The four learning environments aim to support student understanding of complex scientific phenomena and mathematical concepts. In their own, each technology-enhanced learning environment (TELE) employs various constructivist approaches in their pedagogies. Rather than considering students as empty vessels, needing to be filled with knowledge content, constructivist approaches assume that students, when exposed to the right conditions, will construct knowledge in deep and meaningful ways to satisfy an inherent curiosity and build upon their own prior knowledge. Every student enters a learning environment, whether traditional and technologically enhanced, with a unique set of understandings, experiences, and preconceptions of science and math. Effective learning environments draw upon this prior knowledge and spark a sense of curiosity from within the learner.
The four TELEs that were investigated (Jasper, WISE, MyWorld, and Chemland) shared many similarities and differences in their design. Each TELE adopted a constructivist approach to learning allowing students to draw from prior experiences and make inferences based on their observations. Each environment extended and deepened the student’s understanding and their mental model of various natural phenomena. Through visualizations, videos, simulations, and data-rich maps, students were encouraged to experiment, observe, predict, and reflect upon the consistencies and reconcile any inconsistencies between their prior experiences and recent observations.
While all TELEs lean heavily on technology, each differed to varying degrees in the type of media employed and the degree of scaffolding provided. For instance, Jasper, MyWorld, and Chemland provided very little scaffolding for students which affords the teacher the flexibility to use these learning environments as they find most appropriate in the classroom. Likewise, students are afforded the opportunity to explore their interests more organically rendering these activities much more engaging. WISE, on the other hand, offers a high level of scaffolding and affords students a more rigid and linear learning structure. Similarly, teachers can rely on WISE to provide students with an appropriate level of scaffolding for their students. Additionally, the four TELEs differed in the types of media they employed. While Jasper relied heavily on video content to present information and elicit curiosity, WISE, MyWorld, and Chemland employed a cocktail of simulations, animations, data-enriched maps and video content. While differing in their own regards, each environment was carefully designed to facilitate inquiry-based learning within the science and math classroom.
A more comprehensive comparison between the four TELE and their respective learning theories can be found in the table below.
| Learning Goals | TELE | |
| Jasper and Anchored Instruction | AI introduces students to authentic real-world problems through various means. Students develop sub-questions that stem from larger questions in order to develop critical thought and pursue their own curiosity. | Jasper is a collection of videos that present engaging real-world problems to students. It should be noted, that the videos are quite dated and lack a certain level of relevance to students today. |
| WISE and SKI | Scaffolded Knowledge Integration allows students to continually build upon understanding and document their learning process. The SKI framework effectively guides students through an inquiry process. | WISE walks students through a linear set of lessons and modules within a scertain topic of study. Students are able to apply their understanding in frequent reflections and explore variables within computer simulations. |
| MyWorld and LfU | Learning for Use places a great emphasis on how knowledge is constructed. Three elements of LfU are motivation, knowledge construction and knowledge refinement. | MyWorld presented students with data-rich maps that highlight weather and other geographic phenomena that occur on Earth. Students are able to find patterns and relationships from these data sets. |
| Chemland and T-GEM | T-GEM is another learning strategy that guides students through a process of inquiry. The 3 stages of GEM are a) Generate a relationship between two variables, b) Evaluate the relationship and c) Modify the parameters to investigate the effects of a third variable. | Chemland allows students to investigate the effect of changing some variables while leaving others unchanged within a chemistry experiment. |
This investigation into various TELEs has shaped how I will integrate technology into the classroom in the future. Each environment opened my eyes to the possibility of using technology to further support inquiry-based learning in the science and math classroom. Most importantly each environment reinforced the notion that technology should not be simply used for the sake of using technology. Rather, technology should be incorporated into the science and math pedagogical design in order to help students see patterns within natural phenomena that they would otherwise not be able to see due to spatial or temporal limitations. For instance, a good use of technology would allow students to develop a robust mental model of phenomena such as molecular bonding angles, orbital motion, and large glaciation events. Technology should afford the learner opportunities to observe these otherwise invisible phenomena by manipulating variables and exploring rich datasets. TELEs should empower students to pursue their own curiosities in science and math using engaging and well-designed learning environments. Regardless of whichever TELE is adopted, it must be appropriate for the students’ abilities and the learning goals of the course.
Hi Bryn,
I enjoyed reading your synthesis of the four TELEs that we covered in module B. I like how you made a chart with the learning goals and then the TELE involved. It is a good visual to be able to see each TELE. I also liked the way you described the differences and similarities between the four TELEs and how you gave background for each. Each TELE had its own advantages and many times it got a little confusing to keep track of all the information. The synthesis post allowed me to clarify and get a better understanding of all the similarities and differences.
HI Bryn,
I agree with you about your observation that technology should not be used for technology sake and I think you provided good support through your synthesis of how well designed learning environments (using the strategies we have learned) will help teachers avoid this pitfall.
Thanks for sharing!
Kari