Author Archives: nicole moxey

Design of TELEs and Flexible Seating

According to David Jonassen (2000), “students [do not] learn from computers or teachers-which has been a traditional assumption of most schooling… students learn from thinking in meaningful ways.” This idea supports the new BC curriculum that encourages teachers to provide students with opportunities to creatively and critically think, as well as to collaborate and communicate with their peers. Our math and science (actually ALL!) learning spaces need to provide students with a variety of areas that contain flexible seating, as well as tools that encourage students to think critically. The reason for providing choice  is because not all students learn in the same way. Some students would prefer to stand, others sitting on the floor, others need to fidget and still some of our learners prefer desks and chairs. Students should have the freedom to move between these workstations freely (as long as they can handle this responsibility). Since many teachers are moving away from doing whole class lessons, students need areas to work on exploratory activities in small groups. The designer of these spaces should ensure that they contain a variety of technology tools (VR, iPads, laptops, 3D printers, etc.) and seating choices (hokki stools, tables, couches, rugs, standing desks, etc.). All of the materials, tools and furniture in the room should moveable so that it’s easy to create different learning areas, depending on the activities the students are engaging in.

This is would be the ideal classroom that I would teach in. I could change the room around based on my students’ needs, learning styles and curriculum activities. The problem is that many districts do not have a large budget for furniture and/or technology. How do we convince our districts of the importance of flexible seating and variety of technology tools?

Interview: lack of support, lack of training, lack of funding and limited access to technology

Keywords: lack of support, lack of training, lack of funding and limited access to technology

The teacher that I chose to interview is a grade one/two teacher at a school with a high percentage of ELL students. She currently has 284 students in her school and 18 in her class. 16 out of 18 of her students are identified as ELL. She has access to a cart of iPads that contain enough iPads for every student to be able to have their own. There is also a computer lab that they are able to use. She has a projector in her classroom that she uses to display examples, videos and student work. She has been teaching for 14 years in a variety of grade one and two classes. This interview took place on Saturday, January 20 at 3:57pm at her house.

These are the questions that I chose to ask. I asked the sub questions (1a and 4a) when I wanted her to expand on some of her ideas.

  1. Research has indicated that teachers are hesitant to integrate technology into their practice due to the perceived lack of support and personal experience with technology.  How would you describe your experience in developing a sense of confidence when implementing technology into the classroom?
    1. Do you feel like you have other teachers that you can collaborate with?
  2. How do you think the school/district has helped or hindered your implementation of technology in the classroom? Some examples are funding, resources or support.
  3. Are 1:1 device programs necessary for integrating technology effectively in mathematics? Are students at an advantage if they do have their own device?
  4. Comparing last year when your students had their own devices versus this year where your students use school devices, what are the advantages and disadvantages to each?
    1. Did you find that your students did use their iPads at home for anything?
  5. How do you integrate technology into your math and science classroom?

Lack of Support and Training

The interviewee, Lesley, states that the biggest obstacles that she faced when she first began integrating technology into her classroom were a lack of support and training. When she began integrating technology into her classroom a few years ago, she relied on social media platforms to find support and ideas from other teachers. “I relied a lot on Twitter and following people who were using it in their classrooms and I was taking ideas and trying to implement them into my own classroom.” She describes her experience as somewhat of a solo one and she felt like she needed to discover ways to make it work for her students. “Initially, I was left to my own devices to try and figure out how to make it work in the classroom… when we were first told to implement technology, we were given no support or training on how to do it effectively.” In her new school, she feels more supported as she is able to collaborate with a couple of new teachers, and they have a technology mentor that supports them when needed and provides workshops for interested in teachers. “We have a couple of new teachers at my school who are very into using technology and our tech mentor is a good resource person to talk to… He has put on a couple of different workshops about coding and about our e-portfolio program that we use in the district that have been quite helpful.” Unfortunately, many of the older teachers in her particular school are not interested in learning how to use technology with their students. “A lot of the older teachers at my school are a bit more hesitant or don’t like using technology.”

Lack of Funding and Limited Access to Technology

Along with a lack of support and training, Lesley believes funding to be an issue. When there is a lack of funding for technology, this limits the amount of technology that can be purchased for the classroom. She feels very fortunate because at her new school she has access to a set of iPads that contain enough iPads so that her students can each use one. She assigns the students the same iPad so that they continue working on projects the previous day. “Our iPad cart initially only had 20 devices, but having a class of 18, I was able to jump into using technology without a lot of difficulty. My kids could still be 1:1, and they could be assigned to the same device and because a lot of the teachers don’t use it, it’s been fairly easy to book and get time with the iPads whenever I have wanted to.” Some of the teachers with larger class sizes were not as fortunate. Just recently, her school was able to find funding to purchase more iPads, but sadly this didn’t happen until almost half of the school year was over. “We recently used a bit of our learning grant money and our school has bought some additional iPads. So now our carts are full so that the older grades that have higher class numbers are now able to go 1:1 on the devices and [students are] not having to share. So I think for those teachers it was kind of a big hindrance.” Lesley does worry that as more teachers start integrating technology into the classroom, this will make it harder to find available times to use technology. “Funding definitely is going to be an ongoing issue as more and more teachers get used to using more technology and it becomes harder to find times [available] to use it; this will be a bit of a hindrance.” Even though she usually has access to technology, she still wishes that she had her own class set. Her reasoning is that it would be nice to have for those teachable moments that arise in the classroom. No matter how much we plan as teachers, our students will often take us down a different path. These are the times when it would be nice to have unlimited access to technology. ”Not having them in the classroom all the time is kind of a pain. Sometimes you think, oh if they were here, I could grab them and do this. You have to be much more planned and organized and you can’t use technology as kind of a spur of the moment thing, which sometimes naturally comes out of an activity – oh I wish we could’ve done this on the iPad. I think in that way, not having your own set for your class is bit of a hindrance. Given the funding concerns in the public school system that probably will never happen.”

I’ve had a very similar experience to this teacher. I have found that there doesn’t seem to be a lot of training and support to encourage teachers to integrate technology. I think the overarching reason for this is that there is a lack of funding, which makes it difficult for school districts to provide opportunities for teachers to get training and it also prevents each classroom from having enough technology to access. These obstacles deter many teachers from attempting to use technology with their students. What this teacher shows us is that there are ways to find support and training, even if you have to discover it on your own. I truly believe that if teachers are truly passionate about integrating technology into their classroom and see the value of it, they will find a way to overcome these obstacles.

If you’re interested in reading the entire interview, I have posted the transcript on my E-Folio (along with this abstract). https://blogs.ubc.ca/nicolemoxey/2018/01/21/interview-transcript/

Nicole

Video 5 and video 8

I chose to watch video 5 and video 8 as they were dealing with technology use in upper intermediate classrooms and I am currently teaching grade 7. In video 5, the first teacher interviewed was very positive about technology use in the classroom. She stated that she uses it in her classroom almost everyday as it challenges the students, compensates for language barriers for her ESL students and it levels the playing field since her students are all tech savvy. The students interviewed were very excited to share the video about hurricanes they were creating. The professor in the video 8 was also very passionate about technology use and helping teacher candidates learn how integrate it into their practice and make sure that it is enhancing student learning. It appears that both of these teachers understand the benefits of using technology and how to integrate it to deepen student understanding.

However, the rest of the teachers interviewed were not so excited, or positive about technology use in the classroom. One retired teacher and one new teacher (video 5) both stated that technology is frustrating as there is not enough time to use it, not enough training, they are not equipped to problem solve issues, and they don’t feel comfortable using it. I think both of these teacher highlighted one of the main reasons as to why technology is not integrated into some classrooms (What I found interesting is that the new teacher was not integrating technology it into her classroom) These teachers do not feel like they receive enough professional development time to comfortably introduce technology into the classroom. How do we overcome this? Even when professional development does happen, the new teacher stated that she doesn’t have time to reflect upon this new knowledge and then she quickly forgets it before she has a chance to try it out with her students. Unfortunately, some teachers do not see the value in technology use and therefore, refuse to integrate it into their daily lessons. I think the best way to overcome this is to start with the teacher education programs. I think these programs should be integrating technology into all of the courses offered. Each year, new teachers will be graduating ready and excited to use technology in their new classrooms. Most of the teacher candidates in video 8 spoke positively about technology use in the classroom stating that it creates more engaged learning, helps visual learners see the process, and helps ESL and struggling learners.

Many teachers are very excited to integrate technology into their classrooms, but others still see it as a hindrance. How can we change this? What can we do to better support these teachers? Should we focus on the teachers who are interested in hopes that this will “snowball” and get others excited once they see positive examples of technology use? Is it fair that some students are able to explore some of their conceptual misconceptions with technology and others are not?

Technology use in the classroom

 

  • What is a good use of digital technology in the math and science classroom?
    • This is an excellent question and probably one of the main reasons that I chose to take this course. I struggle with authentically integrating technology into my grade 7 math and science classroom. In the past, I have used iPads extensively in my primary classrooms. We used the iPad to find math in the environment. If we were learning about 2D or 3D shapes (angles, arrays, etc.), the students would go around and take pictures of actual items. They would then create a pic collage (or other visual) with labels. However, now that I am teaching grade 7, I find it more difficult to integrate technology into my math and science lessons. Part of this is because we have very little technology available to us (one laptop cart to share between 10 grade 7 classes). The best ways that I have found to use technology is to show videos of the concepts that I am teaching for my visual learners (this works great for both math and science). We also create videos to help explain our understanding to others. I prefer for my students to work in partners or small groups that are randomly chosen. This way they are engaging and conversing while using technology. This provides the students opportunities to learn from each other. Another way to integrate technology is to allow students to further explore topics that they find particularly interesting. They can do this with other students who have the same interest.
    • In my previous school, we followed the SAMR model (substitution, augmentation, modification and redefinition). This was a good model and our goal was always to aim for modification and redefinition. The first two stages enhance the learning, but the last two transform it.
    • Technology provides students with the opportunity to converse and engage in conversations with other classes, as well as experts in a particular field. We have a class Twitter account that has been a great way for us to see how other students are learning different concepts and we are able to tweet out questions that we may have.
  • What would such a learning experience and environment look like?
    • This type of environment would have the students working in small groups at a table with a variety of device (tablets, laptops, etc.). The students would be able to move around the classroom (and possibly school) freely to explore their environment. Students would have choice in what they are learning based on their interests and knowledge.
  • What would be some characteristics of what it is and what it isn’t?
    • Technology should not be a replacement tool for paper and pencil/pen activities. It should be used to extend and further the learning process in the classroom. It should be a way for students to explore a concept in a way that fits their learning style and interests.
  • How might a learning experience with technology address a conceptual challenge, such as the one you researched in the last lesson?
    • Technology can help address conceptual challenge through the use of videos so that students can see the process. It can also be a way for students to show their thinking to their peers and teachers and open up a discussion. So much learning happens in the classroom when students are given time to explore and converse with their peers. Students can research up to date articles on specific topics and this is more easily acquired with technology.
  • Is this a vision or is it possible in real classrooms?
    • I think that many classrooms are well setup up with technology and many have flexible seating and open concept floor plans with lots of learning stations. However, some classrooms still lack the proper funding to provide up to date technology for all students.
  • What makes this vision a challenge to implement and what might be needed to actualize it?
    • The challenges that arise are funding, professional development and teacher interest and passion in regards to technology use. Some teachers have access to technology, but because of a lack of training or a fear, they do not implement it into the classroom. In order for teachers to feel comfortable, the need to be given access to technology and time to learn and feel confident using it with their students. Other classrooms have very little technology, but they have teachers that are passionate about integrating it.

Conceptual Challenges: Cloud Formation and Precipitation

In the video, Heather has a misinformed understanding of the moon’s phases and the seasons. However, her teacher was not aware of these misconceptions before she introduced the unit of study. During her lessons, Heather was trying to merge her existing knowledge with the new information the teacher was introducing. The teacher needed to understand her students’ background knowledge before she began the new unit of study. Only through her understanding of her students’ prior knowledge, will she be able to help scaffold her students’ learning.

As we can see in this video, there are many misconceptions around scientific understandings. This may be because new scientific discoveries have been made that contradict existing theories or that the learner only understood part of the concept and tried to fill in the gaps. Many scientific theories are abstract and therefore, difficult for students to visually see the process. The use of models in science can help with the visualization process. Teachers also need to understand students’ prior knowledge and misconceptions on any given topic before they begin to teach it. This will help guide the teaching process and activities based on what the students already know, what they think they understand, but really don’t, and what they are interested in learning. If students are not interested in a topic, it will be more difficult for them to learn. If they do not see the relevance of the concept to their daily life, they will not take an interest in learning more about it.

When I was teaching primary grades, one of the topics that my students always had a difficult time understanding was cloud formation and precipitation. I often wondered if the difficulty arose because the students couldn’t actually see the process or touch it. The best we could do was create diagrams or models to help with this. However, some of the students still had a difficult time explaining the process. Often times, they would appear to understand, but as time would pass their understanding would diminish. In the Thompson and Logue article, the students ranged in age from six to twelve years old. Most of the students were able to describe how clouds were formed, but had strong misconceptions about precipitation. According to the authors in both articles, scientific misconceptions come from a variety of sources, including misunderstanding information from parents or teachers, as well as from sources, such as mass-media that provide inaccurate information. Misconceptions are often difficult to change and these can impact the learning process. According to the article, Children’s Ideas and the Learning of Science, people who attend the same lecture or read the same book will not necessarily understand it in the same way. Individuals internalize the experience and construct their own meanings. The authors argue that student beliefs are reviewed or revised when a more persuasive or a better theory is introduced, but sometimes “even if students are confronted with what appear to be contradictions to the teacher, they will not necessarily recognize them” (Driver, et. al., 1985, p. 3). Thompson and Logue believe that teachers need to figure out their students misconceptions so that students do not continue to build their knowledge upon these misunderstandings. The issue is not where these misconceptions come from, but rather how we identify them and overcome them in the classroom when teaching our students.

The best way for students to understand many of the scientific concepts being taught is in a constructivist learning environment that encourages students to take risks and explore through hands-on experiments. The teacher acts as a facilitator or guide and supports the students throughout the learning process. It would not be an effective teaching style for a teacher to simply tell the students that their existing understanding or beliefs about a given topic are incorrect, but rather he or she needs to provide students with exploratory lessons that “show” the students. Technology is a great tool to help support the science lessons and curriculum in the classroom. Some of the simple ways that it can be used is to watch (up to date) videos or have students create their own videos on a given (or chosen topic). There are some great interactive whiteboard applications that allow students to draw and record their learning and thinking. This gives the teacher another way to identify any misconceptions that may exist.

Driver, R., Guesne, E., & Tiberghien, A. (1985). Children’s ideas and the learning of science. Children’s ideas in science, 1-9.

Thompson, F., & Logue, S. (2006). An Exploration of Common Student Misconceptions in Science. ERIC, 553-559. Retrieved January 8, 2018, from https://eric.ed.gov/?id=EJ854310.

My first technology experiences

I have a few memories from my elementary school days in regards to technology. First, I remember having an old Mac computer in our school that we would take turns playing games on. I have no idea what type of games they were or even if they were educational, but I remember waiting patiently for my turn on the computer. At home, my sister and I loved the hour once a week that we were allowed to play on our ATARI video game. After a few years, we were allowed to upgrade to a Nintendo and I loved playing Mario Brothers and Bubble Bobble. As I moved into high school, I remember taking a typing course as one of our electives (along with sewing, cooking, metal and woodwork). We would all sit at the computers and the teacher would cover our hands during out “typing tests.”

Once I graduated from high school (1998), I took my first online course and it was a Canadian history course. I was sent cassette tapes that I had to listen to each week and I would have to submit my papers via email. There was no back and forth dialogue with other students and we had a 2 hour block of time that we were given to email our teacher any questions that we had. It’s hard to believe that it has been 20 years since I took my first course online.

Nicole

Greetings from Williams Lake, BC

Happy New Year Everyone!

First, apologies for the late post, but I was having difficulty logging in to the blog. I think I have it figured out now.

This is my 6th MET course (and I am also taking 510 as my 7th). I have taken 500, 511, 512, 540 and 565M so far. I am excited and nervous, but am looking forward to learning with everyone. I can’t wait to learn more about how to integrate technology into my math and science grade 7 classroom.

For the past 7 years, I was teaching a variety of primary grades in Vancouver, but this summer I made the move back home to Williams Lake and am teaching grade 7 at a middle school (definitely a learning curve). I have limited technology in my current classroom (we share a laptop cart between 10 grade 7 classes). I recently signed up to be part of our district technology committee so I am hoping that this will change in the coming months.

In my spare time, I love running, hiking, snowshoeing, and just exploring the outdoors. We have lots of beautiful areas to explore here so I’m looking forward to spring weather.

Nicole