Key Features and Description
This technology-enhanced learning environment (TELE) focused on addressing common misconceptions students and teachers have about natural selection:
Because this TELE was created early on in my MET journey, it was fair to say it still laid heavily in the adaptation level of technology integration on the TIM. |
![]() Its position on the TIM was attributed to me designing a TELE that fitted my current situation at the time, where students was unfamiliar with the different technologies available.
For the most part, the three different technologies used were facilitated by the teacher but included some level of independence during student exploration. There were opportunities for both collaborative use and independent use of technology to build upon their knowledge. In fact, two of the activities in my TELE replaced a couple of stations in my natural selection unit a year ago, and it was fairly successful! I will delve into more detail on my experiences in my reflection, after showing some key features. |
T-GEM utilizes three processes for students: generate, evaluate, and modify relationships. Rather than having students complete pre-reading of information related to natural selection as I have done in the past, students will be taught key information but “not necessarily know how the information relates to one another.” |
Hover over icons to enlarge text. Table from Khan, S. (2007). Model-based inquiries in chemistry. Science Education 91(6), 894.
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The TELE lean heavily into the T-GEM framework; it began each lesson with identifying the part(s) of the GEM cycle that the students would be doing. As well, throughout the lesson plan, suggestions were given to further support teachers using technology to reinforce the iterative generate-evaluate-modify cycle.