ETEC 533 - Module B
The Objectives for this Module are:
- Develop a critical awareness of the implications technology has for students, teaching practice, curriculum development, and educational contexts, through analyses and discussions of foundational technology-enhanced learning experiences (TELE) in science and math.
- Synthesize rationales for the design of these TELE drawing upon theories of learning.
- Hypothesize the cognitive and social affordances as well as the limitations and constraints of these TELE.
- Analyze how the technologies introduced in this module are integrated in a learning environment, paying particular attention to customization of the technology, nature of student activities, and role of the teachers.
The Jasper Project
The Jasper Project is a series of adventures that students take to solve problems primarily in the area of math. The problems are presented in short video clips (videodisc) and the content is in alignment with the National Council of Teachers of Mathematics. The problem at the end of each clip asks the students to use good "detective" skills to solve challenging, everyday problems. This video project is not just about math, but attempts to build on students thought processes to use in other areas such as Science and Social Studies. The idea of using video and a believable story lines to ask questions makes the studying of math concepts much more useful in the minds of a students. I would no longer hear the phrase, "Why do we have to learn this stuff? We will never use it in real life." I also would see greater amount of engagement and student motivation to find out what happens as the story of Jasper Woodbury goes forward.
I definitely buy in to the recommendations that were put forward by the NCTM's Commission on Math Standards of 1989, where programs such as the Jasper Project are in line with mentioned suggestions. These include a greater emphasis on open-ended problem solving, communication, more connections to the world outside the class and math, and computer tools (Cognition and Technology Group at Vanderbilt, 1992a).
Having the ability to create digital video more efficiently in today's classroom atmosphere has the potential to enhance on what the Jasper Project was intended back in the 1990's. Bottge et al. (2002) found in their observations and interviews that students found a stronger connection between math and the outside world when they had 'real' pictures to look at when solving problems. Enhanced Anchored Instruction (EAI) such as Jasper have the potential to draw in students who are notoriously off-task or severe behaviour issues. It has been shown that students with these issues who used EAI techniques had perfect pre and post test scores in mathematics (Bottge et al., 2002).
Since math has been demonstrated in many of the readings regarding EAI, I would focus on developing an EAI in the area of Science. The possibilites for short stories that not only show students about certain topics in science, but demonstrate experiments that could be replicated as a full hands on experience. An idea might be that students who participate in such a series using science, would be assistants to the main character in the video. Students would then be following along and discovering facts together with the problem to worked after all the facts and materials are gathered. The main character in the video series would pose a number of questions to the students to critically think about before the next chapter. I think a video series that I would be a combination of Indiana Jones meets Bill Nye the Science Guy. Bring together an element of adventure and science in a format that is exciting and relevant to today's learning environment.
Bottge, BA, Heinrichs M, Mehta, ZD, Hung, Y. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. Journal of Special Education, 35, 186-200. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1177/002246690203500401
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/BF02296707
I definitely buy in to the recommendations that were put forward by the NCTM's Commission on Math Standards of 1989, where programs such as the Jasper Project are in line with mentioned suggestions. These include a greater emphasis on open-ended problem solving, communication, more connections to the world outside the class and math, and computer tools (Cognition and Technology Group at Vanderbilt, 1992a).
Having the ability to create digital video more efficiently in today's classroom atmosphere has the potential to enhance on what the Jasper Project was intended back in the 1990's. Bottge et al. (2002) found in their observations and interviews that students found a stronger connection between math and the outside world when they had 'real' pictures to look at when solving problems. Enhanced Anchored Instruction (EAI) such as Jasper have the potential to draw in students who are notoriously off-task or severe behaviour issues. It has been shown that students with these issues who used EAI techniques had perfect pre and post test scores in mathematics (Bottge et al., 2002).
Since math has been demonstrated in many of the readings regarding EAI, I would focus on developing an EAI in the area of Science. The possibilites for short stories that not only show students about certain topics in science, but demonstrate experiments that could be replicated as a full hands on experience. An idea might be that students who participate in such a series using science, would be assistants to the main character in the video. Students would then be following along and discovering facts together with the problem to worked after all the facts and materials are gathered. The main character in the video series would pose a number of questions to the students to critically think about before the next chapter. I think a video series that I would be a combination of Indiana Jones meets Bill Nye the Science Guy. Bring together an element of adventure and science in a format that is exciting and relevant to today's learning environment.
Bottge, BA, Heinrichs M, Mehta, ZD, Hung, Y. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. Journal of Special Education, 35, 186-200. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1177/002246690203500401
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/BF02296707
My World - GIS
I found this program interesting with lots of possibilites. With almost all of my work with students being in the elementary age group, I see My World being a little too challenging unless there was some real step by step instruction. It is possible that the older age groups, given some directions, might be able to navigate through such a program. Although I am more of a believer that students these days need more of a challenge and become better at solving problems on their own. Giving them this tool and a problem to solve, might make them try and come up with the answers on their own.
First, my playing around with My World.
I look at it this from the eye of the students and staff I work with on a daily basis. I see My World could be a challenging program for many elementary students at first (not to mention staff). Thank goodness for the set of instructions that were included in the Content B post. I did, constructivist as I am, open the program before reading the post and just messed around (or just a typical guy thing). I didn't know what to expect or even what I was looking for. I thought if it like Google without a real purpose in searching. Then the instructions and then a purpose - it all came together at that point.
I have to say that given a question and then expected to use My World to find the answer, I found the program useful. My calculation, extremely simple, was looking at what World Cities were within 500 km of Lake Ontario. My World came up with 29 cities. From the data I found that only 4 cities are over one million in population (2 in Canada and 2 in US). I actually wanted to look at what major lakes were close to Vancouver, but after some trial and error the closest I found was Great Slave Lake.
The Learning for Use sounds like a novel idea. It may take away the comments, "Why are we learning this stuff anyway?". Math is a great example of this, epsecially as students begin to work with concepts such as algebra and calculus. In my current position as admin, I'm not expected to teach. However I do make myself available to work with a higher level Grade 3 reading group as part of daily literacy block. They are my "guinea pigs" when it comes to playing with technology and incorporating it in literacy.
To put the LfU principles to the test from Edelson et al. (2002), I will answer using the current Science that is taking place with a Grade 3 class. They are currently working with the Salmon Enhancement Program and taking care of 50 Coho salmon eggs on their way to fry and then release. There is no question there is motivation so far. The students are very excited about making sure they take the correct data when they check the tank every morning. I think some of the domain-specific software, such as My World, could be beneficial in looking at lakes, rivers and major bodies of water in relation to large cities. Might be challenging for Grade 3's, but it could generate some questions especially if you can tie in other facts on salmon migration. The non-specific software for this age group could be blogs about the experiences, wikis for vocabulary building, or podcasts. To take this to another level could see these students get involved in environmental issues and making online posters that alert others of the need to take care of the world we live in. Environmental stewardship at such an early age by using a living animal as the catalyst.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.http://onlinelibrary.wiley.com/doi/10.1002/1098-2736%28200103%2938:3%3C355::AID-TEA1010%3E3.0.CO;2-M/abstract
The school I'm currently at was chosen to pilot an online Techbook developed by Discover Education. It covers all of the material found in the BC Science Education Curriculum from K-8. It reminds me of how the WISE is set up and allows students to work independently on science related curriculum. Further to that, it begins parallel the idea that Radinsky et al. (2009) had in their study that asked the question what does it mean to think like a scientist. With programs such WISE, My World and possibly Jasper (in a more modern format), help to shape students into using practices that are more like that of a scientist: referencing peers work, collaborating on presentations, making connections into shared models, and coming together on common understandings. The online science techbook that the students are using now has many of the above elements built into without the constant direction by the teacher; lots of opportunities to Explore topics associated with Plate Tectonics in manner that students have not been involved with before.
Radinsky, J., Oliva, S., & Alamar, K. (2009). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching, 47(6), 619-642. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1002/tea.20354
First, my playing around with My World.
I look at it this from the eye of the students and staff I work with on a daily basis. I see My World could be a challenging program for many elementary students at first (not to mention staff). Thank goodness for the set of instructions that were included in the Content B post. I did, constructivist as I am, open the program before reading the post and just messed around (or just a typical guy thing). I didn't know what to expect or even what I was looking for. I thought if it like Google without a real purpose in searching. Then the instructions and then a purpose - it all came together at that point.
I have to say that given a question and then expected to use My World to find the answer, I found the program useful. My calculation, extremely simple, was looking at what World Cities were within 500 km of Lake Ontario. My World came up with 29 cities. From the data I found that only 4 cities are over one million in population (2 in Canada and 2 in US). I actually wanted to look at what major lakes were close to Vancouver, but after some trial and error the closest I found was Great Slave Lake.
The Learning for Use sounds like a novel idea. It may take away the comments, "Why are we learning this stuff anyway?". Math is a great example of this, epsecially as students begin to work with concepts such as algebra and calculus. In my current position as admin, I'm not expected to teach. However I do make myself available to work with a higher level Grade 3 reading group as part of daily literacy block. They are my "guinea pigs" when it comes to playing with technology and incorporating it in literacy.
To put the LfU principles to the test from Edelson et al. (2002), I will answer using the current Science that is taking place with a Grade 3 class. They are currently working with the Salmon Enhancement Program and taking care of 50 Coho salmon eggs on their way to fry and then release. There is no question there is motivation so far. The students are very excited about making sure they take the correct data when they check the tank every morning. I think some of the domain-specific software, such as My World, could be beneficial in looking at lakes, rivers and major bodies of water in relation to large cities. Might be challenging for Grade 3's, but it could generate some questions especially if you can tie in other facts on salmon migration. The non-specific software for this age group could be blogs about the experiences, wikis for vocabulary building, or podcasts. To take this to another level could see these students get involved in environmental issues and making online posters that alert others of the need to take care of the world we live in. Environmental stewardship at such an early age by using a living animal as the catalyst.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.http://onlinelibrary.wiley.com/doi/10.1002/1098-2736%28200103%2938:3%3C355::AID-TEA1010%3E3.0.CO;2-M/abstract
The school I'm currently at was chosen to pilot an online Techbook developed by Discover Education. It covers all of the material found in the BC Science Education Curriculum from K-8. It reminds me of how the WISE is set up and allows students to work independently on science related curriculum. Further to that, it begins parallel the idea that Radinsky et al. (2009) had in their study that asked the question what does it mean to think like a scientist. With programs such WISE, My World and possibly Jasper (in a more modern format), help to shape students into using practices that are more like that of a scientist: referencing peers work, collaborating on presentations, making connections into shared models, and coming together on common understandings. The online science techbook that the students are using now has many of the above elements built into without the constant direction by the teacher; lots of opportunities to Explore topics associated with Plate Tectonics in manner that students have not been involved with before.
Radinsky, J., Oliva, S., & Alamar, K. (2009). Camila, the earth, and the sun: Constructing an idea as shared intellectual property. Journal of Research in Science Teaching, 47(6), 619-642. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1002/tea.20354
Web-Based Inquiry Science Environment (WISE)
In what ways does WISE support the processes commonly associated with "inquiry" in science? How might these processes be used to support math instruction?
The new buzz word out in the education field is Challenge-Based or Project-Based Learning. This type of learning lends itself to both the math and science curriculum together with the use of online resources, such as WISE. According to Gobert et al. (2002), in order for students to acquire inquiry skills and be engaged in meaningful learning, instructors must design tasks that are rich in content. This is in turn could address the need to change a student's naive understanding of science and the nature of actual scientific models.
I could not agree more with Gobert et al.'s (2002) four pedagogical principles in using WISE:
As mentioned, the four principles could easily be applied to all subject areas, especially math. Having students apply an inquiry approach to math would solve the question that many students ask, "why do we need to learn this stuff?. I remember asking that question myself when struggling through Grade 12 math and first year college calculus.
I would look to set up a WISE project in the area of science to correspond with the Salmon Enhancement Program that is occurring with a Grade 3 and Grade 6 class at my school. I see the use of WISE as way to promote independence and allow students to expand on the concepts they are doing in whole class discussions. Students could easily rotate on a weekly basis through the programs that are set in the WISE software. There is no question that both the Grade 3's and 6's could managing getting online and completing the assignments. Together with the hands on learning of having a tank of almost 50 salmon eggs in the class and the use of an online resource like WISE, would round out their understanding.
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 Saturday, October 29, 2012 from:http://mtv.concord.org/publications/epistimology_paper.pdf
The new buzz word out in the education field is Challenge-Based or Project-Based Learning. This type of learning lends itself to both the math and science curriculum together with the use of online resources, such as WISE. According to Gobert et al. (2002), in order for students to acquire inquiry skills and be engaged in meaningful learning, instructors must design tasks that are rich in content. This is in turn could address the need to change a student's naive understanding of science and the nature of actual scientific models.
I could not agree more with Gobert et al.'s (2002) four pedagogical principles in using WISE:
- make science accessible to all students
- make thinking visible
- provide social support so students can learn from each other
- promote autonomy and lifelong learning
As mentioned, the four principles could easily be applied to all subject areas, especially math. Having students apply an inquiry approach to math would solve the question that many students ask, "why do we need to learn this stuff?. I remember asking that question myself when struggling through Grade 12 math and first year college calculus.
I would look to set up a WISE project in the area of science to correspond with the Salmon Enhancement Program that is occurring with a Grade 3 and Grade 6 class at my school. I see the use of WISE as way to promote independence and allow students to expand on the concepts they are doing in whole class discussions. Students could easily rotate on a weekly basis through the programs that are set in the WISE software. There is no question that both the Grade 3's and 6's could managing getting online and completing the assignments. Together with the hands on learning of having a tank of almost 50 salmon eggs in the class and the use of an online resource like WISE, would round out their understanding.
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 Saturday, October 29, 2012 from:http://mtv.concord.org/publications/epistimology_paper.pdf
T-GEM
I looked at simple machines because I was watching a group of Grade 5/6 students experimenting with different types of simple machines and using all kinds of equipement the teacher had brought in. Although it was completely hands on, I think there could have been some online opportunities to explain the same concepts, especially if the material was not readily available. I see the site I found a great place to start the conversation around simple machines and what differences can be made to such things as wedges, pulleys, wheels & axels, and levers to create greater efficiences and do less work to achieve the goals set out. I would utilize this particular game/simulation as a way for students to answer questions by just doing; then come together as a whole to discuss their findings and why. Students then could hands on material to either recreate what they saw online, or come up with their own. The online game/simulation provides purpose (getting from A to B), instead of just making a pulley. This again can be transfered to students given a real life task and then build a machine to accomplish the task. Give students a challenge.
Applying T-Gem to Teaching Simple Machines
T-echnology: Obtain simulation game from http://www.msichicago.org/play/simplemachines/
G-enerate: a misconception is that more force is needed to go a longer distance; what or how can be done to change this thought
E-valuate: check the pediction by trying the simple machines that are available in the game above - levers, pulleys, wheel and axel, and wedge; examples include changing the size of the wedges, placement of the fulcrum, number of pulleys, size of wheels. Conclusions with others can be made when these changes take place. Evaluate the differences.
M-odify: although it may be easy to get the correct answer on the first try, it is important to get some of the answers incorrect (or actually fail) to begin to understand how simple machines can be used to increase efficiency, do less work, but increase the force.
Here are some other sites that contain online learning activities with a Science theme on simple machines:
Grain Strain
Simple Machines
Simple Machines Used in Elevators - thanks to Dakota for finding and upadting this link