{"id":4589,"date":"2018-01-17T15:32:47","date_gmt":"2018-01-17T22:32:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4589"},"modified":"2018-01-17T15:32:47","modified_gmt":"2018-01-17T22:32:47","slug":"case-2-8","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/01\/17\/case-2-8\/","title":{"rendered":"Case 2 &amp; 8"},"content":{"rendered":"<p>Case 2: High school math teacher describes his experience with using technology in his grade 11 enriched math class.<\/p>\n<p>Case 8: Elementary student teachers that are working on using images to create \u201cslomation\u201d creations.<\/p>\n<p>I chose these two videos to describe the differences and similarities that became apparent to me when comparing an elementary perspective to that of high school.\u00a0 It is important to note as well that Teacher F (Grade 11) has 28 year of teaching experience, where the elementary student teachers are just beginning in their career.<\/p>\n<p>Case 2:<\/p>\n<p>In my initial post, I stated that \u201cgood\u201d use of technology is when educators are able to push students beyond a \u201cgoogled\u201d answer. \u00a0During his interview, teacher F explains that his yearly goal is to find questions that push students to greater level.\u00a0 He describes it as \u201cgetting at math\u201d not just a calculated answer.\u00a0 He describes an example of a bonus questions provided to students that had students coming before and after school to work through this problem collectively.\u00a0 They were learning from one another, working with previous knowledge, and integrating other disciplines to create models to help solve their problem.\u00a0 He believes that by using the technology, the students felt comfortable to push their understandings and engage in the problem.<\/p>\n<p>Limitations:<\/p>\n<ol>\n<li>The largest limitation described by Teacher F was the funding required for a class set of computer. He realized that he was able to use a graphic calculator and resources from other departments to create an equally effective learning environment.\u00a0 This was encouraging as it was an example of a teacher with similar resources to myself, and yet did not seem defeated by it.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Case 8:<\/p>\n<p>During these interviews, elementary student teachers were asked to describe their \u201cslowmation\u201d creations.\u00a0 Their goal was to move beyond the static picture in a textbook, and onto a moving animation to engage students.\u00a0 It seemed that students had differing opinions about the task and the reality of using it in the classroom.\u00a0 I believe that there are teachers that are effectively using technology in the classroom <em>with <\/em>their students; however, it seemed that these teachers felt that it was their role to create them and for the students to watch.\u00a0 As well, it seemed that many were still relying on print\/text to preload or review the information alongside the video.\u00a0 I wonder if this is a \u201cgood\u201d example of the use of technology.\u00a0 I had stated that \u201cgood\u201d technology needed to have a focus and a reason being used.\u00a0 I get the feeling that they are doing this because they feel that they have to use technology (like a box that needs to be checked).<\/p>\n<p>Limitations:<\/p>\n<ol>\n<li>These elementary teachers identified the limitation of time. They felt that creating these videos with their young students (grade 2 and 3) would not be \u201cworth it\u201d as many of the roles would fall on the teachers.<\/li>\n<li>One teacher also explained the lack of equipment available to them in the classroom. I compare this to the first case study (STEM Program) where students had access to building equipment, coding materials, computers, etc.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>Shayla<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Case 2: High school math teacher describes his experience with using technology in his grade 11 enriched math class. Case 8: Elementary student teachers that are working on using images to create \u201cslomation\u201d creations. I chose these two videos to describe the differences and similarities that became apparent to me when comparing an elementary perspective [&hellip;]<\/p>\n","protected":false},"author":52106,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669386],"tags":[],"class_list":["post-4589","post","type-post","status-publish","format-standard","hentry","category-a-video-cases"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4589","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\/52106"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4589"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4589\/revisions"}],"predecessor-version":[{"id":4590,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4589\/revisions\/4590"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4589"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4589"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4589"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}