I think of technology as a way to alter the ‘natural world’ with the goal of fulfilling ‘needs and desires.’ Something much bigger and complex than a single device or site. We use it in math and science classroom to understand principles and strategies needed to develop solutions and achieve goals. Designers of learning experience should strive to implement instructions that reach and challenge students’ socio-cultural and historical knowledge and understanding. Understanding occurs when students meaningfully contextualise and conceptualise what they are learning. According to Vygotsky (1978, 1986, 1997; Vygotsky &Luria, 1993) concept formation is an ongoing interaction between the concrete dimension (socio-cultural-historical experience) and the abstract dimension (math and science concepts in this context) that does not require that the child reinvent information, and does not expect the child to form abstract conceptualisations without first having engaged in concrete activities that support the formation of mental models.
I would design a technology-enhanced learning experience where technology would be used to meet goals around developing strategies to achieve what I think is important for concept formation in math and science, that are differentiated learning, personalisation and customisation, depth and complexity, digital citizenship, collaboration, flipped teaching research, and organisation.
Reference
Charnitski, C. W., & Harvey, F. A. (1999). Integrating Science and Mathematics Curricula Using Computer Mediated Communications: A Vygotskian Perspective.
Hi Vivien,
Your statement resonated with me: “Designers of learning experience should strive to implement instructions that reach and challenge students’ socio-cultural and historical knowledge and understanding.”
A lot of times, we implement technologies and strategies that have no benefit for the student. We need to differentiate our teaching and challenge our learners (not in a way that pushes them away but in a way that challenges their thinking). This can lead to leadership skills, higher confidence, becoming more self-aware, etc. Personalization for each student is key for student success. Why should all students do the same thing when everyone learns differently and at a different pace? It just does not make sense. I have seen this one too many times and it is frustrating to watch a fellow educator treating their classroom as if it was a “one size fits all” situation.
Hi Vivien
I like the fact that you discussed how technology alters “the ‘natural world’” we are in. This is very true. Nothing is like real life happening right in front of your eyes.
I wonder, in your very last sentence of your post (differentiated learning, personalisation and customisation, depth and complexity, digital citizenship, collaboration, flipped teaching research, and organisation) — if this is already difficult to do in a live classroom, how would you accomplish this in an online environment?
A good next step might be to share an example or lesson that includes “socio-cultural and historical knowledge and understanding”.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Hi Christopher,
I would like to design a TELE that provides methods and tools for interaction that take advantage of technology’s unique features. One feature that technology offers and that is limited in live classroom is flexibility over instructional methods. A type of flexibility that allows enough time to students to refer to their socio-cultural and historical knowledge. I have seen how students’ ability to think critically improves when they work on something that is meaningful for them.
I have recently run a project-based activity on exponential functions. The students were to investigate a phenomenon of their interest, that involves variables that growth or decay rapidly over the time. In one lesson I introduced basic features of exponential functions, such as the formula ( f(x)= ax), the graph, the growth or decay factors, and some real-life examples like bacteria reproduction. The students were to work in group of three to find other real-life applications of exponential functions, and elaborate on the specific features of the function related to their case study. What I thought will be a typical class activity turned into an interdisciplinary discussion because I had the idea to prompt their research with the following video. (Here is the link)
https://www.youtube.com/watch?v=xljnpfYpY8s
The students got really engaged in this project that they changed its structure. They led the activity, presenting different approaches of how they can use the growth factor to monitor economy, food supply and urbanization. A group modeled a function to predict the traffic in the city during the day. This is for those who studied the case of Bangladesh. The other studies were on India, Philippines, Switzerland, and Japan, and elaborated on similar topics. The students actually understood all aspects of the lesson through online research, discussions and collaboration. They even extended their understanding to some humanities concepts.
I wonder how I can design such concept formation in TELE. I am thinking of an online discussion board as a tool to collaborate. Does anyone know of any other technology features that can be use to encourage collaboration in an online learning context?