{"id":2456,"date":"2017-05-23T21:04:56","date_gmt":"2017-05-24T04:04:56","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2456"},"modified":"2017-05-23T21:05:24","modified_gmt":"2017-05-24T04:05:24","slug":"2456","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/05\/23\/2456\/","title":{"rendered":"Digital Literacy"},"content":{"rendered":"

Good use of technology in the math and science classroom should be interdisciplinary, interactive and meaningful. The digital tools we have at our disposal allow for the melding and weaving of content and competencies together using visual, textual and auditory creation and delivery tools. Moreover, if students can draw relationships between science and math we are moving much closer to an authentic learning experience that mimics the complex intermingling of disciplines we encounter in our daily lives. \u00a0<\/span><\/p>\n

Interactivity goes hand in hand with technology, as an example just last week I 3D printed a slice of Mars where the Spirit rover landed and had the students calculate the area and perimeter of the rover\u2019s path. \u00a0The ability technology gives us to make the virtual physical or provide students with tools to manipulate a digital space to solve complex problems and be creative is a marvel. \u00a0Finally technology can make learning meaningful, you can see when you apply technology as a learning tool students are engaged and motivated to learn. \u00a0The often will take what you have taught them and continue to pursue it outside of the lesson which for me is when I feel the learning has been impactful.<\/p>\n

Technology allows a conceptual challenge like place value and decimals, which is something that all elementary students struggle with, to become a transformative learning event. \u00a0You can wire up a LED to a raspberry Pi or Microbit, apply a code in Python or Java Script and have the students play around with decimal value to make the LED blink faster or slower. I struggled with place value when teaching using Math Makes Sense but with technology digital meets physical, math meets computer science, and learning becomes authentic and permanent. \u00a0Digital technology is nothing without digital literacy, and I often find that a shiny new ipad or macbook computer is expected to be a silver saviour for students lack of interest in outdated teaching methods. \u00a0I feel, while important, our focus for Professional Development (at least in my District) seems to still lie with numeracy and literacy. \u00a0There are few opportunities for teachers to learn how to incorporate technology into their classrooms, probably because there is no one with the skills to organize that movement. \u00a0I hope one day it will be a priority as I feel there is so much more we can offer our students in this new realm. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Good use of technology in the math and science classroom should be interdisciplinary, interactive and meaningful. The digital tools we have at our disposal allow for the melding and weaving of content and competencies together using visual, textual and auditory creation and delivery tools. Moreover, if students can draw relationships between science and math we […]<\/p>\n","protected":false},"author":49909,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669385],"tags":[],"class_list":["post-2456","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\/2456","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\/49909"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2456"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2456\/revisions"}],"predecessor-version":[{"id":2458,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2456\/revisions\/2458"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2456"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2456"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2456"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}