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REFLECTIVE PAPER
ETEC 533: Technology in the Mathematics and Science
Classroom
Susan Beeley
April, 2016
Susan Beeley Assignment 8
Introduction
England and so learning to adapt to the latest trend in education is something that I am
comfortable with. Sometimes the changes were beneficial to the students, but
sometimes the changes were just repackaged versions of something that had happened
10 years earlier.
content has been trimmed back to focus on Big Ideas so it is much less directive and
content laden than the previous curriculum. Further, there is a focus on the
development of 21st Century Skills that was previously absent (British Columbia Ministry
of Education, 2015). These changes are causing cognitive conflict for many teachers
who are voicing concerns such as where are the resources? and how will the
students be assessed?
There are three themes from this course that I have found particularly relevant to
the changes that teachers in BC are facing. The first is the idea of shifting the focus of
our job away from covering content and encouraging memorization for a summative
assessment, to one where we are moving our students thinking from novice thinking
summative assessment for student learning will be discussed. Finally, the role that
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Susan Beeley Assignment 8
technology can play in supporting the previous themes and in promoting what the BC
carried out using the scientific method of data collection. The importance of using
investigation into the meshing hypothesis of learning styles. The idea behind this
hypothesis is that students should achieve best when their assessed learning style
meshes with the teaching style used by their instructor, and this belief is firmly
embedded into teaching practice in both the UK and in Canada. However, the results of
this scientific study, did not support this hypothesis. Despite this, there are numerous
enhanced our ability to scientifically understand how learning and knowledge transfer
occur. This helps tremendously in making educational theory and the technology used
in education relevant in a real world setting (Bransford, Brown & Cocking, 2002).
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Susan Beeley Assignment 8
Novice to expert
In order to enable our students to succeed in the real world we must teach them
how to apply their knowledge to solve problems and contribute in a useful way to the
community in which they belong. Memorisation has become irrelevant due to the
required, it is the ability to do something productive with that information that will set
Our students can be viewed as novice thinkers and this can look very different
from one student to the next. Some come with little or no knowledge of the content we
are hoping to teach them. Some come with an array of knowledge, some of which is
increase the ability of our students to transfer and apply their knowledge we must begin
So what does this look like? Bransford et al. (2002) discuss several key
differences between novice and expert thinking. They note that experts see
subject content. As a result, experts are better able to retrieve the pieces of knowledge
that are relevant to a certain set of circumstances. They are able to look beyond the
surface characteristics of a problem and link relevant knowledge to the big idea being
queried while ignoring irrelevant surface details (Chi, Feltovich & Glaser,1981).
content is to uncover and address any flaws in prior knowledge which may relate to
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Susan Beeley Assignment 8
content, culture, gender or socioeconomic factors and that may eventually limit a
students ability to gain a deeper understating through conceptual change (Chi &
Roscoe, 2002; Chi, Slotta, & & deLeeuw, 1994). There is a growing body of evidence
that supports of the importance of recognising where our students are currently at and
starting our teaching from there (White & Fredrickson, 1997; Lehrer and Chazan, 1998;
Schauble et al., 1995, Warren and Rosebery, 1996 Greenfield and Suzuki, 1998, cited
in Bransford et al., 2002). Of particular concern is the use of flawed models that show
processes (such as electricity) as material (such as water flow). While these may be
misrepresentation later will often confound students understanding further and this too
The ability to do this, however, requires both content expertise and pedagogical
processes without causing them to become stressed and disengaged (Shulman, 1987).
process to address is the idea of ability being constant so that students learn to see it as
changeable and believe that effort can make a difference. The result is students who
are more likely to persevere when faced with challenging content (Dweck, 1989; Dweck
learning of the content. We need to teach them to recognise when they dont have
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Susan Beeley Assignment 8
enough information to solve a problem and to ask for more. This recognition comes
about through self and peer evaluation and reflection, taking the time to recognise what
doesnt work through making mistakes and recognise what does work through making
adjustments (Palincsar and Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983,
1985, 1991, cited in Bransford et al., 2002). Developing students metacognition also
makes them better able to transfer knowledge to new situations with the level of support
required being dependent upon the similarity of the original and novel context of
How does the new BC curriculum support this view of teaching students to move
them towards expert thinking? One of the key differences between experts and
designed around big ideas and so when asked to solve a problem they are better able
to look past surface cues in the question to detect relevant information and select the
appropriate big idea content to apply in solving the problem (Brandsford et al., 2002).
When curriculum is designed to cover many facts in a limited amount of time this sort of
organisation does not occur. Further, students may be able to apply information in a
familiar context, but do not develop the ability to say why they have selected that
information or to know when and where it is appropriate, thus making their responses
very context dependent. Covering less material in more detail gives the students time
to make connections between what they already know and new information, to analyze
their own understanding, and, with support and metacognitive skills, develop a deeper
understanding by connecting learning to real life and the community in which the
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Susan Beeley Assignment 8
students live. By incorporating aspects of Personal and Social competencies into the
curriculum the cultural differences and other diversities of the students in the class can
be central to learning making them relevant and, therefore, motivating for the students.
To see the value in the new curriculum teachers need to shift their thinking away
from more traditional teaching where the teacher presents information in a linear fashion
to something more fluid. Teachers need a degree of subject expertise if they are to
detect misconceptions and flawed prior knowledge and to resolve these issues in ways
that will allow future success, but this expertise is not enough. When it comes to
pedagogy teachers need to be adaptive experts who are willing to use metacognition
and reflection to alter their practice when it is in the best interests of the students to do
so. Failure to do this may result in teachers who are dependent upon mass produced
resources that organise the content for them regardless of the students they work with
and their potentially vast differences in knowledge and experience, being taught
Assessment
Perhaps the biggest confusion around the new curriculum in BC is how students
will be assessed. This seems to stem from the belief that the predominant form of
grasped the content they have just been taught and to report this to parents. However,
by carrying out assessment in this way alone it becomes separated from the learning
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Susan Beeley Assignment 8
to both student and teacher, occurs during the learning process (rather than after), and
measures both progress and outcome (Handelsman, Miller, & Pfund, 2007).
Most teachers do formative assessment with their students, but it is not the basis
form of assessment. As the new curriculum focuses on the deeper learning of big ideas
students will likely perform less well on assessments that are more standardised as they
take more ownership over the ways and means that they grapple with the curriculum.
The same test given to a class of 30 students may test the surface understanding but
not the deeper understanding gained and as deeper understanding is the apparent goal
of the new curriculum new assessments must support this change in ideology
Student learning journals and e-portfolios are assessment tools that are very
much in line with the new curriculum. Students can be presented with the learning
outcomes, then given a series of tasks selected from relevant tools (whether this is
technology related or from books). Following the completion of tasks students can add
to or revise their learning journals or e-portfolios to demonstrate what they have learned
and their progress towards meeting the learning outcomes. Further, providing students
with a clear picture of what the ideal outcome looks like through the use of rubrics,
examples of appropriate responses or previous students work will help them to develop
metacognitive skills, also key to the design of the new curriculums core competencies.
development of both deeper understanding and metacognition in our students. Both will
move our students in the direction of more expert thinking. It is not necessary to
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Susan Beeley Assignment 8
expect, however, that students will leave our classrooms as experts in the content we
have taught, simply that successful teaching should be characterised by moving the
students in the right direction. This will allow for students to apply what they have
through ensuring that they understand not just the content, but when and where and
When determining which tools to use in the successful teaching of the new
learning, how does it promote the core competencies, and how does is support the
There are many new and interactive technologies available that serve to cover
the content of curricula in real word and engaging ways (Bransford et al. 2002). An
example of this specific to science teaching and learning is the PhET simulations.
These tools are designed to connect with prior learning to help students make sense of
new concepts in a real-world context through specific learning goals and collaborative
efforts at reasoning (Wieman, Adams, Loeblein, & Perkins, 2010). What makes these
simulations an excellent addition to the classroom is that they allow students to see
feedback so the teacher does not have to. Further, these simulations have been
alter conditions to see how this changes the output thus developing critical thinking
skills and extending their ability to ask and answer what if questions. Further, the sim
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Susan Beeley Assignment 8
can be run repeatedly if necessary to ensure deeper understanding, and unlike some
experiments they are quick and easy to set up and dont go wrong resulting in
confusion.
Another great technology available for all subjects is the Google Apps for
Education (GAFE). These provide the ability to work seamlessly and collaboratively
with both the teacher and with other students. Feedback is immediate and learning can
be personalised as the students work through a given project. Many of the apps are
available without having GAFE set up within your school or district, however to get the
most from this suite of tools it would be recommended. Classroom plays a fantastic role
returning work to students a process requiring a great deal of time and steps.
Classroom simplifies these tasks by combining, eliminating, or organizing, them for you"
(Jordan Catapano, cited in Beeley, Hardy, Nichols & Quarrie, 2016). The applications
under GAFE provided do not function as regular applications for personal accounts as
the teacher can control who can access and share information and can view all work so
that the rules digital citizenship can be enforced. Aspects from all areas of the core
collaboration, self and peer assessment, incorporation of personal and social issues to
Conclusion
Concern about the dramatic changes to the BC Curriculum are warranted and
many of the questions being asked are valid. Despite this, the changes that have been
made are ones that will serve the students well as they enter the workplace with the
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Susan Beeley Assignment 8
skills that employers look for well developed. Their ability to work with technology and
think critically about information will be enhanced as will their skills in collaborative
working.
their educational years and have the ability to think adaptively and apply this knowledge
in an ever changing world. It will be a period of adjustment for the teachers but it is my
belief that once this time has passed teachers will recognise that their jobs have not
become more but fundamentally different and that the quality of education we are
and expert thinkers and the role played in the transition from novice to expert of the big
ideas concept. Further, the nature of assessment needs to shadow that of the deeper
learning and skills that we are teaching students in the classroom if it is to form a valid
understanding, but also helping to streamline the new role that the teacher plays in the
classroom.
Suggestions for areas for further research include how we can assess students
in accordance with the priorities of the curriculum yet still provide objective information
on student performance to the parents. Also, as teachers continue to look for ready-
Finally, given what we have learned about the level of expertise required for teachers to
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Susan Beeley Assignment 8
References:
Beeley, S., Hardy, L., Nichols, L. & Quarrie, C. (2016). Get going with GAFE.
Bransford, D., Brown, A.L., & Cocking, R. R. (2002). How people learn: Brain, mind,
British Columbia Ministry of Education (2015). Building student success: BCs new
Chi, M.T.H, Feltovich, P., & Glaser, R. (1981). Categorization and representation of
Chi, M.T.H., & Roscoe, R.D. (2002). The processes and challenges of conceptual
Chi, M.T.H., Slotta, J. D., & & deLeeuw, N. (1994). From things to processes: a theory
4(27-43).
Handelsman, Jo, Miller, Sarah, & Pfund, Chrisitne. (2007). Scientific Teaching. W.H.
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http://www.learner.org/vod/vod_window.html?pid=9
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts
Reiner, Miriam, Slotta, James D., Chi, Michelene T. H., & Resnick, Lauren B. (2000).
Shulman, L. (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard
doi: http://dx.doi.org.ezproxy.library.ubc.ca/10.17763/haer.57.1.j463w79r56455411
Wieman, C.E., Adams, W.K., Loeblein, P. & Perkins, K.K. (2010) Teaching Physics
Using PhET Simulations. The Physics Teacher , Vol. 48, pp. 225-227. DOI:
10.1119/1.3361987
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