What is good use of technology in the maths and science classroom?

I believe that good use of technology in the maths and science classroom is evidenced by 5 key characteristics:

1. Visible Learning-  where teachers: provide clear learning intentions, challenging success criteria, a range of learning strategies (incl. ET), provide feedback and scaffold learning, identify gaps, learn themselves and students: can articulate the learning intentions, are extended by the success criteria, develop a range of learning strategies (incl. ETs), seek feedback, can identify when they don’t get it, teach others and make independent choices about their next steps
2. Connectivism at work: students access networked knowledge freely (animations, websites, webquests, forums, videos, flat classroom projects, wikis, blogs, Moodles) and work collaboratively to build on it
3. PBL in the house!- by using games, simulations, virtual reality, online resources for problem inspiration and problem solving and discussion forums
4. Personalized Learning- individual learning plans created online, feedback provided online, students creating their own games/simulations/websites, independently using online resources (interactivities, simulations, games) or classroom technology (Beebots, tablets, mobile phones, calculators etc.)
5. Blended Approach: good teaching is about balance and pedagogical strategies do not have to involve new ETs.  A blended approach ensure students still get some ‘hands on’ practice and f2f time with their teacher

I also think it is interesting that regardless of how a teacher’s Personal Learning Theory (PLT) is influenced, technology can effectively weave its’ way into any Science, math or other lesson, ie.:

Behaviourism– Online games and reward systems (points), online competitions

Constructivism-Wikis, blogs, paired webquests, knowledge forum, assessment for learning via Clickers and ARS, CSILE, knowledge forum

Cognitive Development of Learning–collaborative tools via Wiki, google docs, problem solving and adventure games, virtual simulations of problems to solve, use of beebots and other hands on technologies, software that enables exploration (LOGO etc.)

Sociocultural Theory–communication tools via DimDim, Elluminate, chat, forums, well designed, program/application created to target specific ZPD (tutoring), internet, provision of visuals/multi-media, flat classroom projects, pen pals

Discovery Learning–Augmented reality tools (AR), online puzzles/riddles/ games, webquests, tablets

Social Cognitive– video technology, virtual worlds (Secondlife, social networking applications, virtual simulations or multi-media presentations

CIP-Online videos/games/ puzzles, KWL chart in wiki, online surveys, webquests: inquiry/problem based, self-marking online quizzes or LMS

Meaningful learning- concept map software (CMAP), glogster, spicynodes, prezis, blogs, social network sites,

Schema Theory– Online websites for kids like BBC and discovery where information is provided and follow up activities, LMS modules, collaborative or independent graphic organizers in a wiki

Situated Cognition– LMS such as Moodle, Blackboard, Odijoo, producing a product/innovating a Web 2.0 application, google docs

Activity Theory–Wiki, collaborative Moodle/LMS modules, flat classroom projects, online surveys/polls, real time conferencing/chat, IWBs, web 2.0

Distributed Cognition–Wiki, PlanetQuest, image software, computer simulations, applets, collaborative tagging, social networks, cloud computing/tag clouds, virtual field trips, goggle docs, CSILE

Challenges with good use of technology in the maths or science classroom remain related to Bates and Poole’s SECTIONS model:

• Students- who are our students? Are they really digital natives? Do they like to learn with technology? Will they have opportunity to access these and practice at home?
• Ease of use- is the program intuitive so as to prevent the teacher from having to teach technology skills in ‘maths or science’ time?
• Costs- will the technologies used have a cost?
• Teaching and Learning- are the technologies enhancing teaching and learning or are they inhibitors? Is there a better or easier way?
• Interactivity- does the technology ensure the students are ‘doing’ something rather than just consuming?
• Organizational Issues- is there an infrastructure to support these technologies?
• Novelty- is this really supporting learning or just the latest cool craze?
• Speed- does the technology take too much time (to learn? To download? To teach? To work?!)

Reference:

Bates and Poole. (2003) “A Framework for Selecting and Using Technology.”  In Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.