
This Expert Element on Technology Enabled Learning is designed to support teachers find a starting point or next steps in their journey of professional learning. Using this information to help direct your own learning and be sure to check out the Classroom Catalysts to see Ontario teachers in action using some of these digital tools.
Technology enabled learning (TEL) includes using a wide range of technology to support learning. The key to TEL is that strong pedagogy leads the use of technology. Technology use will look different in every classroom and depend on access to devices, digital tools, specific student strengths and needs and teacher expertise.
Currently, in Ontario, there are a number of technology integration models. Listed below are a few:
teacher has access to one laptop or other mobile device and to a computer lab or cart to sign out as needed for class
one device for every student (1:1) - a laptop or tablet that goes home with the student
one device for every student (1:1) - a laptop or tablet that gets used in the classroom only
a pod of devices in the classroom - maybe between 5 - 10 laptops or tablets to share in the class
bring your own device (byod) or bring your own technology (byot) initiatives that encourage students to bring their own mobile devices
bring your own device (byod) initiatives where students are asked to bring a laptop or tablet and those without devices are provided access to a school laptop or tablet
combination of any of the above
There are many different types of devices that can be used in the classroom.
Device |
Pros |
Cons |
---|---|---|
Handheld Student Devices (iPods, phones) |
- accessible, with students regularly - quick to start (less wait time) - go home with students - quick media creation |
- smaller screens - not all websites and interactive material works - best for quick, short activities |
Tablets - iPads |
- large choice of apps - quick-to-start - apps that allow you to write on screen - quick media creation |
- not all websites, interactive material works - limited multi-tasking - no keyboard - can be difficult to get files created by students off iPads in a classroom environment - often have to login and logout of each individual app if sharing devices |
Tablets - Android |
- large choice of apps - quick-to-start - apps that allow you to write on screen - quick media creation |
- not all websites, interactive material works - limited multi-tasking - no keyboard - have to login and logout of cloud computing settings if sharing devices |
Tablets - Windows |
- quick-to-start - apps that allow you to write on the screen - quick media creation - most websites work if screen size isn’t too small |
- no keyboard - less apps than other tablets (however, most websites work, so less are required) |
Laptops |
- keyboards - programs that can be installed, which many are used to using - multi-tasking is easy (multiple programs open, for example when researching and writing) - mouse - can install specific programs that are unavailable on tablets for video editing, 3D design, animation, computer programming, games, etc. - easy to share devices - often (not always) more storage than a tablet |
- can be slower to start - can require upgrades and updates often - less portable - often have to import video and images from other mobile devices (could be difficult to take photos and video using webcam on a laptop) |
Desktops |
*these are often in labs and are connected to school networks - easy to share and login with credentials if set up as such in school or board - can handle complex and large programs |
- can be slower to start - can require upgrades and updates often - less portable - often have to import video and images from other mobile devices (could be difficult to take photos and video using webcam on a laptop) |
Chrome books |
- quick-to-start - small, portable - easy to share if students have Google accounts - intuitive to use like a laptop - most websites work |
- cannot install software on device - just a web browser, so while it works great for web-based activities there are things you do on a laptop that cannot be done on a chromebook - cannot use all peripherals or devices that plug into laptops like wacom tablets |
Technology can be used by teachers and students in a variety of ways to support classroom learning. By focusing in on good learning and teaching practices and assessing how technology can support those practices, teachers can focus on effective use. Information about high-yield instructional strategies can be found on the LearnTeachLead site created by the Ontario Curriculum, Student Achievement Division.
For example, teachers can use technology to support specific high-yield, research-based instructional strategies such as;
differentiated instruction (using technology to provide access to multiple ways to learn concepts)
differentiated assessment (using technology to provide access to multiple ways to assess students)
timely descriptive feedback (using technology to help provide descriptive feedback as quickly as possible)
peer and self feedback
diagnostic assessments
student conferencing
accountable talk
gradual release of responsibility
Assessment for and as learning can be greatly facilitated and enhanced through the use of technology. Making it easier to document learning in ways other than the formal submission of a polished product, students can reflect on their own growth as part of the learning process. Technology can help teachers be innovative in how they meet the expectations for assessment detailed in Ministry of Education policies such as Growing Success: Assessment, Evaluation and Reporting in Ontario Schools.
In a report written by Michael Fullan (2013), Special Advisor to the Premier of Ontario, titled Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda, he describes the 6 C’s as the skills required for innovation and entrepreneurialism. Fullan (2013) states that the 6 C’s are also skills that parents and employers desire.
From the report (Fullan, 2013), the 6 C’s include;
Character education — honesty, self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, personal health and well-being, career and life skills.
Citizenship — global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability.
Communication — communicate effectively orally, in writing and with a variety of digital tools; listening skills.
Critical thinking and problem solving — think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources.
Collaboration — work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others.
Creativity and imagination — economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action.
Video resources around how to develop the 6 C’s in Ontario classrooms can be found on the LearnTeachLead, Student Achievement Division Resources - K to 12 website.
To develop skills within the 6 C’s, technology integration is necessary. Technology does not need to be used every moment of every day, however, teachers benefit from practicing and developing the skill of selecting technologies that will help each student learn and develop skills supporting the 6 C’s. This may mean that different students are using different technologies at different times in class.
Frameworks for technology integration, are tools that can be used to help educators understand the place of technology enabled learning in the classroom and their own required learning within it. Below are a few different frameworks that can be considered.
SAMR is a framework developed by Dr. Ruben Puentedura to help bring awareness to educators of the different ways we use technology to support learning. OSAPAC, a committee who advises the Ministry of Education on acquiring provincial licenses for software and web-based digital tools, shares information and resources about the SAMR model. The video below is a two-minute overview of the framework.
TPACK is a framework used to help educators understand what they need to know to teach effectively with technology. It highlights the importance of a teacher’s content knowledge, pedagogical knowledge and technological knowledge. The TPACK framework highlights the importance of finding balance in those knowledge areas and aiming for the intersection of all three. More information about this model can be found at tpack.org .
Image reproduced by permission of the publisher, © 2012 by tpack.org
The Technology Integration Matrix is designed to help teachers place themselves within the framework and gather ideas and examples of possible next steps in their development of using technology tools to effectively enhance learning for K-12 students.
The matrix combines levels of technology integration with characteristics of the learning environment. Each cell in the matrix contains a detailed description and then subject-specific examples in the form of a video with text supports. The matrix can be accessed at fcit.usf.edu/matrix/matrix.php .
The ISTE Standards are a set of international guidelines on the skills each stakeholder in education needs to develop in order to be successful in today’s world. There are standards for students, teachers, administrators, coaches and computer science educators. The ISTE Standards also include a set of 14 essential conditions that are required for effective technology integration. Some school boards in Ontario cite these standards in their technology integration policies.
While using technology in the classroom to enhance student learning is very rewarding, there are things teachers need to consider before diving in. We often hear statements such as;
it’s not about the tool
teachers don’t need to know how to use the tools, students will figure them out
our students are “digital natives”
While these statements have truth in them, teachers ultimately DO need to understand how the tools work. Teachers are responsible for student safety and well being. While it may not be necessary for teachers to be experts on the fine details of all digital tools, a certain level of digital literacy and capability is essential. Teachers need to know how personal information may be used and shared using a digital tool. Or, how students may interact with others using the tool. This requires a shift in how educators prepare for class. Instead of spending time preparing and photocopying multiple pages for class, teachers may need to spend that time checking out a new digital tool for a classroom activity.
As teachers develop the skills required to quickly understand how digital tools work this task becomes much less cumbersome. This skill is the same as those of classroom management, assessment, etc. It can be developed and mastered over time. Starting with digital tools that have been vetted or approved by schools, boards and the province is a great way to start. Ultimately, teachers should work towards developing the skillset required to quickly assess a tool when students suggest a new tool to connect, collaborate, share or demonstrate understanding. Assessing digital tools for safety and appropriateness can be done by asking a series of questions including (but not limited to);
Schools and school boards will have guidelines for the use of online digital tools. It is important that students and teachers have a thorough understanding of these guidelines and follow them.
Other guidelines to consider include;
OCT Professional Advisory - Use of Electronic Communication and Social Media
ETFO - Electronic Communication and Social Media - Advice to Members
In the front pages of the Ontario Curriculum Documents, there is information on the use of Information and Communication Technologies. This information addresses digital safety and citizenship and makes it clear that every teacher is responsible for this.
Digital Literacy and Citizenship includes;
the ability to be safe and responsible online,
the ability to have balance and well-being in life,
the ability to be a positive contributing member to online communities,
the ability to use digital resources effectively to support their own learning and well being
There are many educator resources already created and available online. Some of these resources include;
During the transition to technology enabled learning environments teachers need to be cognizant of student access to devices and internet connections. A lack of access could impact student achievement. This is not new for teachers - it’s part of getting to know our students. The new part is finding creative solutions to a lack of access. Some solutions used by students and teachers in Ontario include;
group work in class
providing choice on learning activities
having extra device(s) in classrooms for student use
accessing free internet from places such as McDonalds and Tim Hortons
creating pods of devices available for student sign out
recycling old devices for basic access
Finding an entry point into technology enabled learning can be complicated. Ideally, teachers will be part of collaborative inquiry cycles (teacher-led professional development) where technology is used to meet specific goals. In this manner teachers have access to a support system and resources to help them. These collaborative inquiry cycles may be focused on integrating or enhancing a new instructional strategy using technology to enhance it. They often combine some out of the classroom new learning with job-embedded implementation and practice. Teachers could choose to integrate co-teaching and observation into their learning cycle.
Other suggestions to support finding an entry point that works for the individual teacher includes:
take one inquiry that you would normally do in science and brainstorm ways to enhance through the use of technology. Could the use of technology help students develop skills for creativity? communication? collaboration? critical thinking? citizenship? character?
choose one learning management system (see section below for more information on learning management systems) to use with a class and develop the skills of digital file management while focusing in on facilitating effective online discussions among students. Help them develop the skills necessary for collaborating and communicating online to enhance their learning.
take one traditional assessment and collaborate with colleagues on how to enhance it using technology. Consider how you can make it more student-directed, differentiated, or how you can adapt it to develop skills such as creativity, communication, collaboration or critical thinking.
find one global collaborative project (see section below for more information on global collaborative projects) and have a class participate in it, developing the skills for communicating and collaborating with students from other areas of the world in addition to critical thinking and citizenship
An integral component of effectively supporting technology enabled learning environments is adapting to our ever-changing society and the digital tools available. To do this, teachers need to ensure they are self-directed lifelong learners. One way to do this is to have a strong professional learning network. Some teachers do this by connecting with other educators using social media (Twitter, Google+, etc.). Others read educational blogs and comment on posts. Some teachers have strong face-to-face communities of teachers who share best practices and new ideas on a regular basis. Being connected to other educators and actively contributing to a community of learners does take time, but pays back in time and energy. Educators who are connected and learn with others online and face-to-face are able to easily support students in developing the skills required to do the same. The first step to becoming a “connected educator” often involves watching these communities work. For example, one may observe others share material and resources on Twitter or Google+. However, it is important to note that the true benefit comes from reciprocating and interacting in these communities. Sharing thoughts, ideas and materials. Having others agree or challenge your thoughts and ideas is an important part of learning.
The idea of sourcing media created by others used in our own creation of documents, videos, audio recordings, images, etc. is addressed in the section on digital citizenship and literacy. However, there are many aspects to consider in terms of sourcing and sharing materials.
Copyright laws in Canada have recently changed and some of these changes impact teachers. Teachers have historically viewed themselves as having an important role in educating students on the difference between plagiarism (passing off another’s work as your own) and sourcing properly (using others work to help make your own point). Educators also need to consider this when creating learning materials for students and communicating with students digitally. The best way to help students understand the difference between remixing, sourcing and plagiarising is to lead by example. This can be difficult in today’s very connected world. Some common examples of plagiarism that can be found in classrooms:
taking content (text, images) from the web and printing it or adding to a document or website for students to use without including proper credit to the author
finding other teachers’ material (text, images, rubrics, learning activities, etc.) and printing or distributing it digitally without including proper credit to the author
copying or saving an image from the internet and adding it to a class assignment or content without including proper credit to the author/creator
copying or saving an image from the internet and tweeting it, posting it on Facebook or posting it in other online communities without including proper credit to the author/creator. There is a difference between tweeting an image out as your own and “retweeting” another’s tweet. Retweeting or “sharing” on Facebook both keep the author’s credit intact and appear as though you are sharing their work. If you copy or save the image and then tweet or post it yourself, it appears as though it is your own creation or work. This is an important distinction. If tweeting or posting on your own account, you must include the author/creator’s name and a link to where they can be found online.
While the details of sourcing and copyright can be complicated and confusing, all teachers should always ask themselves;
“does it appear as though I created that material, or is it very obvious that I’m using someone else’s work to communicate and share my ideas?”,
“can someone find the original author or creator online easily based on my source information?”.
The Council of Ministers of Education, Canada has created a digital resource for teachers to get a better understanding of copyright and how it impacts students and teachers. It can be accessed here and is a great place to start learning.
Creative Commons is a way for people license their own work for sharing. It is important that teachers and students understand Creative Commons, know how to attribute the works of others that are used in their own creations and know how to license their own work with Creative Commons.
Creative Commons has grown to adapt to a culture where people want to share their material. As an author or creator, if other people remix or use creations in their material, it reaches a wider audience. The author earns more recognition for their work, as long as it is sourced properly. For example, a teacher who creates a set of great lesson plans and learning resources and posts them online with a creative common license can request that his/her work is attributed back to them. With others using and posting their adapted lessons on their own sites and online communities, the original teacher has reached many more people than if only posted on their own site. This is the culture of sharing that has developed online and is happening in many areas ranging from music, video, visual arts and text creations.
Creative Commons has a set of licenses that can be used by creators including the following options.
The information below was shared by CreativeCommons.org using a Creative Commons - Attribution 4.0 International License. The source of the information is: creativecommons.org/licenses/
Attribution
CC BY
This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
View License Deed | View Legal Code
Attribution-ShareAlike
CC BY-SA
This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.
View License Deed | View Legal Code
Attribution-NoDerivs
CC BY-ND
This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you.
View License Deed | View Legal Code
Attribution-NonCommercial
CC BY-NC
This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.
View License Deed | View Legal Code
Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.
View License Deed | View Legal Code
Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.
View License Deed | View Legal Code
Using the information available at creativecommons.org teachers and students can license their own works and find media (text, audio, images, video) to use and remix as part of their own creations.
Teachers and students looking for more information should check out this PDF resource created by Rodd Lucier and Zoe Branigan-Pipe titled Creative Commons in the Classroom, or this recorded OTF Connects webinar by Brenda Sherry and Peter Skillen.
The “flipped classroom” is a term used to describe a strategy where teachers assign video lessons as the homework. This can provide more time in class for discussion, supporting students, peer feedback, group work and inquiry. Debates continue about the effect of flipped practices on student learning. However, there are many different ways to integrate video lessons into a class. Finding the most effective way requires knowing students strengths and needs as learners.
From a technological point of view, video creation or editing tools are used to create videos. A starting point for creating videos includes using the recording tool built into Powerpoint or other presentation tools. Teachers will also need a place to post and share their videos with students. This could include websites, blogs or a Learning Management System (LMS).
For more information about the Flipped Classroom, review some of the resources listed below.
previously recorded webinar Flipped Classroom - The Basics with OTF Connects Brenda Sherry and Peter Skillen
Flipped Classroom resources on Edutopia
Makerspaces began as collaborative spaces in the community where materials for “making” (tools, software, electronics, 3D printers, materials) were available for members to use. A culture of sharing, mentorship and collaboration is fundamental. Some classrooms, libraries and schools are working towards creating makerspaces or adopting a similar culture to provide opportunities for students to create and “make” things as a way of solving problems and demonstrating understanding. Creating prototypes, machines and models can help students combine design thinking with solving complex issues using scientific concepts.
For more information about Makerspaces, read some of the articles listed below.
ReMaking Education: Designing Classroom Makerspaces for Transformative Learning, Edutopia
Designing a School Makerspace, Edutopia
Educational Makerspaces, Teacher Librarian
If you build it: Tinkering with the Maker Mind-Set, ASCD (must pay for the full digital article, or find a hard copy of the June 2014 journal)
Learning Management Systems (LMS) are digital tools that include a lot of applications in one tool. LMS’s can be considered a one-stop shop for managing digital learning. They allow for file management, notifications, assignment submission, descriptive feedback, online discussions and tracking.
Teachers can choose to use a LMS for a variety of reasons. These reasons could include;
simplifying management of digital resources and assignments
encouraging student voice and accountable talk through online collaboration
collect and share digital resources to facilitate student choice in how they learn (personalization and differentiation)
While there are many Learning Management Systems, some examples are outlined in the table below.
Tool |
About |
Safety Considerations |
Resources |
---|---|---|---|
Provincial virtual Learning Environment, vLE (formerly known as D2L) |
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Teachers who use Learning Management Systems often facilitate online discussions as part of their classroom routine. While it can take time to support students in developing the skills to have effective, rich discussions that lead to deep learning, they can be rewarding. Suggestions include co-creating the success criteria for online discussion with students. A gradual release of responsibility model can also be used where teachers write comments and responses as a class, then in small groups or partners before doing it individually. Each step should be reflected on and compared to the success criteria. Students do not automatically know how to have rich, deep conversations online to support their learning.
Combining face-to-face classroom discussions with online discussions can empower all students to participate and think deeply. Resources such as Making Room for Talk (found at edugains.ca) can be used to support teachers making the conversation in class (face-to-face and online) accountable.
Online discussions can be held through a Learning Management System (the Provincial vLE, Edmodo, Google Classroom, Moodle, etc.) or they can be done using tools specifically just for online discussions.
There are many tools for online discussions. A few are listed below.
Tool |
About |
Safety Considerations |
Resources |
---|---|---|---|
Google Groups (GAFE) |
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Most science classrooms involve writing as form of sharing or presenting information. Many school boards have opted for either Google Apps for Education (GAFE) or Office 365 as cloud computing options. Both provide online storage of documents, presentations, spreadsheets, etc.
Moving beyond basic file storage and creation, cloud computing can support teachers in providing effective descriptive feedback and facilitating peer feedback. The development of collaboration skills in students can be supported through the co-creation of documents, presentations and spreadsheets with peers in the same class, or across the world. =
While the major players in cloud computing are GAFE and Office 365, there are other tools that may be available to teachers and students.
Tool |
About |
Safety Considerations |
Resources |
---|---|---|---|
Google Apps for Education (GAFE) or Google Drive |
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Office 365, Office web apps |
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Blogging is one way that students can demonstrate the understanding of scientific concepts and develop communication skills. Blogs are websites where the most recent posts created show up at the top of the page and older posts get pushed down the page. Blogs can contain text, images, video and other embedded media.
Blogs can be created with one writer, or with multiple writers who collaborate or take turns posting. Some classes have one blog for their class where the teacher and students take turn creating posts about scientific concepts and learning from class. Other classroom learning activities have students creating and maintaining blogs individually or in small groups around social or environmental issues. Research and media creations can be shared on blogs. Students can comment on each others blogs and share their work with the world.
Comment moderation is a feature on blog tools that allows the owner of the blog to require “approval” of all comments written by readers before they show up on the blog for others to see. This safety measure allows teachers to ensure that comments from the general public are appropriate and support the educational goals of the project.
Tool |
About |
Safety Considerations |
Resources |
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Blogger (GAFE) |
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Provincial vLE - blogging application |
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Every day teachers read solutions written by students and wonder “what were they thinking at this point?”. Using apps on mobile technologies, students can record their voice as they write on the screen, creating a video explaining how they solve problems. These same digital tools can be used to create videos including images, animation, annotations and audio.
In addition to capturing student thinking these same digital tools can be used by teachers to provide descriptive feedback by annotating images of student work while recording their voice. This feedback video can be uploaded to a LMS to share with students, shared with cloud computing or simply sent by email. This workflow may be frustrating at first, but once figured out can save time and energy.
Tool |
About |
Safety Considerations |
Resources |
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Creating mind maps is discussed in the Ontario Ministry of Education Edugains resources as a strategy for differentiating instruction and as a method of summarizing and note-taking. The use of technology and digital tools enhances basic mind-mapping by allowing students from the same class, or across the world to collaborate on the same mind map and embed multimedia. It can also allow students to share their work with peers to spark discussion and encourage feedback.
Tool |
About |
Safety Considerations |
Resources |
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Creating video is one of the many ways students may choose to demonstrate their understanding and share information. While not every student is interested in detailed video creation, we now have access to digital tools that make video creation quicker yet still professional looking. This provides choice allowing students to focus in and develop the skills required for professional video creation, or to use one of the apps and tools that provide pre-made themes and short cuts.
Creating video can support the development of many of the “6 C’s”. Creativity, critical thinking and communication skills are developed as students plan which material goes into videos and how to effectively communicate their message to a specific audience. The planning process in creating video is as important as putting the actual video together. Resources such as the Adobe Youth Voices material can help teachers focus in on the critical thinking and social and environmental issues while planning and creating video.
There are many digital tools that support the creation of video. Some of these are software programs installed on computers while some of the easier-to-use tools are apps on mobile devices or work within a web browser. Student and teacher preferences and strengths will determine when it is appropriate to use full-featured video editing tools or easier-to-use but less feature-rich applications.
Tool |
About |
Safety Considerations |
Resources |
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Adobe Voice (iPad) |
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Adobe Premiere Elements 7 |
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Stop-motion animation can be a rewarding method of digital storytelling in the classroom. Using a series of still pictures where each image moves a slight amount in sequence allows students to demonstrate their understanding of scientific concepts using a variety of mobile devices as cameras.
The process involved in planning for stop-motion animation projects is very similar to that of planning videos. It is during this process where teachers can focus in on developing skills such as creativity, critical thinking and communication. Adapting and using resources such as the Adobe Youth Voices Stop Motion Animation Curriculum can help teachers integrate the planning process into video creation projects around big ideas and inquiries in science class.
Tool |
About |
Safety Considerations |
Resources |
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iOS Apps: |
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Many schools have acquired 3D printers to help students develop the skills for design thinking. 3D printers take design files of designs created in 3D and create plastic objects. Most smaller printers work by laying down plastic layer by layer until the object is created. To use 3D design in the science classroom, students often create designs to solve or demonstrate solutions to authentic issues.
Digital tools for 3D design can be used with or without access to a 3D printer. While many secondary technology departments have high-end 3D design programs installed on computers, teachers and students can access free design programs for introductory 3D design. Some of these tools are in the table below. The 3D files (often in the format of .stl or .obj) can be saved and used if/when access to a 3D printer is available.
Tool |
About |
Safety Considerations |
Resources |
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SketchUp |
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Portfolios can be used as a strategy to develop skills for self-assessment. This strategy card from the DI resources on the Ministry of Education Edugains site focuses on the process to support this development. Many different digital tools can be used to create Portfolios. ePortfolios, or digital portfolios can extend paper-based portfolios by tracking feedback and growth, allowing for collaboration, allowing for the inclusion of multimedia creations and allowing for work to be shared with an audience beyond the classroom walls. When whole-school or district strategies are put into place, ePortfolios can follow and grow with students throughout their educational career.
Tool |
About |
Safety Considerations |
Resources |
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Provincial vLE - ePortfolio application |
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How Can ePortfolio be used in K-12? |
Google Sites (GAFE) |
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OneNote (Office 365) |
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One of the biggest drivers for using technology in the classroom is the ability to connect, communicate and collaborate with people all over the world. The most rewarding way to engage students is to provide authentic learning activities where students have voice and choice to direct their learning while collaborating with others. Creating activities that encourage this can seem overwhelming. To help, organizations have created global collaborations that are facilitated (supported by experienced educators). These collaborations provide opportunities for students to collaborate with others around the world to work towards understanding of complex social or environmental issues.
The organizations below run programs and projects that you can sign your class up for. These projects vary each year. For any project, teachers should ask the following questions to ensure safety;
will students be interacting with others?
will personal information be shared?
do I have parent permission?
have I ensured all school and board policies been met regarding sharing student work, personal information and images, collaborating with other students, etc.?
A few organizations that run facilitated global collaborations:
Curiocity and Let’s Talk Science
As some schools are moving towards 1:1 (one device for every student) through mobile devices or “bring your own device” programs, the ability to have interactive teacher-led lessons becomes a reality. Interactive lessons and presentations can be done with every student having a device, or with students working in small groups sharing one device.
These digital tools push the content shared by the teacher (or student facilitator) out to each device. The content can be slides, similar to Powerpoint, websites or other media. The tools also allow for students to write on the screen, annotate images, answer questions, write paragraphs, etc. and send them back to the teacher. Teachers can then share student work to all student devices while students explain their thinking with the entire class.
Mathematics teachers often have students share their work when solving problems as part of a bansho, congress or gallery walk. Science teachers can use these same strategies during lessons based on solving problems. Teachers can also use this student work as a way of guiding their lessons, formative assessment, diagnostics and exit tickets.
Tool |
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Safety Considerations |
Resources |
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Creating comics and cartoons can provide another method to demonstrate understanding of scientific concepts while developing literacy, creativity and communication skills. Using digital cartoon creation tools allow students who are not comfortable or overly skilled in drawing to use pre-made characters and objects to tell their story. Digital tools such as BitStrips can also be set up so that students share their creations with other students, getting feedback and collaborating on material.
For teachers, it is important to focus on the planning stage to ensure students are thinking deeply about their creation and the scientific concepts demonstrated.
Tool |
About |
Safety Considerations |
Resources |
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Often the focus of technology enabled learning is that of redefining how students learn and demonstrate learning, with a focus on creativity, communication, critical thinking, collaboration, character and citizenship. However, there are times where concept attainment can be enhanced greatly through the use of technology. In science where concepts often involve things beyond what can be seen by the naked eye, multimedia and interactive simulations can greatly help students visualize and develop understanding. Other games and simulations can help students apply that understanding to a variety of situations.
While trying to list all media, interactive simulation and games supporting scientific concept attainment is not possible, there are a few places listed in the table below to start searching.
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Ask school or board contact for information |
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While computer science is a subject area in itself, the basic skills of using code to create animations, presentations and games can be used in any discipline. Web-based tools such as Scratch allow students and teachers to practice the basics of coding in a collaborative community. The Scratch community supports a culture of sharing and collaboration. Users can see the code of projects created by others and adapt, edit and build on it while ensuring credit goes to the original creator.
Using a tool such as Scratch to communicate and demonstrate understanding of scientific concepts can support the development of creativity, critical thinking, collaboration and digital citizenship.
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Student-directed research has been an important part of science courses for a very long time. Today’s access to information and digital resources can make research much more complicated and rewarding at the same time. Students can be faced with an overwhelming amount of information and need to develop skills of filtering and managing this. On the other hand, students have access to experts and resources around the world like never before.
Working with students to use tools designed to help students research effectively can help them develop skills needed to become scientifically literate in today’s connected world. Listed below are some tools that can help students organize and manage research while tracking sources properly. These digital tools also provide a new opportunity for students to collaboratively research and share resources with others anywhere in the world.
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Google Research Tool (GAFE) |
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OneNote (Office 365) |
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Students use many forms of social media in their everyday life. The desire to connect with others leads to the creation of new types of social media on a regular basis. Teachers need to consider the possible negative experiences students can have while using social media before integrating these powerful tools into classroom learning. Modelling appropriate use and integrating digital citizenship lessons into class helps students develop the skills required to be good citizens online.
While keeping in mind the development of skills required to become good citizens, social media can help to connect students and teachers around the world. Teachers can use social media to connect with their class, sending updates and reminders. Social media can also be used by students in class (through a class account) to share learning from the classroom and learn from others.
Some social media tools include:
Vine
In addition to specific school and board policies, the following guidelines have been released by teacher federations and the OCT;
The digital tools listed below are just a few of the ones available online that don’t fit into the categories reviewed in this resource. While assessing web-based and online digital tools teachers should consider the following while reviewing products:
will student information be shared or stored online? Check terms of service and privacy policies.
will students be identifiable?
have parents/guardians provided permission to use this digital tool?
will students interact with others while using this tool? If so, how are they protected?
what digital citizenship skills need to be reviewed before using this tool?
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Fullan, M. (2013). Great to excellent: Launching the next stage of Ontario’s education agenda. Retrieved July, 7, 2015.
edu.gov.on.ca/eng/document/reports/FullanReport_EN_07.pdf