- What is a good use of digital technology in the math and science classroom? What would such a learning experience and environment look like? What would be some characteristics of what it is and what it isn’t? How might a learning experience with technology address a conceptual challenge, such as the one you researched in the last lesson?
A good use of digital technology in the math and science classroom is hard to define. But in my attempt to answer this question, I asked myself a few questions. “What makes a digital technology a good addition to a math and science classroom? Should it be useful in helping teach content? Should it be good because it’s multifunctional and not just for math and science? or Is it the easiness of the technology the reason it is a good use of technology as its simplicity results in frequent usage? ” A good use is perhaps another way of saying a good addition to the classroom, and a good addition is perhaps so because it’s easy to use and can help students understand the math and science content easier. Regardless of why or how we classified a digital technology to be of good use, one commonality that can be seen is definitely on the frequency of use. If it’s good and useful, it’s used, and in my books, a good use if when something is used often enough that the frequencies offset the cost of the item. A math and science classroom with the correct digital technology(s) shouldn’t require a lot of tools, and definitely not a lot of unneeded or unused equipment. An effective learning environment that yields positive learning experiences should just have “the right amount” of technologies, so if one very effective tool can be found, just one if ten then so be it. Either way, in my opinion, it should not be a space that has more technologies than students. Perhaps this is why now, more and more traditional classrooms are having their classrooms’ traditional technologies replaced by digital ones, as one digital technology can have functions that replace two or more devices, saving space.
With the right technology, conceptual challenges can be addressed as it would help students understand and see the same course materials from different perspectives and not just from their imagination. It can also better present materials that are hard to explain. This can alter one’s learning experience greatly.