After reading through the 4 different TELEs, a reoccurring theme is the flavor of constructivism that was apparent throughout. The principle of constructivism suggests that learners build knowledge through the continual modification of knowledge structure, modification that can be made after observing new information presented. For example, the WISE activities asks students to develop their own questions (visit their current knowledge on the topic), and afterwards presents to them new information that would allow students to better develop a cohesive account of different scientific phenomenon. The generate, evaluate, and modify (GEM) cycles can easily be seen as a remix of this concept. LFU presents a different take on knowledge acquisition in that it also focuses on how the knowledge is to be utilized as well, and it places an importance on how the knowledge is constructed, and applied.
The differences between the different TELE lies in the technology that is utilized and the different affordances offered by each. The examples of anchored instruction seen from the Jasper research involved the use of videos, which is a more antiquated use of technology, but allows for students to generate their own problems and sub problems to solve. The WISE activities were presented as information modules that students can walk through, and were more accessible to students at an earlier age. Other applications seen through the module such as MyworldGIS, and Chemland appealled to older high school audiences, but each allow different ways for students to access information and view the problem, or scientific phenomenon described in each activity or module. Overall, each study regarding the use of technology in the class suggested greater motivation, engagement, and student directed control over learning.
After module B, I am motivated to incorporate a higher number of technology based learning activities to help students teach math, but at the same time, I am now in greater awe of the amount of work that is needed to find, and/or to create the resources necessary to do so. I am more inclined to present students with basic information through direct instruction, and for them to build on top of the information through the use of technology to modify the knowledge that I have given to them. As for the challenge I know face, I am aware of a number of learning tools exist today for mathematics (Desmos learning activities, Geogebra, Geometer’s sketchpad, just to name a few), learning how to use these different tools to teach effectively (the TPCK needed) is quite a monumental task. This challenge calls for new modes of collaboration demanded of teachers, in that teachers may not only need to share teaching ideas and activities, but they may have to work together to build them if they never existed before.
|-Anchoring, or situating instruction in meaningful, problem solving context
-Use of video technology allow students to freely access information in a problem posed to them
|-Create an active learning environment
-Students learn to generate their own problems, and sub-problems to solve
-recalling and finding information in a story motivates students to engage in group work
-connect to other parts of curriculum such as literature, history, and biology
|SKI and Wise|
|-Web based learning activities create flexibly adaptive material to promote inquiry based learning.
-Students build knowledge through developing their own questions (inquiry) and scaffolds their knowledge through new information presented to them in learning activities
|-inquiry projects help students develop cohesive, coherent, and thoughtful account of scientific phenomenon
-instruction pattern elicit student ideas, adds normative ideas, and supports process of combining, sorting, organizing, creating, and reflecting to improve understanding
|-Knowledge construction is a goal directed process that is guided by a combination of conscious and unconscious understanding goals
-The circumstances in which knowledge is constructed and subsequently used determine its accessibility for future use
-Knowledge must be constructed in a form that supports use before it can be applied
|-Overcome the “inert knowledge” problem (information that cannot be called upon when it is useful)
-Motivate students to acquire new knowledge and to be curious
-Incremental knowledge construction through observations of phenomenon or communication with others
-Knowledge refinement and reinforcement through knowledge application
|-Generate, evaluate, modify with the use of computer simulations help students test their theories and modify existing knowledge||-Use technology to allow students to generate initial relationship between experimental variables.
-Allow students to test assumptions.
-Allow students to manipulate variables and to observe its effect