Good use of digital technology in math & science classrooms is when its inclusion brings another element. This could be facilitating the sharing of ideas and experiences with students\/speakers on the other side of the world, watching in real-time the repair of the ISS, or allowing students to manipulate objects that would normally be out of reach or impossible to access. It allows for more inclusive education (eg. students with needs not met with traditional paper\/pen) and can help meet the needs of all learners, & foster creative & out-of-the-box thinking. Digital technology allows students to address some of the conceptual challenges they may have.<\/p>\n
Good use of technology is not the substitution of technology for worksheets. Technology is also not a substitute for poor teaching. It is how we can make learning more effective.<\/p>\n
This strong vision of digital technology is possible in Canadian classrooms. Most schools are fortunate to have access to Internet & devices such as iPads & desktop computers. Many students have their own devices. 1:1 may be challenging, at least having technology, even shared, allows for possibility. What makes it a challenge is lack of\/unequal distribution of resources, and infrastructure (speed) that districts provide. Encouraging teachers to take risks, Pro-D, & mentoring help to educate teachers. Being creative with budgets (do we need more photocopying\/textbooks?), applying for grants & discussing with administration the benefits to students\u2019 may lead to acquiring tech for students.<\/p>\n
Keeping the why &<\/em>\u00a0what is best for our students<\/em> at the forefront when implementing technology in our classrooms will help keep us on the right path.<\/p>\n","protected":false},"excerpt":{"rendered":" Good use of digital technology in math & science classrooms is when its inclusion brings another element. This could be facilitating the sharing of ideas and experiences with students\/speakers on the other side of the world, watching in real-time the repair of the ISS, or allowing students to manipulate objects that would normally be out […]<\/p>\n","protected":false},"author":49848,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669385],"tags":[],"class_list":["post-2448","post","type-post","status-publish","format-standard","hentry","category-a-unpacking-assumptions"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2448","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\/49848"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2448"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2448\/revisions"}],"predecessor-version":[{"id":2449,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2448\/revisions\/2449"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2448"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2448"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2448"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}