This Subpage is my e-Folio for ETEC 533 – Technology in the Mathematics and Science Classroom

• Section 65A – January 2012

This is a simple timeline to demonstrate my exposure to technology since grade school.  This was a very useful exercise for me when I was writing my auto e-ographraphy.

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The main objectives for the ETEC 533 course are:

• Students will frame issues in contemporary educational technology research by synthesizing cases and international research.
• Students will demonstrate a situated understanding of technology in mathematics or science learning environments, drawing upon interviews in authentic school contexts and prior experiences as sources of insight.
• Students will create and synthesize pedagogical designs of learning experiences by examining historically substantive technology-enhanced science and math learning projects discussed in the course.
• Students will display a critical awareness of the implications technology has for students, and for teaching practice, curriculum development, and educational contexts, through their analyses and discussions of technology-enhanced learning experiences.
• Students will reflect upon their learning throughout the course and synthesize reflections within a web-based inquiry e-folio.
• Students will extend readings and resources available in the course by making relevant applications and connections to their own personal inquiries and contexts.

Let’s see how I do?!

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Course Outline by Topics

Module A. Framing Issues

1. Introduction (Building an on-line community,Sharing auto e-ographies of personal experiences)
2. Unpacking Assumptions about Technology (case studies and interviews)
3. Analyzing evidence and scholarly opinion on educational technology (literture reviews)

Module B. Design of Technology-Enhanced Learning Experiences (TELE)

1. Examining the Jasper TELE for learning theory, design principles, curricular integration
2. Examining the WISE TELE for learning theory, design principles, curricular integration
3. Examining My World TELE for learning theory, design principles, curricular integration
4. Examining the Chemland TELE for learning theory, design principles, curricular integration

Module C. Emerging Genres of Teaching, Learning and Digital Technologies

1. Knowledge Representation and Information Visualization for Learning Math and Science
2. Knowledge Diffusion and the Social Construction of Knowledge in Networked Communities
3. Embodied Learning, Mobile Technologies, Probes, and Virtual Reality

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This entire subpage of my (first) larger MET eportfolio is the “Inquiry e-folio Assignment” for ETEC 533 and it is worth 50% of my mark.

According to Challis (2005), an e-folio can be described as:

• selective and structured collections of information
• gathered for specific purposes and showing evidence of one’s accomplishments and growth
• stored digitally and managed by appropriate software
• developed by using appropriate multimedia and customarily with a web environment and,
• retrieved from a website, or delivered by DVD

In the context of this course, the inquiry e-folio is meant to be a collection of artifacts representing my on-going thinking throughout the course and my inquiry into educational technology in the mathematics and science classroom.  Sounds like fun to me!