Teaching With Technology and Inquiry: An Open Course For Teachers

Instructors from worlds of research and practice will engage you in design-oriented collaborative activities focused on K-12 STEAM+ learning.
This course is archived
Estimated 6 weeks
3–5 hours per week
Self-paced
Progress at your own speed

About this course

Skip About this course
INQ101x is designed with K-12 teachers in mind. Teacher candidates, higher education instructors, and other educators may also find it relevant. In six weeks, we discuss some of the major themes and challenges of integrating inquiry and technology as a community of practitioners. We collect and share resources and exchange ideas about what works for specific topics and age groups.

At a glance

  • Institution: University_of_TorontoX
  • Subject: Social Sciences
  • Level: Intermediate
  • Prerequisites:
    Some knowledge of STEAM (Science, Technology, Engineering, Arts and Mathematics) topics and learning technologies, as well as some prior teaching experience, are recommended but not required.
  • Language: English

What you'll learn

Skip What you'll learn
  • Research-informed, design-oriented approach to teaching with technology and inquiry
  • Knowledge of important themes in lesson design, enactment, and student learning
  • Identify affordances of various technologies for teaching/learning

In Week 0 we get to know each other and learn about the course.

Week 1: Inquiry and student-centred pedagogy

  • We review dominant inquiry frameworks and examine general themes in technology integration in teaching and learning. We follow the process of a technology-integrated inquiry-based science lesson design.

Week 2: Designing Activities and Assessments

  • We examine opportunities and challenges in designing technology integration in teaching and learning. A physics teacher reflects on assessment design in relation to the learning outcomes of a technology-integrated inquiry lesson.

Week 3: Collaborative learning

  • Research and practice show barriers to engaging students in collaborative learning activities. We review challenges of designing for collaboration and examine design approaches to promote student engagement. A visual arts teacher explains his online collaborative critique lesson design

Week 4: Handheld/mobile devices

  • We review various forms of handheld devices and examine where in lesson design and implementation can these devices be integrated. A biology teacher reflects on the design and implementation of a lesson that uses a mobile app.

Week 5: Knowledge co-constriction

  • We examine design factors in promoting student-contributed knowledge. A math teacher and researcher share their collaborative experience in designing a statistics lesson that emphasizes knowledge co-construction.

Week 6: Inquiry Enactment

  • We discuss challenges of classroom management and student engagement in technology enhanced/integrated learning and examine strategies to overcome such challenges. Teachers who shared their lesson design reflect on challenges they faced and decisions they made accordingly.

About the instructors