Volume 11 - Fall 2007

Teaching Amidst Uncertainty
An MT Graduate Perspective From the Field, 11(1)

Maxx Lapthorne

In this presentation to MT Program faculty and instructors, MT Graduate Maxx Lapthorne reflects on her experiences as a student teacher in the MT Program, and on her recent thoughts about being a beginning teacher who embraces the good news of uncertainty in her own practice.

Peter Prest

The Master of Teaching program has tucked within it, a wonderful opportunity for those who are open to adventures in learning in other countries and other cultures within our own country. What we've tried to do in this special issue of E-Gallery is find some ‘defining points' for the students in Semester Four “Teaching Across Borders”. Their border crossing work has been exciting because it is authentically rooted in all of the causes for memorable learning: extreme difference and novelty, language and culture change, professional innovation and personal courage. My applause to all of these students who are so well represented by the few who are published in this edition.

Laureen Mayer

Jared Barnes

Echo Miller

Erica Spina

Yoonhee Jahng and Laura Hay

What is the Story of Ethnomathematics? Culturally Responsive Mathematics in Elementary Classrooms
A Semester Two Case Inquiry, 11(8)

Rebecca Dumoulin

I first encountered the term ethnomathematics in a reading Dr. Friesen assigned early in my second semester. Ethnomathematics challenges people to examine the history of mathematics, thus seeing math in its entirety, not just as a discipline developed by western knowledge. An ethnomathematical approach to inquiry can engage students in types of problem solving used by people throughout the world. Ethnomathematics is a concept I wanted to know more about, hence this inquiry.

The Story of GLAR
A Semester Two Case Inquiry, 11(9)

Sonja Hunter

The purpose of this inquiry is to analyze the facts about Grade Level of Achievement Reporting, (GLAR or GLA), its’ inception and development, and to discover why some teachers and the Alberta Teachers Association (ATA) have responded so negatively to the initiative. I explore how I will mediate the incorporation of GLAR into the assessment practice that will be a part of my classroom. Much of the information about GLAR is government propaganda meant to “sell” citizens on the concept or emotional rhetoric meant to arouse their ire.  Wading through this information for “facts” was no easy feat – what follows is my interpretation of the information I was able to uncover and the way in which I was able to pull it apart in order to reassemble it for myself.

Technology In the Elementary Classroom
A Semester Four Independent Inquiry, 11(10)

Janet Lokhorst

Students need ubiquitous and reliable access to digital technology; today's networked media is important for information gathering, analysis, communication, and design and problem-solving. Teachers are required to use technology to engage students in critical, creative and complex thinking and to process information in meaningful ways.  However, Plante (2004) found that most teachers possessed the required technical skills to use ICT for administrative purposes such as preparing report cards, taking attendance or recording grades, while few had the necessary pedagogical or technology skills to effectively engage students in using ICT to enhance their learning. As a beginning teacher, this gap between requirements for ICT and teacher skill levels leaves me wondering: What impact does technology have on my teaching beliefs and my approach towards the curriculum?  What kinds of computer applications foster critical thinking?  How do I create a connection between curriculum and technology to design meaningful learning?  I have many questions that need answers so the purpose of this inquiry is to uncover my personal understanding of technology’s role in learning. This inquiry is an opportunity to construct my own meaning for technology integration.

© EGallery 2007

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