the mental calculation! I find it alarming how drastically some of the basic math skills seem to have deteriorated in students as they become more and more reliant on their calculators.

Another early memory of technology involves the first computer my parents bought. I don’t remember what type it was, but I was 9 or 10 when they brought it home, it took up most of my Dad’s desk and was super noisy when it was turned on. I wasn’t able to do much on it without my parents help, as I didn’t understand the DOS commands, but my sister and I had great fun playing around with some simple educational games. We would challenge each other with typing speed tests, and I remember the day I beat both my parents in typing speed, I felt so grown up!

From those days of asking for assistance with computer technology things have revolved 180 degrees. I am now the person my entire family calls for advice when their digital technologies (from cell phones to computers) glitch. I now find that technology has moved beyond the novelty stage to become something that really does assist me and make my life simpler.

Website:  http://www.ser.org/iprn/tek.asp

This is a wonderful website pertaining to traditional ecological knowledge (TEK).

The site looks at the reasons behind the new attention being paid to traditional knowledge, and western cultures hopes to utilize this knowledge as a way to repair the damage we have done to our environment.

There are links to information about TEKs relationship to restoration, climate change, western science, and even a link to TEK radio.

The site contains links to conferences pertaining to TEK, organizations involved in TEK, references about TEK, education and outreach, funding sources and upcoming events.

This is a great site to peruse as an introduction to this topic, and as a source for further information.

Website:  http://www.ecoknow.ca/index.html

This is the website for a research group, based out of UBC, that focuses on ecological knowledge research done in collaboration with Indigenous communities along the north coast of BC.

Participants in the research group include students and professors from the Anthropology department at UBC and members of the Gitxaala Nation.

This group has had seven papers based on their research published in the Canadian Journal of Native Education so far.

Information contained on the website includes: an introductory page, background, communities, research, seminars and education materials.

A great site showing the possibilities when western science works in collaboration with indigenous knowledge.

Website:  http://www.nafaforestry.org/forest_home/knowledge.html

This is a very interesting website, designed to help increase Aboriginal consultation and understanding within the Forestry sector.

The site covers a large range of information including: the national forest strategy, aboriginal law, capacity building, institutions traditional knowledge, business, youth, metis forestry, trapping and hunting, etc.

For me, the most interesting (and pertinent to this course) section of the website was the page dedicated to traditional knowledge. The page contains information on international and Canadian policies on traditional knowledge in the forestry sector, along with projects and initiatives, community-based research protocols and links to further websites pertaining to this subject.

Website: http://members.ozemail.com.au/~mmichie/april06.htm

This is a website dedicated to distributing information about events pertaining to Indigenous science and it’s integration into Western education.

This particular link will take you to the April, 2006 edition of the bulletin, where a research proposal by two students of the University of Victoria, BC is highlighted.

This proposal, entitled “The Aboriginal Knowledge and Science Education Research Project” aims to investigate the reasons behind low Aboriginal representation in senior science courses leading to University eligibility, such as Biology 12, Chemistry 12 and Physics 12.

The authors discuss the need for Aboriginal students to gain science or mathematics related degrees, and hopes to correlate a lack of indigenous knowledge in the senior science courses curricula, with the low participation levels of Aboriginal students.

Research plans include interviewing students and teachers in the BC school system, conferring with Aboriginal communities to identify examples of indigenous knowledge to incorporate into science classrooms, and working towards the development of an indigenous science course.