Technology as a Learning Tool
The definitions that I resonated with the most was Jonassen’s. His ideas align well with what many of us have been suggesting in this course. Technology is only as useful as the context in which it is planned. For it to be integrated meaningfully, we need to consider whether or not it is enhancing the learning experience for the student(s). As previously argued, we no longer assume that students come to school as ‘blank-slates’ waiting for their brains to be filled with knowledge from the teacher. We now appreciate that children of all ages come to school with pre-constructed knowledge that was built from their past experiences. The role of the teacher has evolved, and instead of solely telling students what to learn, we are providing them with opportunities and guiding them in the right direction to build on that knowledge and construct their own meaning. We do this by providing with experience to work collaboratively with tools and materials and giving them time to apply new skills and knowledge to real-life. Technology is a tool that supports the construction of knowledge and they “learn with it, not from it.”
Designing a technology-enhanced learning experience.
When designing a technology-enhanced learning experience in Math or Science one needs to first ask “What do I want my students to learn?” and consider tools, questions and learning engagements that will get them there. Teachers should plan essential questions that will initiate critically thinking about topics as well as draw out prior knowledge and misconceptions of the outcome(s). After, the appropriate materials, tools and equipment and a series of learning engagements can be chosen and planned for. Students should be given sufficient time to collaborate with one another to not only learn from each other but uncover misconceptions together. Thoughtful consideration needs to go into the technology used as it should elevate the learning experience by allowing students to construct their own knowledge, help them show what they have learned in a way that is meaningful, and/or allow them to apply their knowledge.
Here is a diagram I created that highlights what students will be engaged in during this type of design.
Hi Sarah,
That is a great visual you created!
It is so important that students have the opportunity to collaborate and construct their own knowledge- otherwise students tend to forget what they have been taught by their teachers. When students are interested in what they want to learn, they will be able to retain and apply it. Reflection is also key in the process of student learning. Asking questions and reflecting on the journey of how they got to a particular answer enables the learner to understand their thinking. You also mentioned giving enough time to students so they can collaborate with one another and uncover misconceptions. I know that as educators we have our whole day planned with lessons and it is hard to break away from the day plan to give extra time for something else but when students are in the middle of learning, I think it is important to be flexible.
Hi Sabrina,
Yes, flexibility is key. For instance, I taught a Math outcome the other day on equivalent fractions. I assumed this would be more of a review for my students, but I uncovered that the majority of the class had not grasped it yet. I then had to re-plan my week so I could allow time for students to work with manips, answer questions and work together to understand the concept.
HI Sarah,
I also really appreciate the visual that you created! Designing by first thinking what you want the students to learn and achieve is so important. I wonder, would you keep this end goal to yourself or would you share this with the students at the beginning of the lesson or project? When I moved from Canada and started substitute teaching in the UK one of the aspects that caught my attention was how every single lesson began with a learning outcome that the children write in their books. For example, in a math lesson the children might write at the top of the page: LO: I can add and subtract three digit numbers. Although this practice sometimes gets a bit repetitive, I find it helpful that the children know what they are to get out of the lesson from the very beginning. We then will often self-assess – have I met the learning outcome? Do I need more support? I wonder, in regards to TELEs, if teachers and students could work together to come up with learning outcomes? This could be a collaborative approach to what they (and you!) want to achieve by using the technology enhanced learning environment. Thanks for you post!
Kathryn
Hi Kathryn,
Yes in our subject we usually tell students what the objectives are either for the week or the day. We use the acronym W.A.L.T – We are learning to…As you mention it does become repetitive, but helps day-to-day for students to check in which their understanding. Furthermore, in the PYP for each one of our six units of inquiry, we show students the success criteria that we think that they will need to be successful in the unit and have them re-word or add their own. Then, for their report cards, they actually choose which targets they met and which ones they need to continue to develop. I think it really allows them to own their learning, as well as set tangible goals for the future.
Thanks for the reply!
Sarah
Hi Sarah.
Your idea of TELEs as tools for constructivist learning is a good one. Tech can indeed create opportunities for student-centered and self-directed learning as well as collaboration. I wonder if you would agree that a good TELE extends concepts beyond what could otherwise be taught? Could an activity that covers the same concepts in a similar way but uses computers still be considered a TELE?
Hi David,
Yes, I would agree. A good TELE uses technology in such a way where it redefines the learning. Simply using the tech as a substitution for a traditional tool would not be the strongest use of technology. It should be integrated to either enhance the student experience by teaching students a concept or allow them to apply a concept that otherwise would not be able to be achieved.
Cheers,
Sarah