Technology in the Mathematics and Science Classroom
Course Description:
This advanced graduate course aims to address contemporary, international research on how people teach and learn mathematics and science with digital technologies. There have been recent advancements in both social science, cognitive psychology and computing that have had an impact on our understanding of how people learn science and math. As well, ongoing research on math and science education, teacher practice, curriculum studies, and pedagogy is uncovering the complexity associated with learning and teaching within dynamic learning environments. The integration of three disciplines: cognitive psychology, computer science, and education, provides us with a framework to study the cognitive and social affordances of technology in the mathematics and science classroom.
This framework can be used to understand the (re) emergence of several genres in teaching and learning, including: knowledge representation, knowledge diffusion, learning-on-demand, and embodiment. Each is being amplified and augmented with technological advancements, such as dynamic visualization tools, computer simulations, collaboratories, networked databases, hand-held devices, and virtual reality, and evidence of their application to educational contexts are growing.
In this course, we will analyze video case studies, conduct field-based interviews, critique primary and secondary research papers in the field, examine historically substantive technology-enhanced science and math learning projects, and interact with dynamic information visualization tools, online networked communities, and multisensory immersive environments. Course activities and assignments will enable students to build upon and share informed and grounded positions on contemporary issues related to technology in the mathematics and science classroom and create pedagogical designs for math or science technology-enhanced learning experiences.
Artifacts from ETEC 533
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