ETEC 533 – Technology in the Mathematics and Science Classroom
I came across this recently and thought that it was very apt for what we are exploring in the first lesson. It was tagged as “me in every math lesson” which corresponds to how I felt in high school math, and how many of my middle school students feel when we start a new concept in math or science.
I thought it was interesting that even when shown proof that they are the same, he still did not get it. It is difficult to dislodge preconceived notions even in the face of proof.
My first encounter with digital technology came in a computer lab in grade 6. There was a strange scent in the computer lab very likely coming from the computer hardware at the time. At first it was discovery of solitaire, then the struggle of focusing between learning windows, office etc and playing solitaire.
It is memorable simply because it was something different from the ho-hum of a regular classroom. Computer Lab day was exciting as it meant learning something different, on a device where there is a screen at my finger tips, a mouse and a keyboard that let me do whatever I wanted, until of course the teacher scolded to get on task.
The question this raises is: how should a new technology be best managed from a teacher’s perspective so that the students exposed to that technology make the best out of the technology’s intended use?
Thanks
Vibhu
A particularly interesting technology moment occurred during my second year of teaching. I had petitioned to create a programming class. Being my first technology based course, I selected the Python programming language as it seemed relatively straight forward. Then I saw the class list…. It was perhaps the biggest group of hooligans in the senior classes I had ever seen put together at one time! There was only one quiet/calm/focused student in the group. On the first day, we sat down and went over some basics of how to get the language to produce sections of text and how to ask the user for inputs. The vice-principal walked into the class half-way through and, rather than the pandemonium we both expected, joined me in slack-jawed amazement at what we were witnessing. The students were, without prompting, writing stories using the new tricks they had learned. Every single student was glued to the task. And the quiet, reserved kid in the back of the class… turns out he is the son of an IT professional. Students who had largely ignored him were lining up for his advice and assistance. This continued through out the course, regardless of the technique of the day. The students wove all of their new techniques back into interactive stories.
For me this situation raises several questions about teaching with technology such as: What is it about technology is so profoundly attractive to middle school students? How can story telling scaffold technology learning? and how can social-constructivist approaches be applied to STEM topics?
Hi all!
My name is Mary Sikkes. I live in Smithers, B.C., a relatively small town in northwestern British Columbia, Canada. I was born and raised in Smithers and moved back fourteen years ago when I began teaching. Two of my three siblings have moved back to Smithers as well, and both my parents and in-laws live within twenty minutes of my house, so lots of family around! After TTOCing for a couple of years, I taught at the secondary school I attended as a teenager for the first eight years of my full-time teaching career (learner support and English), before moving to elementary where I now teach in a grade 4/5 classroom in the same elementary school I attended as a child.
I have two stepsons (ages 18 and 20) and a niece (2 years) and nephew (14 months) who I suppose would be my “past-times” at this point. My sons have both just headed back out after being home with us for the holidays. My younger son plays hockey in Golden, B.C. (he’ll be moving back home in February when the season finishes) and my older son is studying Environmental Management at UNBC in Prince George (about four hours away from Smithers). My sister and her family (which includes my niece and nephew mentioned above) live just fifteen minutes away, so I see them whenever I have a spare moment.
I am currently enrolled in my 7th and 8th MET courses (ETEC 533 and 510) and have taken core courses: ETEC 500, 511, 512, and electives: 521 (Indigeneity, Technology and Education), 532 (Technology in the Arts and Humanities Classroom), and 540 (Text Technologies – The Changing Spaces of Reading and Writing).
From this course, I am hoping to learn how to integrate digital technology more effectively into my math and science lessons. My students love engaging with technology, but I am hesitant to use too much digital technology at this point because I do not want to use technology simply because the students love it; I want to use it because I have a clear understanding of how it is benefitting learning. At this point, I have difficulty, especially in relation to math, with how to incorporate technology beyond fluency-building games such as Reflex Math. My hope is to have a better understanding of the philosophies behind the integration of technology in math and science, as well as some tools to use within my classroom.
I look forward to working with you all!
Mary
Hi everyone!
I am excited to be starting course eight of the MET program along with all of you! I have completed the four core courses along with ETEC 521: Indigeneity, Technology and Education, ETEC 532: Technology in the Arts and Humanities Classroom, and ETEC 540: Text Technologies: The Changing Spaces of Reading and Writing.
As mentioned in my title, I am presently living in Edmonton, Alberta and am working as a distance learning elementary teacher through an independent BC school. Although working with a younger student demographic, I am hoping that this course will provide insight into meaningful ways of intersecting technology with science and mathematical learning. I am approaching this course with a very open mind and hope to glean theoretical ideologies and practical affordances that can be transferred and adapted to my personal educational goals.
One newer trend in education is the implementation of STEM activities in a student’s learning plan. Educators, parents and students seem excited to engage in this inquiry based learning approach, however from my own experience with STEM resources, I haven’t seen a lot of resources that intersect all four areas of learning and skills: science, technology, engineering and mathematics.
On a personal level, I am married to a drummer and scientist who programs video games in the fringe hours of his day. We are growing up four daughters ages seven to thirteen, and are always keeping our hearts and ears open for a grand adventure!
Looking forward to spending these next winter months with you, hunkering down – a perfect time of year to do some learning and growing.
~ Jessica
Hi everyone!
My name is Vibhu and I’m from Winnipeg. This is my 4th term with MET where I’m taking my 7th and 8th course. I’m taking ETEC 530 along with this one and I am excited to be nearing the end of my MET journey!
I teach high school science courses for Wapaskwa Virtual Collegiate, a program part of the Manitoba First Nations Education Resource Centre (MFNERC). Naturally, with a science major I have been eager to learn how educational technology and science learning exist in the web 2.0 space.
Looking forward to working with everyone!
Vibhu
My youngest aunt bought me and my brother our first computer back in 1999. I was in 4th grade while my brother was in 3rd grade and we were extremely elated. When we received Internet (accessed through the web browser called Netscape), it became apparent that the computer was consuming our communication with others…especially because in order to access the World Wide Web, the ability to call our friends and extended family members would be diminished due to dial-up connection services!
This event was memorable because I remember having continuous conversations with my brother about how this new piece of technology worked. There was so much learning happening on a regular basis!
Two questions:
Hello everyone! My name is Gloria and I am a grade 7 elementary teacher here in Vancouver, BC, Canada. I am taking this course simultaneously with ETEC 590. Yes this is my final term with MET!
This was one of the courses I have wanted to take since the beginning because I am interested in the ways technology can be integrated in the math and science disciplines.
I am looking forward to connecting with all of you!
Hi Everyone,
I have to say until the MET program I was a very non-techy person. I did not naturally gravitate towards technology and spent most of my career doing what I always did.
Suddenly I realized I needed to change how I ran my classroom and my teaching strategies. I explored options and interests and luckily found MET. The program has invigorated my teaching, planning and learning. It was the catalyst I needed to be excited again.
The courses I have taken and the other students I have met and worked with have taken me on a journey beyond my wildest dreams. Who knew I would become the person obsessed with digital story telling, social media in the classroom and most importantly makerspaces.
The project I am currently most proud of was the creation of the website makerspaceforeducation.com with Trish Roffey and Janelle Therien. I am excited to add new content and update with blogs (although not as regularly as I would like). MET has been a game changer for me and I look forward to this course with eager anticipation.
Catherine
Hi everyone! I was so excited to see familiar names on the introductory blog. I am Catherine Sverko. This is my tenth and final MET course, although I wish we could take every elective, as I have learned so much in each course.
I am currently in my twenty sixth year of teaching. I have specialized in grades five through eight, as well as, special education. I am con currently working on my advanced behaviour analysis certificate which deals specifically with children and adults on the autism spectrum.
I am the mother of two fantastic girls, Katlynn who will graduate from Ryerson University in the spring with a degree in Creative Industries and New Media. LeeAnn is in her third year at Queen’s University in Psychology and Health Studies with an interest in marketing. My husband Ed left yesterday for a four month stint teaching and researching at the Harbin Institute of Technology in Northern China. That leaves me home with our two labradoodles.
I have an honours degree in Kinesiology as well as my Bachelor of Education Degree. I apologize for no pictures but at the moment I am forced to use my phone/iPad to post this as our internet at home is fritzing out constantly.
I look forward to working with all of you and I am crossing my fingers that my Internet is fixed soon or I may end up living at a starbucks this term.
Catherine