Using technology to support inquiry based learning

1. EXPERIENCE THE INQUIRY AND
DESIGN CYCLE WITH TECHNOLOGY
JENNIFER BANAS AND ROXANA HADAD

2. INTRODUCTIONS
• Jen Banas and Roxana Hadad
• You!
• Name
• Program
• What grades will you be teaching?
• How do you use technology for personal use? Watch or
record video? Digital photography? Blogging? Web
development? Social networking? Others?
• What are your plans for using technology during your
student teaching?

3. OBJECTIVES
At the end of this series, you will be able to ….
• Explain the stages of the inquiry and design cycle
• Interpret the role of inquiry learning in helping
students to achieve standards
• Use technology to facilitate and to enhance inquiry
learning
• Have self-knowledge regarding one’s own beliefs
about technology integration

4. OUR LENS FOR LEARNING
An educator learning about inquiry process and
design cycle via a technology-enhanced unit called:
Advocating for Social Change – Understanding and
Preventing Bullying

5. INQUIRY & DESIGN CYCLE
1. Frontload
2. Ask Questions
3. Gather Information
4. Construct Knowledge
5. Make Knowledge Visible
6. Presentation and Feedback

6. FRONTLOAD

7. FRONTLOADING MEANS….
• Building prior knowledge
• Making connections
• Setting purpose
• Developing interest
• Getting students hooked!

8. WHAT IS BULLYING?
"Bullying is repeated exposure, Criterion:
over time, to negative actions • Intent to cause harm
from one or more other • Repetition
students. Negative actions
can include physical, verbal or • Imbalance of power
indirect actions that are • Violence or aggression
intended to inflict injury or
discomfort upon another.”
• Source: D. Olweus, BluePrints for
Violence Prevention Bullying
Prevention Program

9. WHAT ARE THE DIFFERENT TYPES OF
BULLYING?
• Verbal: name-calling, teasing
• Social/relational: spreading rumors,
leaving people out on purpose,
breaking up friendships
• Physical: hitting, punching, shoving
• Cyber bullying: using electronic
media (Internet, mobile phones or
other digital technologies) to harm
others
• Sexual harassment: intimidation,
bullying, or coercion of sexual Video: Words Hurt –
nature Bullying Commercial

10. DYNAMICS OF BULLYING
Bullies Victims
Bully-Victims Bystanders

11. FRONTLOADING AND PREPARING TO ASK QUESTIONS
WITH DIIGO!!!

12. ASKING QUESTIONS

13. ASKING QUESTIONS MEANS…
• Asking relevant, continuous questions
• Facilitating students’ ability to ask questions that
connect to their lives

14. SHARING YOUR QUESTIONS
WITH BLOGGER!

15. GATHERING DATA

16. GATHERING DATA MEANS…
• Collecting information from all types of sources
• Interviewing, surveying, and creating new data
• Asking more question
• Learning how to document the data

17. GATHERING DATA
USING GOOGLE FORMS!

18. CONSTRUCTING KNOWLEDGE

19. CONSTRUCTING KNOWLEDGE MEANS….
• Pulling information together and synthesizing
information
• Making connections and asking more questions
• Drawing conclusions
• Asking “What do I know now?”

20. CONSTRUCTING KNOWLEDGE
USING GOOGLE DRAWING!

21. MAKING KNOWLEDGE VISIBLE

22. MAKING KNOWLEDGE VISIBLE MEANS….
• Designing a product which represents new learning
• Creating something that is concrete to represent
the new knowledge
• Project-based learning

23. MAKING KNOWLEDGE VISIBLE
USING GOOGLE SITES!

24. PRESENTATION & FEEDBACK

25. PRESENTATION & FEEDBACK MEANS…
• Sharing knowledge artifacts with peers, get
feedback, and maybe go back and revise.
• Showcase work, critique friends’ work, and peer
review

26. PRESENTATION AND FEEDBACK
USI NG GOOGLE SI TES (AGAI N!)!

27. DISCUSSION
• Planning - Thinking about the unit or project you’d like to revise/create, how
could inquiry-based learning facilitate deeper knowledge and skill
development?
• Information Management - Thinking about past times when you created new
student projects, what helped you to be successful in managing all of the
new information? What do you plan to do this time?
• Planning – Thinking about the technology tools used in this example, how
could students facilitate and enhance your unit or project?
• Information Management - Thinking about past times when you integrated
technology, what helped you to be successful in learning how to use those
tools? What do you plan to do this time?
• Debugging – Thinking about inquiry-based learning and/or the use of
technology, what difficulties do you predict students or yourself, as an
instructor, would have? How would you solve these difficulties?
• Evaluation - How will you evaluate the success of inquiry-based learning? Of
integrating technology What criteria will you use?

28. CONTACT INFORMTION
• Dr. Jennifer Banas – j-banas@neiu.edu
• Roxana Hadad – r-hadad@neiu.edu