ETEC 510 - Design of Technology Supported Learning Environments
Artifact #1 - Design Project
If ETEC 512 built the initial foundations of vocabulary, I feel like this course built the foundations of practicality. While I found ETEC 512 primarily theoretical, ETEC 510 enabled me to gain experience using technological tools that were new to me. Most of my classmates teamed up to work on the Design Project, however because I was taking a group of students to volunteer in China, I worked on the Design Project on my own. I didn't mind this as it meant that I could choose a topic that was completely applicable to my own teaching. Using ThinkQuest, I constructed an online interactive Organic Chemistry unit for my Biology 12 class. Unfortunately, I no longer have access to the ThinkQuest account so I am unable to include it here, however, I have included the written rationale/summary of the Design Project. I enjoyed working with ThinkQuest and found it easy to navigate. It had an attractive, eye catching layout and allowed for the inclusion of a variety interactive activities and self-quizzes.
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Artifacts #2 and #3
I hadn't revisited these two WIKIs since I worked on them back in 2009 so it was interesting to see how they had changed. The Simulation for Science Education is one that I created with a co-worker who was also enrolled in the MET program at that time. We had a lot of fun developing this page and it was a great to work with a person face-to-face in a program that sees us working in primarily virtual environments. While I have enjoyed working on-line and have appreciated the flexibility that this program has provided, there is a part of me that has missed working in person. It was interesting to see what simulations we had included and I am pleased to say that I still use a number of these simulations in my classroom. In contrast, Authentic Learning Environments is one in which I added to the work done by three other people prior to me. While I do not feel as personally invested in this site, it was neat to see the pictures that I had contributed to the site, including one of some former students doing water testing at the Cheam Wetlands. Both of these WIKI sites represent a new practical skill learned through this program. Prior to this I had never edited a WIKI page and this experience helped to give me confidence in constructing/editing web pages. |
Final Reflections on ETEC 510
As mentioned above, ETEC 510 provided the foundations for the practical side of the MET program. For me, this program had two ultimate goals: to ground the use of technology in the classroom in literature and to gain practical experience so that I have the confidence and ability to approach new technologies as they enter the educational sphere. While we were obviously not exposed to all of the technologies out there, I do feel that this course gave me some good initial lessons on how to approach new technologies. It also represented the first time I had tried using a non-traditional approach to teaching organic chemistry. Prior to entering this program, one of the things that stopped me from using more of these so-called non-traditional approaches was concern about the time it would take to create them. While it did take a significant amount of time to create the ThinkQuest site, it was easier than anticipated, and the reward for my time investment was an interactive platform that my students found engaging and enjoyable to use.
As mentioned above, ETEC 510 provided the foundations for the practical side of the MET program. For me, this program had two ultimate goals: to ground the use of technology in the classroom in literature and to gain practical experience so that I have the confidence and ability to approach new technologies as they enter the educational sphere. While we were obviously not exposed to all of the technologies out there, I do feel that this course gave me some good initial lessons on how to approach new technologies. It also represented the first time I had tried using a non-traditional approach to teaching organic chemistry. Prior to entering this program, one of the things that stopped me from using more of these so-called non-traditional approaches was concern about the time it would take to create them. While it did take a significant amount of time to create the ThinkQuest site, it was easier than anticipated, and the reward for my time investment was an interactive platform that my students found engaging and enjoyable to use.
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References
Long, J., (2008). Design Project. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Design Project. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). WIKI - Simulation for Science Education. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Simulation_for_Science_Education
Long, J., (2008). WIKI - Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments
© Long, J., (2010). Caminata 1 [photograph].
© Long, J., (2011). Reforestation flower [photograph].
© Long, J., (2012). Fungi at the Reserve [photograph].
Long, J., (2008). Design Project. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). Design Project. (Unpublished graduate essay). University of British Columbia, Vancouver, Canada.
Long, J., (2008). WIKI - Simulation for Science Education. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Simulation_for_Science_Education
Long, J., (2008). WIKI - Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments
© Long, J., (2010). Caminata 1 [photograph].
© Long, J., (2011). Reforestation flower [photograph].
© Long, J., (2012). Fungi at the Reserve [photograph].