ETEC 533 Inquiry e-folio

We are nearly half-way through the semester and I have really grounded my perception as to what constitutes “good use” of technology in the classroom. I utilize digital technology a lot within my own practice, but I still feel as though I am very much on the periphery of what is actually available.  I utilize blogs, Power Points, digital video, computer animations and graphics, and my computer is always hooked up to the projector for those unplanned moments of use.

My kids like using it all and feel quite comfortable and empowered by it.  I especially like it when the role of teaching is reversed and my kids are able to teach me a few things. I believe good use of technology is any use that engages, empower, and invites as many users as possible. I am also quickly developing a practice of letting the students have the power and control over the technology. I began our blogsite by posting what I felt were worthy local, national, and global current events to invite critical student reflection. This has gone well and the students seem to reaping many benefits from considering each other’s perspectives. Our next step is to have the students post what they feel is worth consideration and discussion.  I am excited to see how this goes.

Stephen

Our blog site can be visited at the following URL: http://dogcreek.edublogs.org/

Our posts are currently password protected, but we may be lifting this protection so we can gain perspectives from around the world.

The Jasper Series: Video-disc (Mathematical Problem-Solving)

The Jasper series featuring the adventures of Jasper Woodbury are laser video discs that showcase real-life mathematical problems. Twelve video-disc adventures were created in the 1980’s by a team from the Learning Technology Center of Vanderbilt University. The videos contain actual footage of real-life problems and provide all the necessary information to solve the mathematical challenges. The technology of the laser discs allows students to locate their information easily and pause over sections where images are clear. The mathematical challenge associated with the adventure requires a solution approach that is multi-step, and contains alternative problem foci for investigation.

My immediate impression of the videos was how dated they are and that my students would consider the program old and awkward. Of course this program was created in the 1980’s so students of this generation would consider the characters and settings to be quite normal. This program is a great idea to contextualize mathematical problem solving with actual video footage that contains all of the information necessary. Word problems that students encounter within text books are not contextualized at all and students are required to visualize the scenario to create any type of authenticity. This adds but another conceptually difficult step to an already challenging mathematical problem.

The Jasper Series enables a collaborative problem solving approach where a small class or group can work together to find solutions. Students don’t have to visualize what the scenario looks like as it is provided for them on the video. I work in a multi-grade school where the Jasper Series could provide great potential for this type of collaborative work. Grouping kids of differing abilities and grades would promote not only collaborative work, but provide great opportunity for peer teaching and coaching.

I am about to begin project based mathematical problem solving with my grade 8-10 class and I feel empowered to begin this adventure with my students in light of what I have reviewed in the Jasper series. I would like to know if there are any updated or current versions of the Jasper series available for purchase? A question I will be exploring.

Stephen

Ideal TELE Design for Math and Science:

An ideal design of a technology-enhanced learning experience for math and science would be an interactive technology that is actually used by the students to enhance their learning, but is used collectively to encourage co-operative learning. The technology would invite as many learners as possible regardless of supposed constraints posed by various exceptionalities. Students’ use of the technology would be a fun engagement, where the learning outcomes for science or math are being met, and can be measured.

Stephen

“Roblyer (2004) describes technology as technology is us -our tools, our methods, and our own creative attempts to solve problems in our environment.”

Roblyer’s definition of technology as described above resonates with me the most because he speaks to two important aspects of technology; human control and environment. While the interpretation above states that technology is how humans solve problems in the environment, one can interpret the problem solving as control. I believe the advent of technology is what has allowed humans to occupy and live in the various environments we see today. Technology has allowed us to step away from the constraints of nature and adapt to our minds rather than the environment.

Stephen Petrina (2008) describes how technology is not only the artefact that we use in technology, but also includes our knowledge and will to utilize the processes. When we combine technology with education we are facilitating the growth of knowledge and perhaps the will or volition for students to peruse technologies. Educational technologies will help students solve problems (control) issues that arise in their environment.

Perhaps if we remain cognizant of the idea that technology has equipped humans with the ability to control the environment we can couple that control with nurture and care for the environment.

Thoughts?

Stephen Hawkins

Case Building Reflection: Post Interview and Data Analysis

I am more encouraged about my use of technology in the classroom following my interview with a teacher who also utilizes it. The theme of student motivation is constant throughout his responses to my questions and reflects my own experience in the classroom. Excitement increases and more students are engaging in lessons when we use technology as a tool. I still have the nagging question regarding the effectiveness of technology to increase learning. My interviewee could not give me concrete measure to affirm this, but does believe that learning is increased as do I. While I may not have concrete data to prove learning is increased, I do know that kids who may not complete an activity at all are now participating in class projects. So I now firmly believe that student motivation is a great reason for using technology!

I also believe that good use of technology is when the most learners possible are able to participate. Like any educational tool, if students are being left behind than there is a problem. My interviewee touched on the idea that technology may be good for focussing those who are easily distracted or have difficulty concentrating. I have seen this myself with exceptional kids who use technology, and I am encouraged to explore more tools that can open the learning floor even more.

Stephen