Month: November 2019

Introduction

The purpose of this essay is to explore the ways in which educators can promote student agency and inquiry through the integration of technology. British Columbian educators have the responsibility of encompassing the Core Competencies in their pedagogy, meaning learners are constantly developing their thinking, communication, and personal and social skills. By engaging with the Core Competencies, students are granted a sense of agency when inquiring into the Big Ideas. Firstly, the theoretical framework will discuss the topic of sociocultural theory, and how the classroom environment acts as a society that shapes agentic learners. Next, we will draw upon constructivism to describe how students access prior knowledge to inquire into, and explore new content. Finally, we will discuss how multimodality explains the ways in which learners express their understandings, both through technology, and unplugged. 

Theoretical Framework

Sociocultural theory 

Sociocultural theory looks at how society contributes to the development of the individual. In looking at student agency through a sociocultural lens, learners are situated in complex and dynamic contexts that are mediated by individual actions, other learners, and the teacher (Vaughn, 2014, p. 7). The learning environment is a space where the teacher scaffolds learning, and students are active participants who engage with the context of the instructional situation. As such, learners are shaped by their participation and nonparticipation at school. 

Constructivism 

According to Piaget (1954), learners construct knowledge and develop an understanding of the world through their lived experiences. In connection with sociocultural theory, this meaning-making can take place individually or collaboratively. Within the constructivist framework, learning is viewed as an active process in which students are constructors, responsible for directing their own curiosities. Students access prior knowledge to grow an understanding about novel concepts, thus formulating their own perspectives and worldviews. In connection with inquiry-based learning, a constructivist perspective centers knowledge acquisition on exploration, invention and discovery. 

Multimodality 

Once students have constructed knowledge, multimodality theory recognizes the various avenues in which learners can communicate and express their learning through different forms of media. As stated by Kress (1997), “children  act multimodally, both in the things they use, the objects they make; and in their engagement of their bodies: there is no separation of body and mind” (p. 92). The development of technology in the 21st-century has introduced new modes, means and materials through which learners can represent their knowledge. Consequently, this offers different “affective,  cognitive and conceptual possibilities,” as noted by Kress. Student agency is honoured when educators value the voice of the child and advocate for learners to express their thinking through their chosen representation. In our current digital age, technology as a communication tool has the power to support, enhance and disseminate learners’ thoughts and ideas.

Student Agency

In Pedagogy of the Oppressed, Freire (1970) viewed agentic learners as human beings who act upon their capacity to make a difference in their world. As aforementioned, student agency is socially-mediated and constructed. Instructional methods can either detract from or support children’s voices and interests. A study done by Vaughn (2014) looked at the role of the teacher in promoting that sense of agency, and data analysis indicated that in one classroom in the Southeastern region of the United States, opportunities for supporting and promoting student agency were overlooked by the educator. When educators do not hone in on meaningful, student-centred learning engagements, it “burries a lifelong learning stance and [sends] the message to students that their thoughts and actions are unimportant” (p. 13).

Why do some educators fail to honour student voice and choice?

Generally, classrooms are fast-paced environments where a large number of curricular topics are covered over the course of the day, and are fit into scheduled, time-constrained windows. During teacher formation programs, the pre-service teacher is advised to lesson plan down to the minute. This prescribed approach is then solidified through educational ministry guidelines, which can further limit opportunities to individualize student learning and to adapt the curriculum. In Vaughn’s (2014) study, the teacher in focus was constrained by standardized assessments and district-wide mandated curricula. The fact that she often “overlooked” student voice does not define her aptitude as a teacher, as within her school she was perceived as a strong educator with many years of experience.

Agency in BC classrooms

It is important to note that curricula around the world vary, and learners in our province are fortunate to explore a curriculum that promotes posing questions, interacting with others, and positioning oneself in their community and in society. These skills are done through the integration of the three Core Competencies which guide everyday instruction: Communication, Thinking, and Personal and Social, respectively (BC’s New Curriculum, 2016). 

The role of technology in supporting student agency 

With the flexibility of the BC Curriculum and the goals outlined within ADST among other subject matter, technology can be used to support or enhance students’ natural curiosity, ingenuity and inclination to create and work in practical ways (BC Ministry of Education, 2016). In the early years classroom, there is a lot of emphasis put on foundational literacy acquisition each day, and society’s conceptions of what it means to be literate has shifted over the past three decades. McLean (2013) argued that a mutually beneficial relationship exists between technology and literacy, and that we need to reconceptualize our perception so that technologies are viewed as conductors for communication (p. 31). The educator plays a role in mediating children’s use of, and experience with, technology, as acknowledged by sociocultural theory. Adults have the power to mediate language acquisition, and this can be done through the medium of technology (p. 31). When the agentic learner is provided with access to different communication tools that go beyond pencil, paper, and print media, their needs are able to be met in an individualized way. As such, technology is employed to substitute, augment, modify, or redefine how the learner communicates their thinking, based on Dr. Ruben Puentedura’s model of technology integration (“SAMR Model”, 2017).  

Inquiry-Based Model

Within an inquiry-based approach, learners ask questions and explore their environment to better understand the world around them. Through the process of exploration, students develop a multitude of skills to enable them to become lifelong learners. Within this process, the educator’s role is to foster students’ questions in order to ignite young learners’ innate curiosity,  so that it can continue to be cultivated and nurtured (Wang, Kinzie, McGuire, & Pan, 2010). Mackenzie and Bathurst-Hunt (2018) argued the importance of recording students’ questions as it creates a physical manifestation of a child’s wonder and displays our commitment as educators to honour their inquiries. Within inquiry-based learning, students are active members of the learning process, which means students construct their own knowledge as they explore and research any given topic. In comparison, within a traditional teaching model, information is disseminated to the learners directly from educators. This top-down approach to teaching negates the opportunity for students to develop various perspectives on given topics. An inquiry approach to education allows children to develop a richer understanding of the world and grants them the opportunity to construct their own meaning within the context of their life. 

The role of technology in supporting student inquiry 

Research has showcased the various benefits on child development when using technology to support inquiry-based education, including conceptual and cognitive development, literacy skills and mathematical reasoning (Wang et al., 2010). Technology provides students and educators with the unique opportunity to construct virtual models and representations of concepts that are challenging for young learners to conceptualize, such as the vastness of outer space (Gerald, Matuk & Linn, 2016). Through the use of such technological tools, students are able to represent their knowledge multimodally while also obtaining skills that promote higher-order thinking and metacognition.Wang et al. (2010) recommended that when considering which technology to incorporate within the inquiry process with young learners, the resources should “(a) enrich and provide structure for problem contexts, (b) facilitate resource utilization, and (c) support cognitive and metacognitive processes” (p. 382). Technology can be utilized to enhance tasks and provide a richer learning experience by offering more complex problems. When selecting technology resources, the available technology should not only facilitate access to various perspectives but additionally assist learners in efficiently locating and processing information from multiple sources. Gerald, Matuk & Linn (2016) additionally discussed how technology can be viewed as a partner for educators, by providing tools to follow students’ inquiries and their progression throughout their learning journey. Lastly, with the ability to track student progress, technology can also be used to streamline the assessment process by monitoring students learning formatively throughout their inquiries. 

Conclusion

Based on the theoretical perspectives outlined, as well as the literature which has been drawn upon, student agency and inquiry are enhanced through the use of technological tools. The makeup of educational systems can influence educators’ capacities to provide a learning environment that is rich in student voice and choice. In BC, the curriculum is mandated to foster the development of critical and creative thinking skills so that learners can communicate their understanding by means of their chosen medium. The way in which communication takes place in BC schools can be enhanced and supported through the use of technology. Further, inquiry-based learning can be facilitated through resources that augment problem-solving contexts and foster metacognitive development. The interrelationship between agency, inquiry and technology creates a mutual, symbiotic process in which the student and educator learn collaboratively.

**This paper was written in collaboration with Emily Lacock.

References

BC’s New Curriculum. (2016). Retrieved from https://curriculum.gov.bc.ca/competencies.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

Gerard, L., Matuk, C., & Linn, M. C. (2016). Technology as inquiry teaching partner. Journal of Science Teacher Education, 27(1), 1-9. doi:10.1007/s10972-016-9457-4

Kress, G. R. (1997). Before writing: Rethinking the paths to literacy. London;New York;: Routledge. doi:10.4324/9780203992692

MacKenzie, T., & Bathurst-Hunt, R. (2018). Inquiry mindset: Nurturing the dreams, wonders, and curiosities of our youngest learners. Irvine, California: EdTechTeam Press.

McLean, K. (2013). Literacy and technology in the early years of education : Looking to the familiar to inform educator practice. Australasian Journal of Early Childhood, 38(4), 30-41. doi:10.1177/183693911303800405

Piaget, J., 1896-1980. (1954). The construction of reality in the child. New York: Basic Books.

SAMR Model: A Practical Guide for EdTech Integration. (2017, October 30). Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration.

Vaughn, Margaret. (2014). The role of student agency: Exploring openings during literacy instruction. Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice. 28. 4-16. 

Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381-389. doi:10.1007/s10643-009-0364-6

source: https://unsplash.com/photos/kTXEJSt1ruo

With the lack of available professional development, educators can view the integration of technology as an additional element to implement with their classrooms. Within the article Technology as Inquiry Teaching Partner, Gerard, Matuk, and Linn (2016), seek to argue that technology should be viewed as a tool that works alongside educators. When technology is viewed as a teaching partner, educators have the opportunity to transform the inquiry process.

Within the inquiry process, students can be at all different stages at multiple times, while also studying various different topics. Gerard, Matuk, and Linn (2016) argued that technology can assist teachers in monitoring and tracking student progress throughout the various phrases of their inquiry. Similar to this course, we used Trello to track and identify the steps of our learning journey. With young learners who are just beginning to read and write, how would this monitoring occur? Would a video log be a possible option to support younger learners process?

Independence and Agency
The use of technology in the class can help create independent learners who are able to address new problems based upon their prior knowledge. Gerard, Matuk, and Linn (2016) described autonomous learners as “individuals who possess self-awareness; an ability to identify and critically evaluate resources necessary to advance their own learning; and who are able to deal with new, complex problems that may arise in their lives” (p. 3). Fostering the growth of autonomous learners promotes students to feel agency over their learning.

Virtual Models
Technology transformed the learning process through the unique opportunity of creating complex visuals and virtual scientific models for young learners. Often complex scientific concepts are challenging for our youngest learners to conceptualize as they not concrete. Take learning about an atom for example. Young learners may not be able to fully understand the concept as they are not even able to see atoms since they are so small. When I taught a unit on matter and atoms, two years ago, they most common question I received was “how can they be real if see can not see them?”. Virtual models may help students visualize what they otherwise fathom to understand. Such models could be useful for educators to create and as well as the students themselves to showcase their understanding. The National Science Teaching Association provides teachers with science and engineering practices of creating and developing models in relationship to elementary curriculum. What applications have you used to create virtual models with students to represent their learning?

Assessment
Gerard, Matuk, and Linn (2016) additionally stated that technology can be used to embed assessment within the inquiry process directly. If educators are already using technology to monitor student process, their argument is to use this data to formatively assess students. I believe there would be value in identifying and monitoring the progress students have have made throughout their inquiry; however, I am not sure if it fair to assess students’ learning process when learning within inquiry is not stagnant. Additionally, this form assessment negates the students voice. If educators are seeking to create student agency through inquiry, then the students also need to be a part of the assessment process as well.

Gerard, L., Matuk, C., & Linn, M. C. (2016). Technology as inquiry teaching partner. Journal of Science Teacher Education, 27(1), 1-9. doi:10.1007/s10972-016-9457-4

Trevor Mackenzie kindly took the time to meet with Emily and I on video chat to discuss his research and published work about inquiry. Trevor has been a high school English teacher for 18 years and practices an inquiry based teaching approach daily in his classroom. He has also now become a consultant who travels the world to engage with educators about inquiry-based teaching. He has taken his daily teaching practices and research and reflected upon them in both of his books “Dive into Inquiry” and “Inquiry Mindset”. “Inquiry Mindset” was of particular interest to Emily and I as it explores inquiry-based education through the natural curiosity and wonders of younger learners. 

Reasons to Use Inquiry-Based Learning

1. Nurture student passions and talents 
2. Empower student voice and honour student choice 
3. Increase motivation and engagement 
4. Foster curiosity and a love for learning 
5. Teach grit, perseverance, growth mindset and self-regulation 
6. Make research meaningful and develop strong research skills 
7. Deepen understanding to go beyond memorizing facts and content 
8. Fortify the importance of asking good questions 
9. Enable students to take ownership over their own learning and to reach their goals 
10. Solve the problems of tomorrow in the classrooms of today 

(Mackenzie & Bathurst-Hunt, 2018, p. 14) 

Scaffolding Inquiry

Trevor emphasized that the key to successfully inquiry teaching is to adequately scaffold the inquiry process with your students. Indicated in the diagram above are the various types of inquiry students can engage in. During our conversation Trevor indicated that many teachers tend throw their students into the deep end and begin with Free Inquiry, leaving students feeling overwhelmed and underprepared. Beginning with Structured Inquiry or Controlled Inquiry can allow students to explore their passions and curiosities with support so they can eventually begin taking on more control over their learning. Trevor suggested introducing the different types of inquiry directly to the students for them to understand their own progression through the inquiry process. 

10 Phases of the Inquiry Cycle 

When using any of the aforementioned types of inquiry Trevor indicated the phases students work through in the inquiry process. These simple 10 steps break down the inquiry process into manageable stages for students and educators. The 10 phases are as follows: 

1. Determine your focus 
2. Start with an essential question 
3. Brainstorm questions 
4. Brainstorm topics 
5. Select a subtopics
6. Access prior knowledge 
7. Identify wonderings 
8. Research
9. Make cross-curricular connections 
10. Perform, reflect and revise 

(Mackenzie & Bathurst-Hunt, 2018, p. 24) 

Sparking Inquiry

Trevor described the importance of validating young students curiosities about any topic or subject  within the classroom or outside of it. Trevor detailed many practical suggestions on how to prompt deeper level thinking with young learners including wonder buckets, curiosity jars, wonder journals, and wonder tables.

• Wonder buckets – pails where students are prompted to write a wondering down 
• Curiosity jar – students can write down their ideas at any time of the week. Teachers would then pull out curiosities and explore them with the class. 
• Wonder journals – a space where students can record and document their wonderings 
• Wonder table – similar to provocation tables in which teachers lay out materials to spark wonder and curiosity

The key to any of these strategies is to emphasize to our young learners that their curiosities matter and that we as educators are committed to honouring their wonders. This is a vital faucet of inquiry-based education for students as it allows them to see the journey in which wonders transform their learning and create more autonomous education.  

Technology

Once we have the process of inquiry structured we need to look at how it is executed. Technology can play a vital role in inquiry as it provides a vast range of resources for students to access information. Additionally, technology provides various platforms for students to represent their learning. Trevor argued to only use technology in the classroom if it is transformative in some faucet. Some of his suggested apps were Flipgrid, Seesaw and Freshgrade. Trevor suggested Flipgrid as it advocates for students to find their voices through sharing their thoughts and opinions on a safe platform. Seesaw and Freshgrade also allow students to share their learning in a safe space, while also inviting their families into their learning journey.

MacKenzie, T., & Bathurst-Hunt, R. (2018). Inquiry mindset: Nurturing the dreams, wonders, and curiosities of our youngest learners. Irvine, California: EdTechTeam Press.