Some notes on: What “counts” as good use of technology in math and science learning environments.
-Applications and devices that allow students to be actively engaged in their own learning
-educators who embrace change and want to try and implement technology into the classroom
-Used for sharing, communicating and displaying work so others can learn from one another
In a previous MET course, I came across the question, “Is technology just another tool to use in education?” This made me think long and hard. If it isn’t, then what is it? I realized that technology is so much more than just a tool. If it can transform the way we do things, is it then just a tool? For example, I will use the app called Padlet to demonstrate my thinking. Sometimes in class, I will ask my students a question and ask them to answer using this app. For one, it allows other shy students to express their thoughts, and to think and reflect on other’s posts at their own pace. Is Padlet a tool? Well, technically yes but it can transform education.
Ideally, such a learning environment would have each student own their own technological device or have one available at school. With this however comes cost. At this point, most schools don’t have the funds for every student to have their own device let alone each student bring their own from home. Some schools do have an iPad cart where classes must share, but this is not available all the time.
Learning through technology could address conceptual challenges. For instance, in last week’s video titled, “A Private Universe” Heather believed Earth’s rotation around the Sun was in a figure eight movement. Instead of relying on the teacher to explain what the real movement is, she could use technology and search it up herself in a matter of seconds. Technology is not just a tool, but has transformed our lives and ways of thinking.