Unit+One+Activities

__**Unit One Activities**__

Comparing the [|entry level approach to active learning in science]  with the [|transformation approach to same] . At the entry level, technology is used to provide visual aids and other ways of presenting material that will help students integrate with material with their existing cognitive models (as we have discussed with respect to the Papert paper). The technology feels a little like it's on show, and part of the presentation. It is still, also, very much a presentation. In contrast, the transformation approach has students using technology themselves, out of the classroom, to actually do the science, rather than watching someone else do it. They are using the tech the same way we all use phones, fridges and clock radios - to do a job that would be very, very hard to do without it.

TIM is great for comparing and contrasting learning models! I reckon this will be helpful to compare and reflect on as I develop my own teaching practice. The only really concern I have is the __practicality/logistics__ of __regularly__implementing transformative approaches. TIM gave a field trip as the ideal active learning. But realistically a field trip might only be once a term. During my prac, the teachers at the school told me excursions can be difficult to organise (e.g. parent permission, school expenditure, agreement from other teachers etc) - hence, the increase in school 'incursions'. There are various useful steps along the stream from entry to transformation level that could inform and enhance our teaching approaches, for example: I liked the 'adaption' level in active learning example in the TIMs matrix where the teacher had students collaboratively working on a [|simcity construction].

I liked all the transformation activities that it was hard to choose the favourite one and share the same concern as Carina. But I liked the transformation approach as it engages students more with their learning. As also stated by Chris Betcher this approach allows students to make and create, rather than just absorb. In this way when preparing to use technology in the classroom, we as teacher need to ensure that the tools we choose to utilise should allow our students to take control of their learning experience and produce work through the use of various technologies and take ownership of their learning. I went to an excusrsion on my first prac and my cooperating teacher had same views as shared by Carina about the excursion. The most discussed aspect of the excursion that all the participating teachers was to make it as meaningful learning process as possible not merely a day out for the students.