At the substitution level, the overall lesson is still teacher centered, and technology is simply substituted into the lesson. So, I thought that substituting in a Smartboard instead of a white board would keep the lesson still teacher centered, but would start to integrate technology into the lesson.
With augmentation, the lesson is still teacher centered, but the substituted technology adds functionality that improves the lesson. So, by using Geogebra to demonstrate real world examples, it creates a different way to look at and interact with real world problems as opposed to just looking at examples on paper.
Modification occurs when technology allows for an overall change in the lesson. Also in modification, the lesson starts to become more student centered. In order to account for both changes, I thought that having the students use Geogebra to start discovering how different geometric models, as well as concepts related to density, relate to real world examples would accomplish this. This causes the lesson to be student centered, as well as changes the lesson as a whole by using technology in order to learn the material.
Redefinition occurs when technology allows for tasks to be done that couldn't have been done without technology. The lesson is also student centered at this stage as well. Having students work collaboratively on a Google Doc to start investigating how different geometric models can describe real world things, as well as using Geogebra themselves, allows for this redefinition of the lesson. This also keeps the lesson student centered.
With augmentation, the lesson is still teacher centered, but the substituted technology adds functionality that improves the lesson. So, by using Geogebra to demonstrate real world examples, it creates a different way to look at and interact with real world problems as opposed to just looking at examples on paper.
Modification occurs when technology allows for an overall change in the lesson. Also in modification, the lesson starts to become more student centered. In order to account for both changes, I thought that having the students use Geogebra to start discovering how different geometric models, as well as concepts related to density, relate to real world examples would accomplish this. This causes the lesson to be student centered, as well as changes the lesson as a whole by using technology in order to learn the material.
Redefinition occurs when technology allows for tasks to be done that couldn't have been done without technology. The lesson is also student centered at this stage as well. Having students work collaboratively on a Google Doc to start investigating how different geometric models can describe real world things, as well as using Geogebra themselves, allows for this redefinition of the lesson. This also keeps the lesson student centered.