Category Archives: e-folio

This section will display all your e-folio posts.

TPACK and Technology Enhanced Learning

When thinking about digital technology in the math and science classroom, I have to start in the same place that I would start in any classroom:

  • Is the use of the technology demonstrating a solid understanding and application of TPACK?
  • Is the use of technology furthering/contributing to the lesson in an authentic way?
  • Is the technology assisting in the construction of knowledge?
  • Could the same activity be done better without technology?

If the technology use fails any of these questions, it makes the use of that technology instantly a cause for concern. Just because something is novel, cool, or trendy cannot be a solid enough reason to bring it into the classroom. If it can be coupled with solid pedagogy, then it has a place in the classroom to assist students with their learning.

A classroom that is using technology well would look much like a real-world laboratory or office that is using technology. The technology would be supporting and aiding the work that is being done in authentic and sustainable ways. Technology could easily be used in these ways to represent and manipulate data sets and simulations to help combat misconceptions that have crept into a student’s mind. The use of VR/AR could enable traveling to places that are not feasible for the average student, thereby enriching and extending the learning that happens each day in the classroom. Through the use of digital tools, students can make greater detailed representations of their learning to better visualize their mental conceptions of the concepts. These representations could be shared in and interacted with in minds-on, hands-on ways, allowing for deeper discussion and a better chance for evaluation and assessment. What’s more, digital artifacts are easily stored in an online digital portfolio that can travel with the student and serve as a token of what has been learned.

The use of technology and digital tools in the classroom is not an unattainable goal, as many classrooms around the world have already enacted these practices. Students are daily invited to step into a room of authentic practice and learn not only concepts, but also skills and reasoning that they can carry throughout their entire lives and careers. When others see the grand benefits of technology-enhanced learning experiences, the challenges, such as mindsets and budgets, will have no choice but to fall to the wayside as student learning and improvement forges on.

 

In response to the following prompts:

  • What is a good use of digital technology in the math and science classroom? What would such a learning experience and environment look like? What would be some characteristics of what it is and what it isn’t? How might a learning experience with technology address a conceptual challenge, such as the one you researched in the last lesson?
  • What makes this a good use of digital technology? Is this a vision or is it possible in real classrooms? What makes this vision a challenge to implement and what might be needed to actualize it?

Just-in-time feedback

Students have four options when it comes to dealing with new learning: delete pre-existing knowledge, modify new knowledge to fit existing understanding, modify existing understanding to fit new learning (altering what is known), or reject new information (Sewel, p2). Heather’s misconceptions are the result of incomplete understanding and integrating unrelated ideas into her understanding. For example, she views a diagram of something unrelated to the seasons while learning about the seasons and integrates the wrong diagram into her understanding. While she states that she thinks she understands, not having the opportunity to explain her understanding and receive teacher feedback in a timely manner was a contributing factor to the error becoming a misconception. Heather’s misconceptions could have been more effectively dealt with if the teacher had performed a pre-assessment. In this way she would have known what her students currently understood. In addition, teachers must constantly assess for understanding through the lesson; asking whether or not students all “get it” is an ineffective method of determining what has been understood. While this video is a relatively dated classroom, current interventions including digital technologies might be to use an all-student response system like plickers or socrative to determine student understanding while the lesson was occurring, and addressing misconceptions before they become fossilized.

As a primary school teacher, science concepts are often misunderstood to be obvious concepts without consideration to the fact that the work done at this level is foundational. We take for granted that a child is able to count and understand the meaning of numbers, but an understanding of the importance of zero and not jumping to the conclusion that children understand numbers to one thousand because they are able to write numbers to one thousand. In my personal experience, this has been a teacher misunderstanding that leads to inadequate attention to number concepts. Because it appears a simple concept, teachers often do not recognize that it requires a cognitive leap for learners to use 0. Shapiro underlines the importance of students’ being actively involved in the curriculum in order to construct an understanding of it. As in the video, Heather does not begin to construct or question her understanding until she has the model in her hands and is able to begin manipulating it.

A significant factor in student learning is feedback related to the learner’s conceptions. It is essential to listen for a child’s conception related to the curricular topic rather than to listen for errors or to simply move the conversation toward the correct answer. In order to counter misconceptions, we must understand where students are are and provide not only day-to-day feedback but also minute-to-minute feedback.

Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational researcher 23, no. 7: 13-20.

Mohyuddin, R., Rana, M, & Usman K. (2016). Bulletin of education and research: Misconceptions of students in learning mathematics at primary level Panjab University Press.

Sewell, A. (2002). Australian science teachers’ journal: Constructivism and student misconceptions: Why every teacher needs to know about them Australian Science Teachers’ Association.

Shaprio, B. (1988). Development and Dilemmas in Science Education. What Children Bring to Light: Toward Understanding What the Primary School Learner is Trying to Do. 96-120

Clay v. Stone – The Material Matters

Crack Head

I don’t mean to go all metaphorical on you all so early in the course, but throughout the readings, I was struck by the idea of ideas solidifying over time. To me, it sounded a lot like sculpting and making a new creation. Now, I’m no artist, so this analogy may limp at times, but hear me out.

 

You see, it’s as if every student already has a museum of knowledge in their mind. Some of the exhibits are formed and ready, others just have placeholders on display. (Think: “This Exhibit Coming Soon!”) A student, like Heather, already has a fairly well-made museum. People can walk through and see the displays and think that the works have been well made. However, when they get closer, cracks and deformities are visible. From a distance, the exhibits were ready, but up close, they contained major flaws. This would be similar to Heather thinking that the seasons were formed from her curly-Q diagram of the orbit of the earth. From a distance, she can just say, “The seasons are formed because of the orbit of the earth.” It sounds correct, but it masks a deeper problem. A teacher who has a large group of students in the classroom may never even notice (just like a casual museum-goer might not stop to look closer.) However, if someone were to inquire more, the cracks would be visible. Fixing a mistake like this is like repairing a sculpture that has already had time to cure and harden. It’s more tedious and people are not as willing to undertake it, as there is already an “adequate” answer in place. Or, possibly, they like the imperfection and want to try and blend it into the finished product. They believe their “private theories” make just as much sense and are not ready to buff them out. Getting a finished result is going to take individual, detailed attention to make sure every remnant of the old idea is corrected and a new idea is solidly in place.

 

Now, compare this to a teacher who is teaching an idea for the first time. This is like modeling with fresh clay. It has elasticity and play to it, as it doesn’t have a defined shape as of yet. The sculptor can make sure everything is in the correct place before it is left to harden in place. This directly correlates to a student learning something completely new for the first time. There is not already a complete picture in their mind. Perhaps there are tools and resources that they know of, but the finished product is actively being constructed. According to Shapiro (1988), the student needs to be viewed as “an actively involved in the curriculum” and not seen as blank slate. (Obviously, here is a place where the analogy limps as it would require the sculpture to build itself. But, again, thank you for playing along.). Shapiro (1988) states that this form of learning can be enhanced through active problem solving, a focus on a holistic understanding of the process, not simply details, and encourage collaboration.

 

The third article that I read was more focused on remediating these misconceptions. Gooding & Metz (2011) classified these misconceptions into five different categories: preconceived notions, no scientific beliefs, conceptual misunderstandings, vernacular misconceptions, and factual misconceptions. They also pointed out how misconceptions have different origins, such as over-application of pattern-seeking behaviors, insufficient development readiness, and even forcing students to also follow the scientific method. To move toward “conceptual change,” as they phrased it, science re-education must happen through identifying misconceptions, creating forums for confrontation, and then reconstructing/internalizing scientific models. Throughout each of these steps, technology can play a main role. Asking students to represent or construct models is easier than ever with technological tools and can help to illustrate areas of conflict. Interaction on online platforms allow for (and many times require) increased communication, which can help to expose areas of focus and then lead to reconstruction. Finally, creation and work with new ideas through models, interaction, and communication assist with the internalization of new concepts. Furthermore, Gooding & Metz suggested four activities that can all be completed using technology: investigation into discrepant events, independent inquiry-based activities, minds-on activities, and metacognitive activities. Through the use of online spaces, a portfolio of learning and a record of growth is easily kept and interacted with as the students engage in personal, authentic conceptual change. No private theories allowed.

Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change. The Science Teacher, 78(4), 34.

 

Shapiro, B. L. (1988). What children bring to light: Towards understanding what the primary school science learner is trying to do. Developments and dilemmas in science education, 96-120. Available in the course readings library.

Microsoft Paint and communicative space

In high school, I remembered that one of my favorite programs was Microsoft Paint. I used MS Paint to create informative posters for my projects. Given my limited fine motor skills, drawing and writing was difficult for me. It was easier to type and to manipulate pre-defined shapes and colors. Paint was a suitable alternative since it allowed me to be more efficient when creating a visual representation. I also enjoyed using MS Paint because I was able to zoom in to make bit-sized modifications.

 

Microsoft paint was free software that pre-installed with other Microsoft applications. It is essentially a giant piece of white paper with different tools to create a visual representation. Users can create defined shapes of any sizes, fill in spaces with different colors, make copies of the current visual and select and move any part of their creation. It also allows the freedom to integrate pictures and text. According to the SAMR model, MS Paint would resemble a textbook case of substitution (i.e. for art paper).

 

However, is there more to Paint than a simple application that helps users fill in a blank space with color and shapes?

 

Specifically, Microsoft Paint influences the technological landscape by introducing new cultures such as ubiquitous use of technological tools and new typographic freedom. First, ‘undo’ and ‘redo’ options is a powerful feature that helps demonstrate the flexibility and the ubiquitous use of technological tools. MS Paint represents new ways of organising and understanding information. Users have more autonomy and independence to make and unmake decisions. They can benefit from making a choice and immediately receiving the corresponding results. This strongly influences the length of one’s attention span and their tolerance for delayed gratification.

 

Bolter (2001) would agree that the features of Paint allow for typographic freedom. Hence, the visual and verbal ratio is now a customisable variable. Users decide how words and pictures are positioned in relationship to each other. Moreover, Microsoft Paint may very well be the catalyst for the ‘Rip. Remix. Feed’ culture. MS Paint makes it easy for users to ‘remix’ previous work – i.e. alter and modify existing creations. For example, users can easily import pictures and or use stock pictures to layer words, add comments or alter visuals.

 

In the 21st century, immersive technology provides users with expanded creative spaces. Consider Kipmen’s (2006) talk about Microsoft Holographic Lens, users can experience their artistic creation. Kipmen argues that holograms and immersive experience allow users to easily gain a new perspectives about their creation. Users can also interact with different elements in their creative piece. This has realistic applications. For example, engineers can improve their models by turning their creations in different directions. Scientists can use the virtual space to explore new terrain. Ultimately, this visual experience allows users to think outside of the box. Now, this use of this New Media would represent the ‘Redefinition’ part of the SAMR model.

Given this review, how has Microsoft Paint influence your digital journey? How are your memories of Microsoft Paint? How does Microsoft Paint influence the communicative landscape?

References

Bolter, J.D. (2001). Writing Space: Computers, hypertext, and the remediation of print. Mahway, NJ: Lawrence Erlbaum Associates, pp. 3246, 7798.

Kipmen, A. (2016). A futuristic vision of the age of holograms. Retrieved from https://www.ted.com/talks/alex_kipman_the_dawn_of_the_age_of_holograms/transcript

My Life after The Secret of Monkey Island

I loved games as a child (still do), especially those on the NES, but most failed to capture my interest on an emotional level. The first game I remember stopping me in my admittedly child-sized tracks was Secret of Monkey Island. I, then, was likely 6 or 7. I stumbled upon it on an old computer in a friend’s garage.

I was amazed that a game like this could exist. I understood stories as things in books my parents would read to me, that I could watch on TV, or in a theatre; my part to play was passive.

Something changed when I played Monkey Island.

Not only did I feel like I was in the story, I felt like I was the protagonist; I felt like I had agency.

This feeling stuck with me and later lead to an interest in game-based learning and allowing students to have agency in their learning activities, whether it’s through games like Garry’s Mod or Minecraft to teach tricky concepts, or using Twine to create choose-your-own-adventure games.

I question now what other digital technologies exist out there just waiting for me to stumble upon them, which could impact me, and my future students, in pleasantly unexpected ways.

-Scott

Info Pro 12.0

When I was in Grade 12, I took my first computer course – Information Processing. In this course, we as students were expected to learn how to use various Microsoft programs such as MS Word and Exel. Our assignments were quite remedial and consisted of tasks such as:
1. Type the following passage into Word.
2. Underline the title.
3. Bold the first word in each sentence.
4. Use Word Art for your name.

Looking back on the objectives for this course I find it a bit shocking that this is how computers were being integrated into schools in 2003. As a student, I thought the course was great because it was effortless. I was able to go to class, finish the tasks in a few minutes and then spend the rest of the time socialising. Reflecting back on it as an adult, however, I know that it was not a meaningful course that taught me anything I used once I left grade school.

In the past fifteen years, it is fascinating how the teaching profession has evolved, and that many teachers all over the globe have changed how they view and teach with technology. It is no longer a set of skills that we teach; it is used to enhance and redefine student learning by integrating it in such a way that both teaches skills and allows students to personalize their learning.

Physics and the Internet – Weber Auto e-graphy

When I was junior in high school, I remember having my first experience with using the internet to learn Science. I was taking a physics course and a part of our grade each week came through the completion of a set of online problems through a university (The University of Texas? My memory fails at this point). The problems were a mixture of things we had studied and things we hadn’t yet reached. Each problem awarded top points for a correct answer on the first try, or decreasing points for each attempt at the right answer. Every student got the same problems, but the numbers would be changed in each problem so that answers couldn’t be shared. We would all sit together in study halls and try to figure out the problems together, reveling in the process and each taking turns to try answers so that no one person took all the hits on their points. It was a challenge both to figure out the answers as well as to know when to quit so that you wouldn’t lose too many points.

The biggest triumph that I remember, though, comes from when I was stuck on a problem about computing the distance of a planet from the sun, so I searched the actual answer and then set up a proportion to the numbers given in the question. I got the right answer (and was the only one in the class that did!), yet still had NO idea how to actually solve the problem. The teacher sniffed me out in an instant. He praised me for thinking out of the box and then showed us all the missing step that we needed.

Hello from Southern California!

Hi, everyone! My name is Jonathan Weber and I am currently living in Lancaster/Palmdale, California (about an hour or so outside of LA) and teaching 7th Grade ELA and Creative Writing. Before this, I lived and taught in mainland China for seven years, but have made the transition this school year back Stateside.

I started the MET program exactly a year ago and this is now my 8/9/10th course in the MET program. If all goes smoothly, I am looking forward to graduating in May. I’ve taken ETEC 511, 512, 531, 530, 532, 540, and 565 already and am taking 500 and 510 together with this course. I’ve found three courses while working full-time to be a master’s class in juggling and time management, but possible!

Although my focus has always been in English, I’m very interested in STEAM and the possibilities that exist when learning becomes cross-curricular and the boundary lines that separate subjects fade away. Hopefully, throughout this course, I will find more and more ways to make that happen and to help support our small middle school staff (5 of us!).

When I’m not checking things off my MET to-do list, I enjoy reading, writing, photography, and anything to be outdoors. I’m including two pictures: the first, my little pup Oliver who just turned two. He accompanies me everywhere and will probably be by my feet with most posts I make, so it seems fitting he should be included. The second is from a recent trip up the coast in our new car that is part EV, as one of my new hobbies is finding free places to charge! 😉

Looking forward to learning with all of you this semester!

 

Jonathan Weber