Integrating Technology to Learn Math and Science

Ontario curriculum strongly emphasizes learning science by the inquiry-based framework, as inquiry is central to the teaching and learning of science. Inquiry-based learning is based on the constructivist approach as it encourages learners to learn inductively through concrete experiences and observation with the help of real-world exemplars (Colburn, 2004). Collecting data through observations or measurements is a key element in science education. Often times, students use a wide range of instruments to collect, analyze and interpret data. For example, most widely used equipment are thermometers, pH paper, ammeters, voltmeters and hygrometers. T he collected data is written down and then represented in tables/ graphs for further calculations, interpretations or to draw various conclusions. Until recently, this was done and still being done in many parts of the world manually. Today, however, another dimension of technology being used in science labs (besides Simulations) known as

In this post, I am again going to refer to the parents and teachers regarding one of the latest trends in K-12 education, “flipping the classroom.” The model better known as ‘ Flipped classroom ’ needs no introduction, in the education community.   In the simplistic form, flipping the classroom means teacher provides their lessons as homework to the students; that implies much of the direct instruction is sent home, and the homework is done at the school. The homework (lectures or the  learning material) is in the form of videos, podcasts or audio lessons and can be seen or heard on the computer, iPads, cell phone or television. The aim of flipping the classroom is varied ranging from the introduction, exploring, reviewing the topics/lessons, and also to supplement the classroom experience/material. It also provides the opportunity to the students to rewind or re-watch the lessons. This helps to create more classroom time   that can be used for in-depth discussions, practising t