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Promoting a Learning Community Class Participation Assessment Rubric 1. View this document in page layout. 2.

Copy and paste your meritorious post in this text box. Indicate location of post.

MA-L2: Unpacking Assumptions (Tues Jan 10)

5 key characteristics to good use of technology..

What is good use of technology in the maths and science classroom?
I believe that good use of technology in the maths and science classroom is evidenced by 5 key characteristics: 1. Visible Learning- where teachers: provide clear learning intentions, challenging success criteria, a range of learning strategies (incl. ET), provide feedback and scaffold learning, identify gaps, learn themselves and students: can articulate the learning intentions, are extended by the success criteria, develop a range of learning strategies (incl. ETs), seek feedback, can identify when they dont get it, teach others and make independent choices about their next steps- all of which can be done using ETs 2. Connectivism at work: students access networked knowledge freely (animations, websites, webquests, forums, videos, flat classroom projects, wikis, blogs, Moodles) and work collaboratively with other learners from around the world to build on it 3. PBL in the house!- by using games, simulations, virtual reality, discussion forums and online resources for problem inspiration and problem solving students are encouraged to learn in a constructivist manner where they build knowledge, make meaning and co-construct potential solutions using technology 4. Personalized Learning- individual learning plans created online, feedback provided online, students creating their own games/simulations/websites/mashups/media productions, independently using online resources (interactivities, simulations, games), ETs (IWBs, laptops, desktops) or classroom technology (Beebots, tablets, mobile phones,calculators etc.) as part of a personalized learning program 5. Blended Approach: good teaching is about balance and pedagogical strategies do not have to involve new ETs. A blended approach ensures students still get some hands on practice and f2f time with their teacher along with opportunities to learn digitally in a connected, online environment I also think it is interesting that regardless of how a teachers Personal Learning Theory (PLT) is influenced, technology can effectively weave its way into any Science, math or other lesson, ie.: Behaviourism- Online games and reward systems (points), online competitions Constructivism-Wikis, blogs, paired webquests, knowledge forum, assessment for learning via Clickers and ARS, CSILE, knowledge forum Cognitive Development of Learning-collaborative tools via Wiki, google docs, problem solving and adventure Page 1 of 3 games, virtual simulations of problems to solve, use of beebots and other hands on technologies, software that enables exploration (LOGO etc.)

3. Apply the assessment rubric below to your post: Criteria Sense-making Indicators Post demonstrates understanding of readings (if applicable) using quotations and is substantiated with references to the literature, discussions, or course materials Post is original and attempts to make meaning of prior personal experiences and reflections on activities in the lesson Post introduces new factual, conceptual, and theoretical knowledge into the discussion Establishes a social and cognitive presence online with the expression of constructive perspectives and affect or emotions and moods. (This can take the form of agreeing or disagreeing to a comment, evidence that you are attending to, understanding, and thinking about others responses, consensus building, forming group goals, objectives, encouraging, acknowledging, and reinforcing one anothers contributions). Extends discussion by asking peers or group members literal (not rhetorical) questions Instructor posts are responded to where appropriate (eg. where the instructor has asked a question to you personally) Post is on time Rules of netiquette are observed; all posts are constructive in nature Post makes a concise point that is clearly relevant to the topic Subject header is a unique summary of the topic Spelling and grammar do not detract from the message Where applicable, references are cited with at least author, year, and title of publication- need to do this next time Score (total 15/ 5 each) 5/5

Building community and leadership





14 /15

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4. Provide a rationale.

I believe that this post demonstrates my willingness and capacity to connect my prior learning to the current topic. The majority of the post is original, although the section connecting technologies to the various learning theories tapped into previous learning activities (ETEC 512). The post clearly articulates how I believe technology can make an impact in the Maths and Science classroom, and I evidence this with a plethora of suggestions. I also endeavoured to expose my classmates to ideas/topics/literature that they may not yet have encountered. My post highlights what an educator or inspector (or even administrator) should/could look for to witness effective integration of technology in a maths/science classroom. I believe that my post established a connection with those of like-mind as when DP wrote You have created the utopian classroom. When you lay it all out there as well as you did it seems a little overwhelming. The funny thing is that we all strive to do all these things on a daily basis in our classrooms. yet enabled others to challenge my thinking as instructor SK queried I like how you paired digital technologies and how these digital technologies can be used with particular theories of learning and teaching. Some of these theories have untested assumptions about learning with technology, but they provide us with a rationale on which technologies to select and how we might best use them for particular purposes. For science and math education, is there a particular theory that resonates with you? and TW challenged me with I really keyed on your inclusion of blending learning. This is a reality that is becoming more evident each and every day as technology becomes more ubiquitous in our professional and personal lives. .But what can we do as teachers, schools, districts, etc... to better prepare educators for this eventual reality? All three of these responses to my original post lead to further discussion involving agreement and additional dialogue- thus extending the discourse. Furthermore, I believe that my post clearly represented my perspectives, my experience and was a direct reflection of my learning in MET. My heading 5 key characteristics to good use of technology depicts the direction of my reflective post. Though no specific references were included at the end- one was referred to within the text (Bates and Pooles SECTIONS framework) and it is apparent that I have done considerable research on a range of topics related to Educational Technology. Overall, I believe that this post was a noteworthy contribution to our learning community. 14/15

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