I think that for technology to be effectively used in the classroom (science or otherwise), technology should enhance or add opportunities for learning. For example, considering the use of a computer to type up a lab report rather than writing it by hand may be neater, but is not enhancing the learning opportunity. On the other hand, the use of digital reflections helps to enhance learning by increasing the opportunity for students to share ideas in a community of learning. Digital simulations may allow students the chance to explore situations not accessible in a regular classroom such as theoretical physics concepts or modelling the invisible molecules of life or a chemical reaction or an aspect of gene control. PhET has some excellent simulations that will help to address some misconceptions such as the mass of gases, or conservation of mass in a reaction. There is nothing wrong with using technology for its own sake, but students are so constantly exposed to tech, that I believe there should be a justified use of tech on the basis of contributing something beyond the regular experience. There are many online websites and activities that students can explore at their own pace, supporting differentiated learning or providing a sense of a lab scenario that would be possible in a classroom setting. DNAi.org is a website dedicated to genetics with video clips, historical background and activities exploring our understanding of DNA and genetics processes and how we learned this. NASA for Kids is another example of student-driven exploration of the solar system. Other examples is using tech to extend student work such as the use of e-portfolios, video or animation creation, or course wikis. This past year, I was able to obtain laptops for my classroom, and students can now watch videos at their own pace (rewinding or pausing as necessary), participate in a learning community using reflections/discussions, a knowledge forum, wiki contributions, and a digital artifact assignment, as well as contributing to daily lessons through collaborative slide shows or presentations. To me these types of activities extend the learning, rather than maintaining status quo but with a screen.
Hi David,
You have definitely touched on a central theme of the MET program, that being: Technology in the classroom is fantastic and enhances learning, but must not be used simply for the sake of using technology. In a previous course, I was introduced to the SAMR model which attempts to provide a framework for educators to evaluate different educational technologies. I liken this model to Bloom’s taxonomy whereby as we move up in levels, processes become increasingly more complex and rich. If you have not come across the SAMR model before, this link provides a nice snapshot.
https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
Much like with Bloom’s taxonomy, where the end goal is not to have students only “create”, with the SAMR model, the educational technology does not need to always “Redefine” the task. It is however paramount that educators, who use technology in the classroom, be critical of how various technologies are being used to enhance learning and augment the learning task.
Thanks for a great post!
Thanks, Bryn. Yes, the SAMR model definitely relates, teacher D also addressed this in the video cases from this week, but he called them level 1-3. I think the SAMR model is better in that it is not so much the quantity of tech use as suggested by teacher D, but the quality that matters.
You make a good point about the importance of technology being used to elevate the learning. Many teachers I approached about doing the interview for the next assignment told me that they would not consider doing it because they don’t use technology to teach in math and science. I argue that using digital technologies as a means of making student thinking visible in math and science is an essential use of the tools and definitely approaches a redefinition of the task by providing a reflection tool in math and science, where I think it is essential to reflect on what students know and to address their conceptions. Other reflection tools are available: written assignments, exit tickets, etc, but the addition of a video element where students may record their reflection and then reflect on the video or audio and share with the teacher and with parents is a good use of digital tools. This goes far beyond using an iPad app to teach or reinforce a concept, which I fear is what many teachers had in mind when I began to approach them about how technology is used in their math and science classrooms.
Hi David,
I feel like I should quote you in my future posts, “I think that for technology to be effectively used in the classroom (science or otherwise), technology should enhance or add opportunities for learning”. Very well said! I totally live by this moto that technology should enhance opportunities for learning, although at the same time it should allow students to bring out their creativity. I think if a student is asked to write up a lab on a computer, instead of a piece of paper (like you suggested), a student should be expected to be a bit more creative. This creativity could mean using the online tools to draw diagrams in a creative way. Also, perhaps using the online calculators to analyze data and draw conclusions based on that. There is so much that we can do with technology, all it requires is an open mind from a teacher and receptive students who like to try different things. Great post!