ETEC 533 Inquiry e-folio

Final Analysis

Framing Issues

My journey through ETEC 533, Technology in the Mathematics and Science Classroom, has been guided by one particular question, “what is good use of technology in science and mathematics education [?]”. This question has not only framed and encouraged my learning throughout this course, but has inspired me to think about my current use of technology in the classroom.

Initially, I felt that good use of technology in the classroom should lead students through a meaningful learning experience where their knowledge is acquired, built upon and used throughout life. Following interviews with colleagues, class discourse, and reflection on my own practice, I came to realize that good use of technology not only provides deep and meaningful learning, but engages, motivates, and opens the learning floor to as many participants as possible. Utilizing lessons that are relevant to my students’ lives can greatly increase their motivation to engage in the learning activity (Shostak, 2006).

With this framework in mind, the next phase was for me to enhance my own teaching practice through an investigation and acquisition of meaningful technology enhanced learning experiences.

Design

From this desire to learn about specific technological applications to inform my practice, I delved into a plethora of options that are available to create a meaningful learning environment for and with my students. I also began to work on a technology enhanced learning environment (TELE) with a design group, and began to adjust my current use of technology.

Our collaborative process within our class discourse, and within my design group, introduced many applications to me, but the Web-based Inquiry Science Environment (WISE) stood out as a promising platform. We decided as a group to implement WISE within our TELE design. The design itself promotes student ownership of learning and is congruent with my current use of assessment for learning (AFL) instructional practice. WISE utilizes the potential of the internet to engage students in a web-based inquiry approach to learning where learning becomes “visible” to peers, teacher, and self (Gobert, Snyder, & Houghton, 2002).

Emerging Issues

The final “Emergin Issues” phase of our learning path in ETEC 533 has led me through challenges and personal assumptions regarding actual social and cognitive affordances of technology use in science and mathematics education. Within my design group and through class discourse, I have come to realize that good TELE designs should encourage social construction of knowledge whereby students’ epistemic understandings are challenged and built upon through reflection on their own and each others’ learning.

Of particular relevance for me during this learning module was our “resource sharing” forum where we provided each other with internet based technological tools that can be utilized in instruction. I am overwhelmed by what has been supplied to me in this course from the instructor, the students, and in particular from my growing understanding of what is good use of technology in science and math.

Now, based on my refined idea of what is good use of technology, I feel empowered to choose those TELE designs that will best meet the social and cognitive needs of my students.

References

Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved February 23, 2009, from http://mtv.concord.org/publications/epistimology_paper.pdf 48

Shostak, R. (2006). Involving students in learning. In J. Cooper (Ed.), Classroom teaching skills (8th ed., pp. 79-103). Boston: Houghton Mifflin Company.

Mini-Assignment 2: Bryan Funk, Glenn Goslin, & Stephen Hawkins

March 4, 2009

We have identified that summative assessment can hinder the learning process for students. Black and Wiliam (1998) clearly state that these types of assessments promote rote and superficial learning, harm the learning process, and provide little reflective feedback for the student or teacher. Our technology enhanced learning environment will address this problem by incorporating assessment for learning strategies within the design. The design will ensure that the learning becomes visible with descriptive feedback so both student and teacher can proceed in a feed-forward progression of learning.

Our design is geared for junior secondary (grades 8-10) mathematics and science curriculum. We will utilize WISE (Web-based Inquiry Science Environment) to develop a learning project involving data analysis and the environmental impact of climate change. Our goal is to develop a unit of study where students will analyze their own effects on climate change through an exploration of their consumption, waste, and contributions to carbon emissions. This cross-curricular project is relevant to students’ lives as it will enable students to analyze data and reflect throughout upon their personal environmental impact.

WISE’s pedagogical principles will enable us to address our problem, that of summative assessment. The four basic principles that guide WISE project design are “make science accessible for all students, make thinking visible, provide social support so that students can learn from each other, and promote autonomy and lifelong learning” (Gobert, Snyder, & Houghton, 2002, p. 2-3). Accessibility relates to relevant curriculum design that we can differentiate to suit individual levels of ability. Making thinking visible, by utilizing metacognitive strategies, allows both the student and teacher to understand the progression of learning. Providing social support, which is supported by constructivist and social constructivist theory, will enable students to learn from each other’s visible thought process (Gobert, Snyder, & Houghton, 2002). Our project design and topic will undoubtedly promote lifelong learning whereby students can continuously reflect on their environmental impacts, and will be equipped to manage various forms of data.

The WISE principles fit very strongly with assessment for learning (formative assessment) strategies. It is important that students are involved in the creation of, and have a clear understanding of, the learning intentions, expected outcomes and criteria for success of the work they are being asked to do. Assessment for learning will make the student’s learning visible and will enable both the teacher and learner to reflect and adjust the learning process. The learners play an active role in understanding and monitoring the scaffolding of knowledge and skills as they approach the outcomes. Students partner with their teacher to continuously monitor their learning and set goals for what to learn next. Students communicate evidence of learning to one another, to their teacher, and to their families at every stage along the learning journey, not only at the end.  These strategies will ensure that students are inside the assessment process, watching themselves grow, feeling in control of their success, and believing that continued success is within reach if they keep trying.

Assessment for learning not only provides descriptive and reflective feedback to guide the learning process, but also empowers students to control and dictate the direction of their learning. This also meshes well with how WISE is implemented, giving students the opportunity to follow their own path in developing their understanding. Purposeful use of AFL will enable students to experience metacognition whereby they engage and reflect on their learning experience. “Intelligent thought involves ‘metacognition’ or self monitoring of learning and thinking” (Shepard, 2000. p. 8). Black and Wiliam (1998) clearly state that formative assessment, in this case through a WISE unit, will enable greater student achievement and a higher standard of learning. We will incorporate computer adaptive assessment within the design so that regardless of instructional preference, students will receive regular assessment and monitoring of their learning.

The learning theory that we are utilizing in our design is social constructivism.  In order to construct new knowledge and understandings learners have to interact socially through conversation and in activities with other learners that may possess more or less knowledge and skills. Vygotsky (1978) believed that social interaction plays a fundamental role in the development of cognition and he argued that the full potential for cognitive development in individuals depends upon the “zone of proximal development “.  This means that the necessary prerequisites for learning new knowledge and skills have been fulfilled. It is the zone where students are “ready” to learn. Ensuring that new knowledge and skills is within each learner’s zone of proximal development depends upon full social interaction. Through this social interaction, in the form of peer collaboration or teacher/adult guidance, the range of knowledge and skill that can be developed exceeds what can be attained alone.

The role of ongoing and descriptive feedback in social constructivism, when the goal is to assist learners to construct their knowledge, cannot be overstated.  Our design will utilize the power of computer adaptive assessment (CAA) as a form of AFL. Depending on the level of mastery of the outcomes by the student, they will receive specific feedback as to what outcomes they have mastered, and specific outcomes they will need to spend further time on in order to move forward.  By dividing the course material into manageable units or outcomes we are also able to incorporate scaffolding or assisted development.  The student will receive feedback and will self-assess on four key questions:

1.                   What am I capable of on my own right now?

2.                   What am I capable of with guidance and help right now?

3.                   What will I be capable of on my own later?

4.                   What will I be capable of with guidance and help later?

Framing these learning goals with “I” statements empowers students with the sense of control over their own progression. Our design, with the assistance of computer adaptive assessment will make our students learning visible so that teachers, peers and self can engage in critical discourse to determine the individual’s mastery of the outcomes and help to scaffold the construction of knowledge (feed-forward learning). The scaffolding of “what I can do” with “what I am not yet able to do yet”, within a social learning environment, is critical to social construction of knowledge (Pear & Crone-Todd, 2002).

References

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-44. 32

Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315. 27

Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom [Electronic version]. Educational Researcher, 23. 5-12. 32

Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved February 23, 2009, from http://mtv.concord.org/publications/epistimology_paper.pdf 48

Koehn. (2008). Together is better (BCTF Teacher Inquirer). Retrieved February 18, 2009, Web site:http://bctf.ca/uploadedFiles/Publications/TeacherInquirer/archive/2008-09/2008-10/Koehn.pdf 53

Pear, J. J., & Crone-Todd, D. E. (2002). A social constructivist approach to computer-mediated instruction [Electronic version]. Computers & Education, 38(1-3). 221-231. 32

Shepard, L. A. (2000). The role of assessment in a learning culture [Electronic version]. Educational Researcher, 29(7). 4-14. 32

Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.

WISE (Web-based Inquiry Science Environment)

WISE is an online learning environment where students can engage in critical inquiry into various phenomena. It was initiated in 1996 at the University of California, Berkeley with a focus of capitalizing on the potential of the internet to create a novel learning experience within science (Linn, Clark, & Slotta, 2003). WISE utilizes the potential of the internet to engage students in a web-based inquiry approach to learning where learning becomes “visible” to peers, teacher, and self (Gobert, Snyder, & Houghton, 2002). This enables a feed-forward progression of learning where students and teachers can easily adjust the learning process as necessary.

The interface provides the students with a flow chart indicating what step of the inquiry process they are engaging in. Students work together and provide each with critical insight into their learning. Prompts are provided for students to reflect on their learning, and the process includes utilizing scientific models, simulations, and other computer generated tools.  There are many projects available from WISE that teachers can use in their classroom, or a teacher may wish to use the WISE platform to create their own.

Our design group (E) is considering using WISE to create a project that focuses on mathematics (data analysis), and environmental impacts on climate change. The target group will be junior secondary students (grade 8-10) and the project will involve direct examination of individual student’s waste and contribution to carbon emissions.  We are utilizing formative assessment strategies within our design that is based on the learning theory of constructivism.

I am really excited to be working with our group and look forward to seeing what our final product will look like.  We aim to create a project that we can actually utilize within the classroom. 

Linn, M., Clark, D., & Slotta, J.  (2003). Wise design for knowledge integration.  Science Education, 87(4), 517-538. UBC library: full-text available online

Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved February 23, 2009, from http://mtv.concord.org/publications/epistimology_paper.pdf 48

Williams, M. Linn, M.C. Ammon, P. & Gearhart, M.  (2004). Learning to teach inquiry science in a technology-based environment:  A case study.  Journal of Science Education and Technology, 13(2), 189-206.  Full text available online at UBC Library.

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