Design of TELEs
My definition of technology is similar to that of Roblyer & Doering (2012) in that technology is anything that we use (our tools) to solve problems in our environment, in conjunction with the skills needed in the application of these tools. We often refer to items as high-tech (a 3D printer) or low-tech (cardboard). These technological tools can all be utilized to solve some identified problem, but the tools themselves render useless, unless we have some meaningful knowledge base behind how to use them.
My ideological design of a TELE for science would be one where student needs are put at the center, and that takes a constructivist approach to knowledge acquisition. The TELE would engage students, tie into their background knowledge, and pique their interest in new areas. This would be accomplished by utilizing a variety of “tools” or pieces of technology at differing complexities that would facilitate the acquisition of knowledge. The goal of the Science course/assignment should be clarified, as this would likely drive the type of technology that would be needed. I do not believe that TELEs should be centered on the “technology” aspect so much as what the technology can do to enhance the learning experience of the student. In addition, we must also keep in mind educator comfort and availability of technology.
Roblyer, M. D., & Doering, A. (2012). Integrating educational technology into teaching. (6th ed.). Pearson Education.