Assignment 2:

STEM Lab: Facilitating Technology-enhanced STEM Inquiries

Derek Cowan
UBC ETEC 533

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As a teacher, engaging with technology is an area that has always been of interest to me.
Although the use of technology often involves some level of uncertainty and problem-solving,
my belief in its learning potential has far outweighed any feelings of frustration. This belief was
supported by my Framing Issues paper, as technology was found to have a significant positive
effect on math and science learning on elementary students in several studies. Specifically, Li &
Ma (2010) found the effects of computer technology on mathematics achievement were
significantly enhanced when CT was used (a) on special need students, (b) in elementary
mathematics classrooms, and (c) where a constructivist approach to teaching was practiced,
suggesting that when all these positive conditions are present, large positive effects of CT
(mean ES=2.03) may be expected (p. 233). That said, it is my experience that this belief is not
shared among many other educators in my educational setting and that many students do not
have access to technology-enhanced learning experiences. A few interested teachers stand out
from the majority who communicate feeling overwhelmed, frustrated, and even concerned
about the use of technology in the classroom. Lack of educator engagement with common
professional development structures have led to a dormant professional culture related to the
subject. Many research studies have documented that elementary school teachers struggle to
integrate technology in meaningful ways (Polly, 2014). As further noted by Polly, it has been
proposed that teachers limited knowledge related to integrating technology, lack of effective
professional learning opportunities, and teacher beliefs that there is conflict with expected
enacted pedagogies and uses of technology have contributed to this situation. It is my goal to
create both a physical and digital learning space to reignite the exploration of technology and
technology-enhanced learning experiences (TELE) and provide students and teachers with
beneficial experiences that help address the issues discussed. Through the creation of a STEM
Lab, and an accompanying supporting digital space, I intend to connect students and teachers
with a range of current technologies that can be used to meaningfully enhance learning and
instruction. The space will explore how to create technology-enhanced designs, as well as
familiarize both students and teachers with a range of current technologies. Learning from ETEC
533 will help inform the overall pedagogical design of the initiative and the specific TELE
designs included.

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Design Framework
The STEM Lab will be created through a student-led grade 5 class project within an elementary
k-5 school. The physical space will be a dedicated classroom setting which will be equipped with
a variety of available technologies, supported by a range of devices including laptops and iPads.
The space will support the participation of a wide variety of learners in terms of both age and
ability. All technologies will have been tested using the schools network and devices to ensure
compatibility and functionality. A supporting website (http://hhstemlab.weebly.com/)
will be developed to help guide and facilitate the use of the physical space, as well as promote
the integration of technology throughout typical classroom learning experiences.
The website structure is organized to include a variety of technologies and TELE designs that are
located under the following categories:
Technologies

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 TELEs

Under each technology heading, learners will find a brief description of the technology. It may,
depending on the category, include a student-made video containing general information and a
challenge designed to motivate the learner to familiarize themselves with the technology by
using it to explore a STEM-related concept. Examples of how to use the technology to explore
math and science concepts will be included.

(i.e. Student created challenge video)

The TELE section will model more comprehensive examples of how to integrate the
technologies highlighted within a pedagogical framework and connect learning to content
areas. Anchored Instruction (AI), Scaffolded Knowledge Integration (SKI), and the T-GEM Model
will inform the design of the three TELE examples completed on the website. However, to
leverage existing knowledge within my school, Project-based, Problem-based, and Play-based
learning designs will also be incorporated.

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The categories and TELEs are not intended to represent an exhaustive list of all the technologies
available to educators. Instead, they are designed to represent tools that current school
members have knowledge of and are actively integrating into their classrooms. This will provide
interested educators with opportunities for professional collaboration and support. The design
of the website will be open and flexible, maintained by the schools technology committee. The
physical space will situate student and teacher learning in one environment, while the website
will serve as a networked community to support knowledge diffusion.

Pedagogical Foundation

Jonassens (2000) writes, [S]tudents learn from thinking in meaningful ways. Thinking is
engaged by activities, which can be fostered by computers or teachers. The availability of
technological tools to help initiate this thinking will be as diverse as practical and logistical
considerations permit. However, the underlying theory and design informing how technology
will be engaged by learners will be consistent. Muffoletto (1994) argues that technology is not
a collection of machines and devices, but a way of acting. Technology will be used to support
problem-solving, deepen exploration of concepts, and meet the diverse needs of all learners.
Technology will be utilized as tools in service of richer curricula, enhanced pedagogies, more
effective organization structures, stronger links between schools and society, and the
empowerment of disenfranchised learners (Kozma, 2003). A constructivist pedagogy will
inform the overall design, as it appears that knowledge is not a transferable commodity and
communication not a conveyance. If, then, we come to see knowledge and competence as
products of the individuals conceptual organization of the individuals experience (von
Glasersfeld, 2008, p.34). Students will be provided with opportunities for choice, collaboration,
and creativity using digital tools that support knowledge construction, exploration, learning by
doing, learning by conversing, and learning by reflecting (Jonassen, 2000). Learners will access
prior knowledge and continually revise their understanding through personally relevant
experiences within an authentic learning environment.

Students will be actively involved in the learning process. From selecting technologies, to
deciding how to engage with them, the space will offer a range of experiences. David Jonassen

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(1995) writes, control of learner interactions with the computer should be taken away from
designers and tutors and transferred to the learners to enable them to represent and express
what they know (p. 46). The website will be written to accommodate the perspective of
student learners. They can construct knowledge of the tools available and then apply their
understanding using a tool of interest while engaging within the physical space.

Collaboration between learners will be central to the design of learning experiences. Activities
and projects will emphasize a diversity of expertise among its members who are valued for
their contributions and given support to develop, a shared objective of advancing the collective
knowledge and skills, an emphasis on learning how to learn, and providing mechanisms for
sharing what is learned (Bielaczyc & Collins, 1999). Online collaborative tools such as Padlet and
Microsoft 365 applications will be utilized throughout the experience. Learners will be able to
share completed projects, reflect on their learning, and offer constructive feedback using these
tools. The program will not only teach students how to learn using technology, but also how to
use technology. A problem-solving approach, in which technical difficulties offer an opportunity
to solve issues by accessing the collective ability of the group when necessary, will be
promoted.

The physical and digital space will be universally designed to accommodate a wide range of
learners in terms of both age and ability. A low floor, high ceiling, wide walls approach to
design will ensure that kids can explore multiple pathways from floor to ceiling (Resnick,
2016). For example, variations of game-based learning will be included throughout the
experience. Opportunities to play digital games will be provided; however, several applications
such as Scratch and Bloxels will allow students to engage in game design. Kafia (2006) writes,
the greatest learning benefit remains reserved for those engage in the design process (p. 38).
This will provide highly capable learners the opportunity to extend their knowledge and allow
them to benefit from a high ceiling, wide walls project design. Many of the tools available were
selected to provide both a simultaneous digital and physical learning experiences, building in
opportunities to utilize a more diverse set of underlying cognitive abilities.

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 (i.e. Example student STEM activity)

A variety of high-tech and low-tech options will be included to facilitate the participation of
diverse learning styles and abilities. Bodzin et al. (2014) emphasize the importance of including
design features in instructional materials so that low-level readers and low-ability students can
understand scientific concepts and processes (p. 14). This will be an important consideration
due to the young age of many participants.

Course Connections

The TELEs highlighted on the website were designed using pedagogical frameworks studied in
ETEC 533. The applications represent specific connections to learning projects within my
educational setting. They will be used to achieve the following goals:

1) Provide students the opportunity to engage in the created experiences. All the TELEs
will integrate technologies accessible within the STEM Lab and can be freely
assessible to all students.
2) Model TELE designs for participating educators. Ideally, educators will contribute
their own TELE designs using our developed collective understanding of related
pedagogies.

Anchored Instruction

According to the Cognition and Technology Group at Vanderbilt, Anchored Instruction is

situated in engaging, problem rich environments that allow sustained exploration by students
and teachers (1992a). Its design immerses students in meaningful problems for students to

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solve that capture the intricacies of real-world mathematical problem solving (Vye et al.,
1997). An anchored instruction activity supports learning opportunities that relate to and
extend thinking to other content areas (Fried, 2005). Students experience problems similar to
how practitioners in real-life contexts encounter them. They work collaboratively with peers
and socially construct knowledge through experience and argumentation.

The example on the website, Snack Cart STEM Lab Fundraiser, is designed using principles of
Anchored Instruction. Learning is situated within an authentic and meaningful problem-solving
context. Students work in small groups to identify important information and generate
knowledge of the sub-goals required to understand the larger investigation. The fundraiser
narrative and accompanying videos, create a compelling context for students to explore. The
videos embed all of the information needed embedded data or hints are used as
scaffolding to solve the problem (Fried, 2005). Additional videos will be made available that
directly connect to the authentic physical experiences related to the created problems.

Scaffolded Knowledge Integration

The idea that knowledge cannot be transmitted but must be constructed by the mental
activity of learners underpins contemporary perspectives on science education (Driver, 1994).
Students bring to science class multiple conflicting views of scientific phenomena, often tied to
specific contexts, examples, experiences, or situations (Linn, Clark, & Slotta, 2003). The inquiry
investigation into Human Body systems is designed using the SKI Framework (Linn, et al., 2003)
which emphasizes the importance of (a) making science accessible, (b) making thinking visible,
(c) helping students learn from each other, and (d) promoting lifelong learning.

Using a blended approach, students engage collaboratively with a variety of technologies

including 3D Modeling, Movie Making, Photo Editing, iPad applications, Word Online, etc. to
inquire about human body systems. Throughout the learning experience, they are asked to
reflect upon their current understanding to identify misconceptions and gaps in knowledge.
They then construct knowledge through reflection, revision, comparing, contrasting, and
updating their conceptual understanding. Students are required to take an increasing degree of

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ownership over their learning, leading to better engagement and independent inquiry. This
process is consistent with Kim and Hannafins (2011) belief that it is essential to assess the
ongoing state of students knowledge in order to bridge their capacity to inquire and to fade
support as students learn to accomplish their problem-solving goals without scaffolds.

T-GEM

Within the T-GEM model, students progress through knowledge generation, evaluation, and
modification. Technology enhances learning throughout the design. During the "first phase of T-
GEM, teachers help students generate ideas or models about a topic" (Khan, 2012). Students
make predictions and form a hypothesis based on their prior knowledge. During the generation
stage, students explore ideas and interact with learning tools to apply their thinking. Scientific
computer simulations are effective tools to use with the T-GEM model because they allow
students to observe the effect of isolated variables. Simulations are also effective "because they
help students visualize aspects of science that are either too large or too small for to view,
afford rapid testing of ideas, reveal trends via graphs or other representations, and provide
extreme situations to support thought experiments and what if scenarios" (Khan, 2010).

The Friction Simulation TELE highlighted on the website utilizes a PhET simulation to explore
the concept of friction within a vehicle design unit. Through the use of engaging, albeit
relatively basic, simulations, students are asked to share initial observations regarding how
different surfaces affect the movement of vehicles. They then interact with the PhET simulation
to explore in more detail how weight and material corresponds to the amount of friction.
Students will engage in a whole group lesson using the PhET simulation after groups
independently explore. The teacher will highlight crucial concepts, spend time addressing
conceptual difficulties, focus on key visual features of the simulation (frictional force), and
promote students using key visual features in their thinking (Stephens, 2015). Students test
their thinking using physical models, and then revisit their initial understanding and modify it to
accommodate new knowledge.

Professional Development

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The third section of the website will be dedicated to professional development (PD) and will
help facilitate 10, one-hour monthly PD sessions. Teachers need to know not just the subject
matter they teach but also the manner in which the subject matter can be changed by the
application of technology (Mishra & Koehler, 2006). Garet and colleagues (2001) found that PD
that focuses on academic content, provides teachers opportunities for active learning, and is
integrated into the daily life of the school, is more likely to produce enhanced knowledge and
skills. The focus on TELEs will connect learning to math and science content, helping develop
teacher TPCK. The STEM Lab will provide a space to actively explore the tools available to them.
In which teachers will learn to act as master strategists considering the army of tools at their
disposal notice that the students are not the army; rather the tools are the army" (Kurti,
2014). The accessibility of the physical and digital spaces will allow learning to be integrated
throughout daily learning experiences.

Conclusion

The overall goal of the STEM Lab is to create engaging experiences for learners to explore math
and science concepts using technology. The website will provide necessary scaffolding to
support engagement with the various technologies accessible within the space. Students will
benefit from technology-enhanced learning, while teachers will access necessary collaborative
support to progress their understanding and competence in relation to educational technology
within an authentic learning environment.

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References

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