The ideal pedagogical design of a technology-enhanced learning experience for math and/or science would be based on innovative teacher and student practices. Constructivist activities would allow for student led learning, with teacher as facilitator. As Kozma (2003) notes, teachers are not the disseminators of information but rather act as the “guide on the side”, providing planning, structure and ongoing check-ins and assessment for learning. With this type of learning, the educator must have proficiency using technology tools and platforms in different ways, so ongoing collaboration between educators as well as ongoing training would be an important piece of this puzzle. The pedagogical design would take into account the availability of appropriate technology tools as well as providing stimulating questions or wonderings in which the students would be able to choose their learning path but still be provided with scaffolding throughout. These questions or wonderings could then be linked to the curriculum through purposeful guidance by the educators and through looking for patterns and links between the queries and the curricula. Students would be encouraged to work collaboratively and to reach findings and to use technology to its full capabilities including analysis, problem solving, designing and implementing. Students would be encouraged to reflect on their learning, share through a variety of presentation tools and continue to incorporate new technology tools in their learning.
Robert B. Kozma (2003) Technology and Classroom Practices, Journal of Research on Technology in Education, 36:1, 1-14, DOI: 10.1080/15391523.2003.10782399