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Independent Project

Published on Dec 08, 2015

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PRESENTATION OUTLINE

Inquiry Learning & Technology in the Classroom

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Inquiry

Inquiry-based learning starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator (teacher).

Looks like... Student centered, Student directed, and Student involved
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Technology

incorporating it in the classroom
Technology is here to stay and more kids are growing up at home with technology at their finger tips. For those students who come without that knowledge school is the great equalizer

Many research projects and inquiry based lessons can benefit from the integration of technology.

Visuals, videos and interactive websites make learning fun interesting, and compelling

Visual learners will be aided compared to the typical lecture learning that used to take place
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The Lessons

integration of technology through the use of Haiku Deck, answergarden.ch, google earth, and Tackk

Using a Smartboard, iPads and computers

Inquiry based opportunity to wonder and explore topics using technology desigened by teachers to generate discussion with the hopes of more students directed learning.

students are able to practice research techniques through guidance at the beginning of the unit in the hopes that they will be able to complete a final assignment with minimal assistance.
Photo by CaptPiper

Articles

Were difficult to find, a friend recommended a chapter then Christine helped me find an article and a friend helped with the last one.

All attempt show how students benefit from inquiry based learning, exploring the topic instead of being told about the topic.

Also all talk about how technology is truly inquiry learning's mate. Without technology making learning interactive and engaging inquiry has a harder time working.

Reflection

This project was challenging, in that my choosing this topic and ensuring it supported the ideas we have learned about (i.e. collaboration with others, inquiry-based learning, the use of technology, etc.). However, this project was an opportunity to strengthen and explore pedagogy that I have not yet encountered through daily occasional supply teaching. As a result of this project, I have realized that it is difficult for educators to implement the practices I have encountered without adequate funding and support for such initiatives. With these particular integrated pedagogues being increasingly recommended to teachers from the board and Ministry, the opportunity to embrace, explore, and define all of the above for myself is something that was extremely significant to my professional development. Nevertheless, while I did experience challenges at the beginning of this project, it was refreshing to see how collaboration with colleagues in and out of the program works and generates informative and beneficial discourse.
Photo by Alesa Dam

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