ETEC 533 - Technology in the Mathematics and Science Classroom
"The best pedagogical strategy may involve beginning with real world experiments to show the complexity and counter-intuitive nature of phenomena, then using models to simplify the situation and to enhance comprehension via interactive representations, and finally combining and extending the models to show how the complexity of real world behaviour emerges from a multiplicity of simultaneous underlying causes" (Dede et al, 1999) |
Artifact #1 - Quote from Readings
A large part of my time in the MET program was spent reading, so I felt that it was important to include at least one quote that stood out from my readings. The Dede et al. quote to the left is one that I had come across when I was doing the readings for incorporations of digital technology within the classroom. I felt that it was particularly relevant here because it builds up on the concept of balance that I had begun to formulate in ETEC 512. This idea of balance would continue to build throughout my MET journey, so this quote also serves to link to future projects such as the paper I wrote for ETEC 511, A Blended Model for Balanced Biology Instruction. It also highlights the need to scaffold student learning, grounding learning in the natural world before gradually building upon student understanding, helping them to move in a direction of increasing complexity and deeper understanding. This flow between tangible interactions with the natural world and digital technologies to deepen understanding is the balance I will continue to strive for in my own teaching practice. |
Artifact #2 - Wordpress Blog for ETEC 533
In ETEC 533 we were encouraged to begin our ePortfolio so I created a Wordpress site. While I have obviously chosen not to use it as the foundation for my final ePortfolio, I still feel it is important to link to here. It provides a snapshot of where I was both professionally and personally at that point in the program. It is interesting to see the topics that I choose to focus on both in the ETEC 533 page, as well as the About Me page. While I still remain passionate about taking students on international trips (in fact I just returned from taking students to Costa Rica) it is not something I have chosen to emphasize in this particular ePortfolio. In contrast, the nature theme still seems to be evident in my choices of pictures. While the ETEC 533 page does include many examples of my learning in the course, it is not a pleasant layout. There is far too much writing and would likely discourage a visitor to the site from wanting to delve into the information. This experience, working with Wordpress to create an ePortfolio, led me to the decisions of working with Weebly for ETEC 590. While Wordpress was easy to use and great for "blog style" webpages, I did not feel that the format was conducive to what I was looking to build for this final project. I decided upon Weebly because of all the dimensions that I could add to a page, making it more visually appealing for visitors and allowing me to build this site without having to work in chronological order. |
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Artifacts #3 and #4
I have chosen to group these two artifacts together as they represent two components of a larger assignment. The TELE mini assignment was the theoretical background supporting the development of our TELE Artifact. The TELE Artifact itself was the day plan for a "Technology in the Classroom" professional development day. I was again fortunate to work with the same co-worker as I did in ETEC 531. This meant that our TELE assignment could be completed using the context of our own school and district. As we have learned in our courses, meaningful learning occurs when it is situated within the real world where it will be used. While we did not actually run this professional development session, framing in terms of what would/wouldn't work with our staff made the process more realistic and valuable. In future, the artifact will provide a good template for developing professional development sessions, even if some of the information has to be updated for advances in technology.
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Final Reflections for ETEC 533
While overall I have really appreciated the online nature of this program, I valued the opportunity to work with a colleague in ETEC 531 and 533. While using google docs and other online platforms is convenient when half of your group lives internationally, I really appreciated the camaraderie afforded by sitting in the same room as my co-worker. We were able to intersperse light banter between our focused work making the experience of creating the TELE assignments a lot of fun. This has reminded me of the importance of building group work into my lessons, where students can interact and have fun with one another.
ETEC 533 would be the final course that I completed before taking a two year leave from the program in order to work in an isolated location in Costa Rica. While I have included ETEC 511 and 500 in my Intermediate Species section, there are a number of stages within succession and I see this as the end of one stage, with the subsequent stage beginning upon my return to Canada.
While overall I have really appreciated the online nature of this program, I valued the opportunity to work with a colleague in ETEC 531 and 533. While using google docs and other online platforms is convenient when half of your group lives internationally, I really appreciated the camaraderie afforded by sitting in the same room as my co-worker. We were able to intersperse light banter between our focused work making the experience of creating the TELE assignments a lot of fun. This has reminded me of the importance of building group work into my lessons, where students can interact and have fun with one another.
ETEC 533 would be the final course that I completed before taking a two year leave from the program in order to work in an isolated location in Costa Rica. While I have included ETEC 511 and 500 in my Intermediate Species section, there are a number of stages within succession and I see this as the end of one stage, with the subsequent stage beginning upon my return to Canada.
Return to Intermediate Species
References
Dede, C., Salzman, M.C, Bowen Loftin, R. B., & Sprague, D. (1999). Multisensory immersion as a modeling environment for learning complex scientific concepts. In W. Feurzeig, and N. Roberts (Eds.), Modeling and simulation in science and mathematics education (pp. 282-319). New York: Springer- Verlag.
Long, J., (2009). Wordpress Blog for ETEC 533. Retrieved from http://jenneportfolio.wordpress.com/etec-533/
Long, J., (2009). Tele mini-assignment. (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
Long, J., (2009). Tele artifact. (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
© Long, J., (2011). Yellow flower [photograph].
© Long, J., (2011). Chicken's feet [photograph].
© Long, J., (2011). Reforestation plot [photograph].
© Long, J., (2010). Stream in the Reserve [photograph].
Dede, C., Salzman, M.C, Bowen Loftin, R. B., & Sprague, D. (1999). Multisensory immersion as a modeling environment for learning complex scientific concepts. In W. Feurzeig, and N. Roberts (Eds.), Modeling and simulation in science and mathematics education (pp. 282-319). New York: Springer- Verlag.
Long, J., (2009). Wordpress Blog for ETEC 533. Retrieved from http://jenneportfolio.wordpress.com/etec-533/
Long, J., (2009). Tele mini-assignment. (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
Long, J., (2009). Tele artifact. (Unpublished graduate work). University of British Columbia, Vancouver, Canada.
© Long, J., (2011). Yellow flower [photograph].
© Long, J., (2011). Chicken's feet [photograph].
© Long, J., (2011). Reforestation plot [photograph].
© Long, J., (2010). Stream in the Reserve [photograph].