{"id":945,"date":"2017-01-11T21:10:57","date_gmt":"2017-01-12T04:10:57","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=945"},"modified":"2017-01-11T21:10:57","modified_gmt":"2017-01-12T04:10:57","slug":"unpacking-assumptions","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/01\/11\/unpacking-assumptions\/","title":{"rendered":"Unpacking Assumptions"},"content":{"rendered":"<p><span style=\"font-weight: 400\">In my brief notes, I came up with three ideas for what constitutes as \u201cgood use\u201d of digital technology in the math and science classroom. First, it should build accurate understanding of concepts. Second, it shows students different ways of acquiring knowledge and demonstrating understanding, Third, it should accommodate for diversity among learners. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">In the classroom, these three characteristics can look very differently. The digital technology should not overshadow the learning that takes place. For instance, a student who uses technology should still be able to acquire accurate knowledge about a topic. Certainly, with technology, accuracy can also be an issue because the Internet is not always right. Students can use different ways to showcase their learning such as making a video, giving a digital presentation, creating a digital information book, among others. This also refers to the characteristic that digital technology accommodates for diverse learners. Students can choose how to demonstrate their learning but also the best way for them to learn. For example, students can choose to watch informative videos or conduct inquiry-based research to obtain knowledge. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">Digital technology can address conceptual challenges in many ways. For instance, students can cross-check information among multiple sites to ensure accuracy. Also for Heather from the last activity, she can be challenged to show her learning in different ways using technology about astronomy facts as a class activity. She can collaborate with her peers to create a digital model of the Earth\u2019s rotation and the moon. <\/span><br \/>\n<span style=\"font-weight: 400\">It is definitely not a simple task to implement digital technology in these ways because it requires teachers\u2019 background knowledge on technology and student awareness of digital literacy. The teacher would be expected to have some knowledge of the digital technology incorporated and be willing to invest time in teaching these skills to students, but also have the ability to manage multiple diverse projects going on at the same time. Furthermore, students will need to be taught digital literacy that goes beyond how to use the technology, but researching skills, word processing, copyright policies, among others. Resources will definitely be another factor as there needs to be adequate funding for technology usage to be successful. <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In my brief notes, I came up with three ideas for what constitutes as \u201cgood use\u201d of digital technology in the math and science classroom. First, it should build accurate understanding of concepts. Second, it shows students different ways of acquiring knowledge and demonstrating understanding, Third, it should accommodate for diversity among learners. &nbsp; In [&hellip;]<\/p>\n","protected":false},"author":3635,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669385],"tags":[],"class_list":["post-945","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\/945","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=945"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/945\/revisions"}],"predecessor-version":[{"id":946,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/945\/revisions\/946"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=945"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=945"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=945"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}