P495: Impact of technology infused classrooms on teacher behaviors and practices

Author: Chamathca Priyanwada Kuda-Malwathumullage, The University of Iowa, USA

Co-Author: Renee Cole and Soonhye Park, The University of Iowa, USA

Date: 8/5/14

Time: 10:35 AM10:55 AM

Room: MAK B1110

Related Symposium: S44

Teachers in a modern age cannot detach themselves from technology as it is tightly woven to the social and cultural background they live in. While several studies have been conducted to assess student learning gains in technology infused classrooms, work done to document the performance of college teachers in technology infused classrooms is limited. The purpose of our study was to document how college teachers develop their knowledge base by assessing (1) teachers’ ability to incorporate different types of technologies available in technology infused classrooms, (2) the influence of available technologies towards teacher behaviors and practices, and (3) teachers’ perception of technology use (technical tool vs. pedagogical tool) in their classrooms. According to the Technological Pedagogical Content Knowledge framework (TPCK), teachers’ knowledge consists of three bodies; content, pedagogy, and technology. Meaningful integration of these three bodies represents the development of a teacher knowledge base. Participants of this study included four faculty members who conducted their courses in a TILE (Transform-Interact-Learn-Engage) classroom, which is a technology infused learning space based on the SCALE-UP model. Participants’ teaching behaviors and practices were observed during the TILE classroom activities and the types of technologies used during these activities were also recorded. A semi-structured interview was conducted with each faculty member to further examine their experiences in using technology in their classrooms.

P225: Constellation courses: Learning across disciplines

Author: Chamathca Priyanwada Kuda-Malwathumullage, The University of Iowa, USA

Co-Author: Cornelia C. Lang, The University of Iowa, USA

Date: 8/4/14

Time: 9:55 AM10:15 AM

Room: MAK A1165

Related Symposium: S26

The need for integrating ideas across disciplines in order to generate more complete student understanding of science concepts has received increased attention over the last few years. Such cohesion of ideas across disciplines helps students make important connections with their prior knowledge and expand their learning at many levels. This work presents the implementation of an introductory level interdisciplinary course designed for students to fulfill their natural science and general education requirement if taken in its entirety. In this course, students worked together with faculty members and teaching assistants from across different disciplines (Anthropology, Biology, Chemistry, Geosciences, Physics and Astronomy) to learn about the ‘big ideas’ of themes such as (1) Origin of the Universe and Earth, (2) Origin and evolution of Life on Earth, (3) Origin of Humans, and (4) Search for life in the Universe. This course required meaningful collaboration between different disciplines and persons, thus termed as a ‘Constellation course’. Classroom activities were conducted in a TILE (Transform-Interact-Learn-Engage) setting: a technology infused learning space based on the SCALE-UP model, which promoted the implementation of inquiry-based activities to build student success in team-based learning, critical thinking, and skillful communication of scientific ideas. In order to accomplish successful student learning, intellectual collaboration between different disciplines (optimal models for team-teaching) and relevant student assessment methods need to be achieved