Analysis of my Journey Through ETEC 533
As I made my way through this course, I always knew that Science would be an easy fit to embed technology on a meaningful basis with students. There were so many online resources that would help students better understand what it is they were learning in the classroom. Not only were the websites meaningful, they were also engaging. This aspect may be one of the most important, as I come from an elementary perspective, because students at the younger age are so wired in to visuals that it draws them even more to the subject they are learning. Being drawn in and actually wanting to know more about a specific topic, will only increase the understanding.
One thing that I noticed throughout this program was the heavier emphasis on science related topics. I found myself tailoring most of my projects and writings towards the science field also. I am interested in how the delivery models and online resources could be better served in a math field, but still found it a challenge. I feel that math has the opportunity to apply more of the Learning for Meaning concepts and allow students to experience more relevance in their math applications. As I spoke in a earlier writing, it might eliminate the comments - "Why do we have to learn this stuff anyway, we're never going to use it again?".
I have learned a lot throughout ETEC 533. I have witnessed that continuing to apply such approaches as T-GEM and LfU with the online resources, students are much better served in promoting aspects of science rather than the long and boring lab classes of the past. I think the science and math curriculums have an opportunity to be revitalized and become a popular subject with students with the introduction of online tools such as the ones introduced in this program. This is an exciting time, but it will only occur if teachers are able to change their pedagogy and be willing to take a step back to let the students ask their own questions.
One thing that I noticed throughout this program was the heavier emphasis on science related topics. I found myself tailoring most of my projects and writings towards the science field also. I am interested in how the delivery models and online resources could be better served in a math field, but still found it a challenge. I feel that math has the opportunity to apply more of the Learning for Meaning concepts and allow students to experience more relevance in their math applications. As I spoke in a earlier writing, it might eliminate the comments - "Why do we have to learn this stuff anyway, we're never going to use it again?".
I have learned a lot throughout ETEC 533. I have witnessed that continuing to apply such approaches as T-GEM and LfU with the online resources, students are much better served in promoting aspects of science rather than the long and boring lab classes of the past. I think the science and math curriculums have an opportunity to be revitalized and become a popular subject with students with the introduction of online tools such as the ones introduced in this program. This is an exciting time, but it will only occur if teachers are able to change their pedagogy and be willing to take a step back to let the students ask their own questions.