{"id":4393,"date":"2018-01-10T11:48:18","date_gmt":"2018-01-10T18:48:18","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4393"},"modified":"2018-01-10T11:48:18","modified_gmt":"2018-01-10T18:48:18","slug":"good-practice-using-technology","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/01\/10\/good-practice-using-technology\/","title":{"rendered":"Good Practice Using Technology"},"content":{"rendered":"<p>&nbsp;<\/p>\n<p>In my opinion, effective use of digital technology in math and science classrooms is where technology is enhancing the students\u2019 learning experience, rather than just replacing something that was previously available in another format. It is also where teachers have balanced knowledge about content, pedagogy and technology to ensure that students are engaged, hands on and more self-reliant learners. Good practice isn\u2019t including technology for the sake of it and it should be thought of in a long-term mind frame: it is helping students to learn skills that will enable them to be part of a global community whilst simultaneously encouraging them to engage with the subject.<\/p>\n<p>There are many methods through which learning experiences with technology can address a conceptual challenge and I\u2019m looking forward to reading the post of others; it is always exciting to learn new ideas! Different apps can be very useful in this sense. I mentioned the app\u00a0<em>Explain Everything<\/em>\u00a0in my previous post. This allows the creator of the video to express their knowledge on a topic to the audience. This can be a helpful way of becoming aware of misconceptions before starting a unit. Further, allowing children access to the internet gives them a wealth of information and resources. It is no longer a case of the teacher being the bearer of all knowledge; rather, it is more a case of \u2018what can we learn together?\u2019<\/p>\n<p>I have found that digital technology enables more effective facilitation of differentiation. For example, this year I have been setting math homework using the website\u00a0<a href=\"http:\/\/www.mymaths.co.uk\/\">www.mymaths.co.uk<\/a>, for which, fortunately, my school pays the membership fee. I am able to set online homework \u2013 either tasks on the same concept for different ability levels or tasks on different concepts if reinforcement or extension on certain topics is appropriate. Students log in and complete the work at home. Additionally, the children often find it fun to complete their homework on a computer and, as an added bonus, the program also marks the work! This instant feedback is another huge benefit of using digital technology in the classroom. Of course, this wouldn\u2019t be appropriate in an area where children don\u2019t have access to a computer or the internet at home.<\/p>\n<p>Digital technology use in the classroom can often be difficult to implement for a variety of reasons, including the following: insufficient or inadequate technology; lack of professional development for teachers; inconsistency in implementation within a school. When other teachers in my school are using a certain application or website, I find myself more likely to have a go with it and because of this, I think collaboration amongst teachers when using digital technology is particularly important. There are excellent examples available of teachers using digital technology in meaningful ways and I believe that this is truly just the beginning.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>&nbsp; In my opinion, effective use of digital technology in math and science classrooms is where technology is enhancing the students\u2019 learning experience, rather than just replacing something that was previously available in another format. It is also where teachers have balanced knowledge about content, pedagogy and technology to ensure that students are engaged, hands [&hellip;]<\/p>\n","protected":false},"author":52229,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669385],"tags":[],"class_list":["post-4393","post","type-post","status-publish","format-standard","hentry","category-a-unpacking-assumptions"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4393","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/52229"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4393"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4393\/revisions"}],"predecessor-version":[{"id":4394,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4393\/revisions\/4394"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4393"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4393"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4393"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}