Consistent Concepts in TELEs

I found learning and writing about the four technology enhanced learning experiences (TELEs) to be helpful for my own teaching practice and made me more familiar with tools and strategies to develop key skills and concepts in my classroom. Below are the key points of each TELE, as well as ways I could see using each in my own teaching practice. I can’t seem to get this any larger, so please see the PDF version here – Synthesis PDF

There were certain concepts that were consistent throughout all four technology enhances learning experiences. This made me think, do we need to choose just a TELE for a lesson, week or unit? Can we pick our favourite points out from each one? The focus would still be on developing these key skills but in a slightly different format. The main points that I thought were important within each TELE were the following:

1. Simply using technology is not enough. Several arguments mentioned that technology has been present for a while and that teaching and learning in education has not been changing at a rapid enough pace to keep up with this. One message that I took away from all the readings in this module is that is simply not enough to use technology for a task that could be completed by pen and paper. Each of the TELEs used technology in a slightly different way but it created tasks that could not be done without technology and engaged the learning by stretching and assessing their knowledge.
2. Students must be curious and teachers should not provide the answers. As a teacher, I have always found that the best learning occurs when students are curious and want to find out the answers themselves. Each TELE encouraged students to take an inquiry-based approach to their learning. The constructivist theory of learning came up repeatedly. When students are curious, they will construct their own knowledge. In addition to this, we as teachers must not provide the students with the answers! Authentic learning experiences occur when students find are able to find a solution to a problem that they have identified.
3. Reflection is key. This is something I am working on in my classroom. I often find myself rushing though a task or activity just to get onto the next thing, without giving the students time to reflect. With LfU and T-GEM in particular, the modify and refine processes are in line with student reflection. I also think that students who are able to reflect on their thinking also translate this to other areas of their lives.

I found small parts of each TELE studied useful and interesting. I can’t say with certainty that I really think I’m going to study and use one TELE in my classroom consistently, but the skills discussed reminded me about some of my favourite parts of teaching! I will definitely be picking out certain parts of each TELE to use with my students. For example, seeing students be curious, problem solve and work collaboratively to find a solution are all so important and we sometimes don’t allow the time for these processes to properly occur. This module reminded me to slow down and not always worry about the right answer.  Further, the technological resources that were being discussed throughout other peoples’ blog posts were insightful and practical – this is one other aspect that I will not soon forget from Module B!