{"id":1713,"date":"2017-03-04T16:27:31","date_gmt":"2017-03-04T23:27:31","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=1713"},"modified":"2017-03-06T18:52:29","modified_gmt":"2017-03-07T01:52:29","slug":"synthesis","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/03\/04\/synthesis\/","title":{"rendered":"Synthesis"},"content":{"rendered":"

Visual Compare and Contrast of four environments on learning goals and theory: https:\/\/www.mindmeister.com\/851561193\/foundational-technology-enhanced-learning-environments<\/a><\/p>\n

My concept map of the four technology-enhanced learning environments, I have noticed that many ideas of the different environments overlapped. As can be seen, connections are made between some related concepts and ideas. I realize that there are more connections to be made, which is why I chose a concept map so that I can continuously add more connections in the future. After exploring these four design of technology-enhanced learning environments, it has inspired me with a diversity of ways of integrating learning in the math and sciences for my students. In particular, I have learned that the skills students acquire in the learning process are more important than the content. Some of these skills include inquiring, reflecting, creating, critiquing, problem solving, collaborating, evaluating, generating, among others. For instance, teaching math has always followed a strict curriculum of different separate units but is not taught in ways that are applicable to students. However, Anchored Instruction integrates math into meaningful case studies that allow students to make connections between the math concepts with real life applications. As well, the Scaffolded Knowledge Integration emphasizes the importance of peer-to-peer learning experiences in learning. Another example is Learning-for-Use, which introduces the critical idea of motivation in learning that leads to knowledge construction. Finally, T-GEM is the use of technology-enhanced methods to engage in the process of generating, evaluating and modifying relationships in knowledge. It has impacted how I will teach in my own teaching context (i.e. Grade 6s and 7s) because it seems that the teacher\u2019s role is to facilitate and guide students\u2019 learning rather than directly teach content and skills to them. Furthermore, teachers are encouraged to be participate as a shared learner in the process. This frees the teacher from being the sole source of knowledge and be more available to students observe students\u2019 processes and performance of learning. Overall, learning about these different technology-enhanced learning environments has opened up a plethora of possibilities to teach all types of students in authentic, meaningful ways.<\/p>\n

Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.<\/p>\n

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.<\/p>\n

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.<\/p>\n

Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.<\/p>\n","protected":false},"excerpt":{"rendered":"

Visual Compare and Contrast of four environments on learning goals and theory: https:\/\/www.mindmeister.com\/851561193\/foundational-technology-enhanced-learning-environments My concept map of the four technology-enhanced learning environments, I have noticed that many ideas of the different environments overlapped. As can be seen, connections are made between some related concepts and ideas. I realize that there are more connections to be […]<\/p>\n","protected":false},"author":3635,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669396],"tags":[],"class_list":["post-1713","post","type-post","status-publish","format-standard","hentry","category-b-synthesis"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1713","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/3635"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1713"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1713\/revisions"}],"predecessor-version":[{"id":1737,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1713\/revisions\/1737"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1713"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1713"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1713"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}