... learning with [educational] technology
Imagination
Stephen R. Hawkins-Bogle
ETEC 590: Imagination
The technological advances and knowledge we share as a society perpetuates further growth and development of our imagination. This is where ideas are born, and how we generate further inquisition. This section supports my imagination and early generation of ideas to create meaningful technology supported learning environments. From the foundation of my structure, I am catapulted to ideas, imagination, concepts, and tangible applications that seek to answer my quest of uncovering good use of technologies in education.
ETEC 590: Imagination
The technological advances and knowledge we share as a society perpetuates further growth and development of our imagination. This is where ideas are born, and how we generate further inquisition. This section supports my imagination and early generation of ideas to create meaningful technology supported learning environments. From the foundation of my structure, I am catapulted to ideas, imagination, concepts, and tangible applications that seek to answer my quest of uncovering good use of technologies in education.
John Dewey 1859~1952
Imagination
The foundation and structure of my philosophy is based in constructivist pedagogy, and is greatly influenced by some of our profound constructivist thinkers (Vygotsky, et al). My philosophy, supported by research and practical experience, acknowledges the importance of designing a technology supported learning environment that addresses the mental, spiritual, emotional, and physical being of the learner. This holistic philosophy suggests that technology alone will not create a meaningful learning space; it needs to embed and compliment current constructivist pedagogy including ongoing and descriptive feedback for the learner(s). Great ideas are born in our imagination, as are practice and applications of my teaching and learning philosophy.
My learning in ETEC 521, Indigeneity, Technology, and Education, and ETEC 530, Constructivist Strategies for E-Learning exemplify an application of my imagination, whereby practical solutions for entwining formative assessment and technology within a holistic learning space are exemplified. Ideas born in the imagination of those who ground their theory in rationale, research, and collaboration with others, often lead to improvements and innovations. Compare the ideas of John Dewey, who transformed thinking in education and society with the pragmatic and rational applications of his imagination. John Dewey’s progressive thinking catapulted entire educational systems into a steady progression of change towards a student centred, democratic ideology.
The foundation and structure of my philosophy is based in constructivist pedagogy, and is greatly influenced by some of our profound constructivist thinkers (Vygotsky, et al). My philosophy, supported by research and practical experience, acknowledges the importance of designing a technology supported learning environment that addresses the mental, spiritual, emotional, and physical being of the learner. This holistic philosophy suggests that technology alone will not create a meaningful learning space; it needs to embed and compliment current constructivist pedagogy including ongoing and descriptive feedback for the learner(s). Great ideas are born in our imagination, as are practice and applications of my teaching and learning philosophy.
My learning in ETEC 521, Indigeneity, Technology, and Education, and ETEC 530, Constructivist Strategies for E-Learning exemplify an application of my imagination, whereby practical solutions for entwining formative assessment and technology within a holistic learning space are exemplified. Ideas born in the imagination of those who ground their theory in rationale, research, and collaboration with others, often lead to improvements and innovations. Compare the ideas of John Dewey, who transformed thinking in education and society with the pragmatic and rational applications of his imagination. John Dewey’s progressive thinking catapulted entire educational systems into a steady progression of change towards a student centred, democratic ideology.
Doc Creek Rural School, Dog Creek, BC
ETEC 521: Indigeneity, Technology, and Education
My teaching career began in the community of Dog Creek, a small reserve community in the South Cariboo who are members of the Secwepemc (Shushwap) First Nation. This school provides K-10 education, but inevitably, students enroll in distance education, or relocate to Williams Lake to complete their graduation credentials. The importance of providing a holistic learning environment is evident in this community.
During my teaching assignment in Dog Creek, I analyzed the effects of students leaving their community to graduate, and how an alternative, technology supported learning environment could keep them at home. The effects of cultural genocide are still very present for members of the Dog Creek band, and the prospect of having to leave the community to graduate, is reminiscent of earlier days. During the era of residential schools, children were often forced to leave their families and community and were required to acculturate into a Eurocentric educational system that often included abuse and neglect (Grant, 1996).
The community of Dog Creek has taken ownership of their public school and has ensured its curriculum includes traditional teachings and practices. The fear for many is that when children leave the embrace of their community they will not graduate, and will begin to lose some of their identity. My analysis, Structured Virtual Distance Learning for Rural Aboriginal Learners, encourages the use of technology in distributed learning, facilitated by school employees and community members who can ensure their students are receiving support and the holistic teachings they deserve.
My teaching career began in the community of Dog Creek, a small reserve community in the South Cariboo who are members of the Secwepemc (Shushwap) First Nation. This school provides K-10 education, but inevitably, students enroll in distance education, or relocate to Williams Lake to complete their graduation credentials. The importance of providing a holistic learning environment is evident in this community.
During my teaching assignment in Dog Creek, I analyzed the effects of students leaving their community to graduate, and how an alternative, technology supported learning environment could keep them at home. The effects of cultural genocide are still very present for members of the Dog Creek band, and the prospect of having to leave the community to graduate, is reminiscent of earlier days. During the era of residential schools, children were often forced to leave their families and community and were required to acculturate into a Eurocentric educational system that often included abuse and neglect (Grant, 1996).
The community of Dog Creek has taken ownership of their public school and has ensured its curriculum includes traditional teachings and practices. The fear for many is that when children leave the embrace of their community they will not graduate, and will begin to lose some of their identity. My analysis, Structured Virtual Distance Learning for Rural Aboriginal Learners, encourages the use of technology in distributed learning, facilitated by school employees and community members who can ensure their students are receiving support and the holistic teachings they deserve.
Dr. Anne Davies
ETEC 530: Constructivist Strategies for E Learning
The knowledge I acquired in ETEC 530 greatly supports my developing teaching and learning philosophy, and compliments the holistic rationale of education I articulated in ETEC 521. My learning philosophy is grounded in constructivist pedagogy, and the cmap I created for ETEC 530 encouraged a broad scope analysis of constructivist theory that supports my ongoing selection of good constructivist practices for the classroom. From the work of Black & Wiliam (1998), Davies (2007), and others, we have undisputable research and ideas of how to utilize the current constructivist practice of assessment for learning (AFL) in our classrooms.
An activity that linked many of the concepts inherent in my teaching and learning philosophy is my analysis of School District #27’s Virtual Rural Secondary School (VRSS). This analysis of current applications of technology and formative assessment compliments and addresses some of the key points I identify from ETEC 521, whereby students will benefit from receiving education in their home community with the advents of technology and the supports of a collective structure. I taught Math 8 online in the VRSS during its pilot year to a class of 22 students who were separated over a geographical area the size of New Brunswick. This program allowed these students to stay in their small communities, or continue with their home-schooled and distributed learning programs.
Integral to my analysis of my experience in the VRSS are the ideas of Anderson (2008) who in Toward a Theory of Online Learning, addresses Bransford, Brown, & Cocking’s (1999) concept of centred learning. These four centres are knowledge, community, learner, and assessment, and provide a holistic quadrant from which to measure the effectiveness of a learning environment. Viewing our work in the VRSS through the lens of the four centres of learning greatly assists refinements to my approach when instructing online. A major quadrant of the centres of learning is assessment and inherent in this centre is the importance of providing students with timely and ongoing descriptive feedback regarding their learning. This is how we (learners) move forward, with information about how we learn, and with advice on how to improve.
Another artifact that represents the evolution of my teaching and learning philosophy is the Becoming and Expert project I created for use in my teaching practice. This online based learning project encourages students to investigate conceptual questions of their choosing, while providing each other with feedback based on co-developed criteria for success. My work on this project is greatly influenced by Anne Davies (2007) and her work in assessment for learning. Davies continues to provide educators with current applications of AFL, and her work can be perused at http://annedavies.com/.
Concepts in Imagination: Lead to Creation
My teaching and learning philosophy asserts that a meaningful technology enhanced learning environment includes all participants in the assessment process, where clear descriptions of the learning are provided, and where students can compare their learning and progression to co-developed criteria for success. All learning environments should be holistic in approach to ensure a contextualized experience is provided that addresses a learner’s physical, emotional, mental, and spiritual being. This is how we personalize learning, and create a space that is inclusive and inviting. These are my ideas, grounded in constructivist pedagogy, and supported by research. The concepts in my imagination lead to creation and application of ideas.
The knowledge I acquired in ETEC 530 greatly supports my developing teaching and learning philosophy, and compliments the holistic rationale of education I articulated in ETEC 521. My learning philosophy is grounded in constructivist pedagogy, and the cmap I created for ETEC 530 encouraged a broad scope analysis of constructivist theory that supports my ongoing selection of good constructivist practices for the classroom. From the work of Black & Wiliam (1998), Davies (2007), and others, we have undisputable research and ideas of how to utilize the current constructivist practice of assessment for learning (AFL) in our classrooms.
An activity that linked many of the concepts inherent in my teaching and learning philosophy is my analysis of School District #27’s Virtual Rural Secondary School (VRSS). This analysis of current applications of technology and formative assessment compliments and addresses some of the key points I identify from ETEC 521, whereby students will benefit from receiving education in their home community with the advents of technology and the supports of a collective structure. I taught Math 8 online in the VRSS during its pilot year to a class of 22 students who were separated over a geographical area the size of New Brunswick. This program allowed these students to stay in their small communities, or continue with their home-schooled and distributed learning programs.
Integral to my analysis of my experience in the VRSS are the ideas of Anderson (2008) who in Toward a Theory of Online Learning, addresses Bransford, Brown, & Cocking’s (1999) concept of centred learning. These four centres are knowledge, community, learner, and assessment, and provide a holistic quadrant from which to measure the effectiveness of a learning environment. Viewing our work in the VRSS through the lens of the four centres of learning greatly assists refinements to my approach when instructing online. A major quadrant of the centres of learning is assessment and inherent in this centre is the importance of providing students with timely and ongoing descriptive feedback regarding their learning. This is how we (learners) move forward, with information about how we learn, and with advice on how to improve.
Another artifact that represents the evolution of my teaching and learning philosophy is the Becoming and Expert project I created for use in my teaching practice. This online based learning project encourages students to investigate conceptual questions of their choosing, while providing each other with feedback based on co-developed criteria for success. My work on this project is greatly influenced by Anne Davies (2007) and her work in assessment for learning. Davies continues to provide educators with current applications of AFL, and her work can be perused at http://annedavies.com/.
Concepts in Imagination: Lead to Creation
My teaching and learning philosophy asserts that a meaningful technology enhanced learning environment includes all participants in the assessment process, where clear descriptions of the learning are provided, and where students can compare their learning and progression to co-developed criteria for success. All learning environments should be holistic in approach to ensure a contextualized experience is provided that addresses a learner’s physical, emotional, mental, and spiritual being. This is how we personalize learning, and create a space that is inclusive and inviting. These are my ideas, grounded in constructivist pedagogy, and supported by research. The concepts in my imagination lead to creation and application of ideas.
References
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, Chapter 2 (pp. 45-74). Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment [Electronic version]. Phi Delta Kappan, 80(2). 139-44. Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind experience and school. Washington, DC: National Research Council. Grant, A. (1996). No end of grief: Indian residential schools in Canada. Winnipeg: Pemmican Publications Inc. |