FS 2: Learning Episode 4 | Work on my Artifacts, Page 36.

ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school
and away from school) was investigated. Pre- and post-student and parent surveys,
student and parent written comments, and teacher observations were used to record
changes in enthusiasm for learning science during a six-week study period. In this
study, I investigated how the integration of technology into my middle school science
curriculum would impact my students’ enthusiasm for learning science. Enthusiasm for
learning science can be defined as the students’ eagerness to participate in science
activities in the classroom, as well as away from school. My motivation for focusing on
technology was twofold. First, I have had an interest in integrating technology into my
students’ studies of science for some time. Secondly, the funding for technological
equipment and software recently became available. During the 1993–1994 school year,
my school was awarded a $115,000 incentive grant to purchase equipment and
software and to train teachers in the use of this software and technological equipment.
One of the stipulations of the grant was that the equipment and software must be for
student use. According to Calvert (1994), American education is a system searching for
solutions. Our children drop out, fail to sustain interest in learning, and perform below
capacity. Some have argued that television is the culprit. Others have argued that
computers may be the answer. Today’s middle school students have grown up in a
technological world with television, electronic toys, video games, VCRs, cellular phones,
and more. They are accustomed to receiving and processing information through multi-
sensory sources. I wanted to bring technology into my classroom and incorporate it into
my science curriculum using multimedia computer presentations. Barbara ten Brink
(1993) noted, “. . . students look to us [teachers] to prepare them for an increasingly
technological world. Fortunately, with videodiscs, we are meeting the challenge by
delivering curriculums in ways that engage, motivate, and thrill our students.” In this
study my students had an opportunity to use assorted multimedia technology as they
explored a segment of a middle school science curriculum.

FS 2: Learning Episode 5 | Work on my Artifacts, Page 42.

 I often wonder, “what makes a perfect environment for learning?”, “Is there a
perfect environment for conditioning the most efficient learning scenario?”, or “Is it
possible to deliver learning with minimum learning environment conditions?”. These
thoughts wander in me as I contemplate on my idea of a most conducive learning
environment.
But more often than not, I believe that a most conducive environment is where
learners are comfortable to listen and see the teacher and both their classmates without
much distractions. A beach can be a setting for learning, a backyard, an open field, an
open room, on the floor—anywhere can be if so desired. The setting, the background,
the environment might be conducive to learning if it factors comfortability and tranquility.
But in a common classroom scenario, what makes a classroom comfortable in my
opinion is: it is spacious, well ventilated, comfortable chairs and tables / arm-chairs, well
lit, average decibel (dBA - measurement of sound) of sixty (60 dBA), and well equipped
with instructional materials (bulletin board, posters, whiteboards / blackboards, etc.). I
believe that these standards would be the most optimum standard to deliver a
conducive learning environment in a 21st century classroom / modern classroom.
But undeniably, these are merely idealistic and unrealistic standards, since it
requires money and funds to realize. Not all schools and classrooms can implement
these kinds of environments for the learners, making it a far-fetched dream for some.
But surely, if given the chance to become a reality, these things can set up the stage for
the learners to focus primarily on the lesson in itself, than get distracted by the
uncomfortable environment.They won’t clamor and worry too much about the sweat and
heat of a poor ventilated classroom nor squint their eyes due to the poor lighting,
ignoring the text because they cannot see clearly. These are some of the instances
commonly observed if the learning environment is not conducive enough.
I believe that there is no universally accepted standard for a perfect conducive
classroom environment. Especially if not all the schools can meet the standards for it.
There might be a minimum standard for every classroom that attempts conduciveness,
but that might just be a subjective perspective, when different learners have different
styles and opinions on their preferred learning environment. Some might want it noisy,
some want silence, some with music, some want to be alone, some want it with
companions—it is truly dependent on the learners.
So I'd say that my conducive learning environment is dependent on the learners
that I have, I’ll adjust and change according to their needs; finding a common ground.
Whilst meeting the minimum standard of environment to cater their basic needs. And if
given the opportunity, then I shall improve the environment accordingly. That is my
definition of conduciveness definition.

FS 2: Learning Episode 6 | Work on my Artifacts, Page 49.

Describe the Physical Environment:
The physical classroom environment was cool and well ventilated; it lacks
instructional materials like posters, bulletin boards, or educational content pasted on the
walls; it also is packed and tight due to the classroom being small in catering 40-45
students; the classroom is also visible from outside the hallway and vice-versa—which
can also distract the learners when there are passerby; The school also follows proper
health protocols, as such the physical area is safe for the learners.

Describe the Psychological Environment:

Considering the recovering status of the city in regards to the pandemic, where
everyone is slowly transitioning from mask to no mask, the strict health protocols have
become somewhat unnecessary and slowly becoming irrelevant. The ‘classroom pass’
for the learners whenever they go out of the classroom to the hallway and other
premises, seems to be unnecessary and impractical, somewhat unreasonable for their
age. These rules do not contribute to the learning, but might concern the conduciveness
of the school in itself, by how they apply the rules to the learners. In the classroom, the
learners seem to show camaraderie and fellowship among each other, supporting each
other. More in-depth observations are required to fill this section in detail.

Describe the Social Environment:

The learners seem to be very less interactive in the classroom, depending on the
section, one section is quiet, whereas the other is better in participation. They seem to
be cooperative with each other and show genuine friendliness and friendship with each
other, some of them even interact outside of the classroom and of the school—which
shows their good, excellent social interaction. In some cases, there were learners that I
have observed to have no interaction with other learners, where they are can be dubbed
as ‘loners’ because of their individualistic behaviors. It is also observed that some do
not interact outside the classroom. More in-depth observation is needed to verify and
provide more details on the matter, But generally, such is the case for the students.