ETEC 533 e-folio

Assignment 1: Framing Issue

My first touch of technology in classroom

My first touch of keyboard happened when I was a primary school student at year 3, that was mid 1990s where computer was just introduced to Asia. The primary school I attended was an international private school in Shanghai, China whose teaching resources and gadgets were advanced if compared with other local schools or public school. 

My first time experience for basic programming is DOS system, Disk Operating System, when i was in elementary school. DOS is a family of computer operating systems that were widely used in the early days of personal computing.  DOS operates in a command-line interface, meaning users interact with the system by typing commands rather than using a graphical user interface. It lays the foundation of basic programming logic in a black and white interface and machine learning – we learn how to use DOS system to make a simple snake eating game. 

Technology stayed in computer class and it was a completely independent subject. Maths teacher probably knows nothing about programing and English (as foreign language) teacher use chalk and blackboard to teach us grammar with no tech background. Technology is isolated from rest of the subjects.

Slideshow, powerpoint, movie and other multimedia were introduced into classroom but manual lecturing, physical textbook, paper and pencil were still the main media for educators till my college graduation in 2009.

What is a good use of technology in math and science classrooms?

Good use of technology in math and science learning environments can be demonstrated from different facets and share the same goal as to facilitate students' understanding of abstract concepts and more importantly, stir up students' curiosity to explore new knowledge themselves. The tools are meant to be easy to use (accessible), enable students to explore geometric relationships and algebraic concepts dynamically for example, motivate students and enhance their learning experiences through challenges and rewards (gamification), create an interactive virtual community to express their findings, thoughts and inquiries freely. Use of technology also enables students with disabilities equally accessible to knowledge, discussions and database. 

Form my personal experience, graphs are easier to understand than words. Animation helps more than graphs to understand STEM concept. Key point is to utilize transmedia and multisensory stimulation to help understand the concept, internalize the concept and make the whole learning process engaging, interactive, fun thus stir up students' interest to explore new knowledge by themselves.  

Case 2: Math Secondary

Graphic calculator was one of the main digital gadgets back to my middle school era so I chose case 2 because it resonates my personal learning experience of maths. Echo with Teacher F’s point that graphic calculator mitigates the limitation of accessibility issue given the limited access to computer lab (back then) and high cost of the software.

The good use of technology of STEM class allows the students to explore the repeated rules by playing with digital gadgets by themselves, help develop the patterns and to generate new questions by themselves. Technology pushes the students’ knowledge boundary through self-exploration and self-study process. The utilization of technology in STEM courses plays down the importance of answer itself and emphasizes on problem solving process. This also increases the sense of achievement and satisfaction level of students compared with knowledge obtained via lecturing.

Limitation：

The use of calculator plays down the importance of answer itself but seems to be a blackbox for students who would be intrigued to know how the answer was derived by the calculator and alternatively, whether answers can also be generated by students’ own calculation. 

Case 3: Physics Secondary

Key message to deliver in class is to develop the transferable skills include managing resources including technology, lecturer, peer intelligence and apply the knowledge acquired in class to daily life.

The role of educator becomes more transactive, less transitive. More important than physics knowledge is to help students develop skills e.g. cooperate and work with people you don’t like, manage time, set goals and achieve them. 

Interview: Never stop learning, even for educators!

I interviewed my middle school maths teacher in Shanghai Ms Xu who has been teaching maths in middle school for the past 20+ years. Ms Xu now focuses on course design and still lectures on 2 maths courses per week for Grade 9 students. 

When I was middle school students, Ms Xu was one of the pioneers to employ multi-media for teaching – slideshows, animation/movie, onsite visit to science museum etc to stir up students’ self exploration interest for science.

We conducted interviews via wechat video call at 5pm HKT on Sunday. Wechat is one of the most commonly used instant messaging tools in mainland China (equivalent to whatsapp while whatsapp is banned in mainland). It ran about 30 minutes with a few interruptions from my sons. As we conducted the interview, we are amazed by how many changes have been made in teaching methodology for the past 20 years and all the new technologies employed in classroom that never heard of during my students’ era. She shared the fun, challenges and differences to teach 80s vs. 2000s kids. As she is one of the core members for teachers re-education and sits on course design committee, she also shared her thoughts on challenges poses on educators nowadays.

1. What are the main differences of teaching method compared with the time when I was middle school student? 

Nowadays students receive tailor made homework from a robot, who scanned user’s face to detect identity of the student and print out homework based on the student’s past performance in quiz. During the quiz, all the students now use smart pens equipped with mini cameras which recorded not just their answers but also mindflow as how they work out the answers. From an app on smartphone or PC, a maths teacher can see the performance of each student and design homework, class questions or pick up from school system’s pool of questions. After finishing homework, students put the homework back to robot who can quickly mark via digital reader. The teacher can view result from smartphone and auto generate follow up assignments accordingly.

The whole process largely releases educators from wasting time to score quiz. This is especially helpful when comes to STEM courses where only very limited portion of questions would be open-end and most are just right or wrong. This auto-marking system also reduces the possibility for human error when grading and evaluating students. According to the latest announcement, the Ministry of Education in Shanghai requires schools to reduce homework for students. The system helps reduce unnecessary repetition for homework and locate the knowledge blindspot more accurately.  Smart pens can only be used in school with a particular device for charging. While there are no other functions of the smart pens but to record and detect homework workout process, the concern that digital gadgets would potentially distract students from study has been largely addressed.

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2.       2. What digital tools or software do you find most effective for teaching mathematical concepts? Why do you prefer these tools? 

Ms Xu acknowledged large variety of AI tools which focus on visualize maths concept are available which indeed helps students understand the abstract concepts of maths and learn maths interactively. It largely saves educators’ time to produce graphics and animations by themselves and output is much more neat, professional and intriguing.  Since 99% middle school students now carry smartphone to school, we do not prohibit students from using smartphones to learn . Rather, recommend apps e.g. photomaths, to let students learn with interest.  WolframAlpha is a powerful tool that students can basically learn everything by themselves after being equipped with basic knowledge of science and social science. Videoscribe is a commonly used animation maker which is a virtual whiteboard to turn ideas into eye-catching animated videos.  “Manim is good. “said Ms Xu. Manim also created a community and maintain a library for creating maths animations.

-          User friendly -          easy to access -          low cost or reasonably priced -          progress tracking -          instant feedback mechanism -          visual aids/transmediation -          less reliance on educator’s programing background -          integration to curriculum

3.  What kind of professional development have you pursued to improve your use of technology in math instruction? 

Coursera is a resourceful virtual place for educators. Coursera provides free online courses (while some charge but tuition is reasonable) with almost every topic. Content contributors are of good quality. I have strongly recommended my colleagues and peers to learn from Coursera based on individual’s need.  “Some useful courses I would like to implement in regular teachers advancement and re-education scheme.” Ms Xu is thinking to create an online virtual community where teachers are encouraged to exchange latest useful tools that help them improve teaching efficacy.

Self study requires higher level of self-discipline, even for teachers. While learning programming from scratch might be too much for full time job worker, keep updated to latest technology progress especially those applicable to daily lecturing is necessary.  It is recommended schools to provide regular courses for educators, to encourage students and teachers exchange information and promote a culture of learning.