Category Archives: B. Design of TELEs

Organized Chaos

Knowledge formation is a personal and social process. Intrapersonal and interpersonal and human-technology interactions influence knowledge construction. Moreover, knowledge is a fluid entity where the relationships between these variables exist as synergistic interactions. Borrowing Jonassen & Carr and Yueh’s (1998) idea about technology sharing cognitive responsibilities, digital tools should target specific cognitive load. Designers should consider learning experience that is student-centred with technological tools to help students establish relationship between concepts. It should allow student the flexibility to manipulative variables and to constantly reorganize constructs. The context should increase student opportunities to practice and test their knowledge (i.e. analysis thinking patterns – i.e. visualization and simulation). It should make learning (i.e. constructing relationships among variables) more favorable and efficient. It should consider learning activities that allow for near transfers of conceptual knowledge where students apply their understanding (i.e. problem-based learning).

Designers of learning experience can:

  • Isolate cognitive load that technological tools are responsible for.

(e.g. data storage, organizational and or visualization tools)

  • Isolate cognitive processes that require more support.

(e.g. information processing and analytical tools for reflection)

  • Identify opportunities for learners to socialize.
  • Integrate these educational tools and scaffold students’ use according to their competencies.

References

Jonassen, D.H., Carr, C. and Yueh, H.P. (1998) Computers as mind tools for engaging learners in critical thinking. TechTrends, 43, 24-32. http://dx.doi.org/10.1007/BF02818172

Vygotsky Theory of Learning for math and science

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.

Backwards Planning

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.

 

 

What is technology?

To me, technology is all of the tools, techniques, knowledge, and resources that we find useful and that make our lives easier.

I agree with all of the definitions that were given but the one that appealed to me was Roblyer’s (2012) statement in which he describes technology “as technology is us -our tools, our methods, and our own creative attempts to solve problems in our environment.”

There is a big difference from when I was a kid and the age that we are living in today. With the advancements of technology, there is something new to discover every day. When we run into a problem we use whatever methods and techniques we can to solve that problem. For example, domestication of animals. Many people would not agree but the process and techniques used to domesticate animals is the technology; dogs have been cultivated to suit human needs through many centuries of selected breeding. It is our methods and processes that have turned vicious packs of wolves into our furry little best friends.

How would you design a technology-enhanced learning experience?

If I were to design an ideal pedagogical design of a technology-enhanced learning experience for math and/or science I would ensure it is a learning environment where collaborative work is emphasized. When different learners come together and share their knowledge about how they came to a conclusion about certain concepts and theories, there is an exchange of ideas and perspectives which is a great way for students to learn.

When students construct their own knowledge through hands-on work, students are able to understand it and apply that new knowledge in a real setting. An ideal TELE space would provide learners different types of technology to enhance their learning and have fun. The technology would be new and it would encourage all types of learners. There would be interactive educational technologies so learners would be able to show their thinking; so, they can investigate their questions, interact with it, and then comprehend it in their own way.

This space would be learner-centered where students feel safe to ask questions and take charge of their own learning; the teacher would act as a guide in case learners have issues/questions. There would be lots of manipulatives and materials available for each learner so learning is not hindered by lack of resources. These materials would allow students to experiment and build their own knowledge. In this environment, students would be able to go at their own pace; this is important so students can start from what they know and then build from there.

The following is an image that I found and if that was combined with what I said, it would be my version of a perfect TELE.

Source: https://qz.com/375894/this-is-what-the-ideal-learning-environment-looks-like-according-to-science/