A big thanks for all the help and support you provided – I want to take some time to say a big thanks for all the help and support you provided me to select the best equipment in order to make the best possible use of the funds available. It is really exceptional that you happily connected with me multiple times even during the weekend and was always motivated to help. Please accept my big thanks for this.
Gurpreet Sidhu | Physics Instructor | University College of North | The Pas, MB
Wireless Spectrometer Big Hit With Students – PASCO’s wireless spectrometer has been utilized very well by our earth science and physical science teachers. It’s an excellent piece of equipment and we have very much enjoyed its addition to enriching our classroom. It definitely brings students to a higher level of understanding wave interaction at a molecular level.
Matt Tumbach | Secondary Instructional Technology Leader | Tommy Douglas Collegiate | Saskatoon, SK
Excellent Smart Cart – I thought the cart was excellent. The quick sampling rate for force will be very useful for momentum and collision labs we do. I’m recommending we include this in our order for next school year.
Reed Jeffrey | Science Department Head | Upper Canada College | Toronto ON
Your lab equipment is of the highest quality and technical support is always there to help. During the 25 years we have used a wide array of lab equipment including computer interfacing. Your Pasco line has a high profile in our lab and will continue to do so far into the future.
Bob Chin | Lab Technician | Kwantlen Polytechnic University | Surrey, BC
Datalogging Activities are Cross-Curricular
Throughout the province of Nova Scotia, PASCO’s probeware technology has been merged with the rollout of the new P-6 curriculum. We chose a number of sensors for use with our project-based activities. Both the functionality and mobility of PASCO’s dataloggers enable students to collect authentic, real-world data, test their hypotheses and build knowledge.
What we find important to a successful implementation and adoption by teachers is showing that the probes are not a ‘standalone technology’. The datalogging activities are very cross-curricular and can incorporate math, english, science, and geography outcomes.
We are excited to learn more about PASCO’s new weather sensor because our students enjoy projects where they can share and compare their data with weather stations from around the world and be part of a global community.
Mark Richards | Technology Integration Consultant | Annapolis Valley R.S.B. | Nova Scotia
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I have been a high school biology and chemistry teacher for almost 30 years. I began my career at Springfield Collegiate, in Oak Bank, Mb. After a short stint in Japan, I returned to teaching science at Dakota and Glenlawn Collegiates in Winnipeg, MB.
My teaching begin at a time when our schools had little in the way of technology, but a lot of energy and interest in doing lab activities. I was so fortunate to learn from many excellent science teachers; adept with the content and wizards in the lab. I’ve acted as a presenter at our Provincial Science Teacher’s Special Area Group, and Technology Groups, using PASCO wireless probes to promote quick and easy labs for grade 9 science to grade 12 bio./chem.
PASCO and AYVA Educational Solutions have provided our school with the tools and technology to do very cool labs we never could have done in the past.
My passion for science and my drive to improve scientific literacy amongst our students (and staff) caused me to embed Argument Driven Inquiry strategies in my labs. Students need to learn how to use disciplinary core ideas, crosscutting concepts, and science and engineering practices to explore or explain the world around them or to solve problems. They also need to develop science specific literacy skills so they can read, write, and speak in the context of science. Inquiry driven labs give students opportunities to learn how to read, write, speak, and listen in science because it makes scientific argumentation the foundation of all laboratory activities.
Without the PASCO probes and their lab suggestions, it is doubtful that what successes we’ve had would have been possible.
I am currently teaching Grade 11 and 12 physics at Streetsville Secondary School in Mississauga.
I have been teaching for over 40 years; 10 in Calgary, and over 30 years in Peel Region.
In Peel (Mississauga), I have taught grades 9 and 10 science, along with grades 11 and 12 physics; part of editing teams for physics resources produced by the Perimeter Institute in Waterloo; presented at STAO; initiated a collaborative inquiry project with two other high schools in Peel, to develop an inquiry approach to kinematics, using wireless sensors from PASCO.
In Calgary, I taught from grades 5 through to 12, and edited the Alberta Junior High School Science Magazine.
– B.Sc. in Physics in Montreal, from Loyola College (now Concordia University)
– M.Sc. Physics from the University of Calgary
– Teaching Certification from University of Calgary
Currently I’m the Head of Science at Sir Winston Churchill C&VI in Thunder Bay, ON. I’ve been teaching Science for 17 years now, and was a Secondary Resource Teacher for Lakehead Public Schools for two of those years. I’ve just recently acquired PASCO probes through a TLLP my colleague and I applied for, which focuses on the integration of technology into instruction and assessment incorporated into problem and inquiry based experiential learning.
I have specialized in problem and inquiry based learning for the last 15 years. Learning is driven by case studies and questions, and units tend to be thematic based vs. strand based ranging from grade 9 science to grade 12 university prep chemistry. I have been focusing on integrating technology into differentiated assessment techniques to meet the needs of specific learners, specifically assessing students in lab activities explaining their thinking and demonstrating laboratory skills. This is the focus of the TLLP I’m working on which is why I’ve been integrating the use of scientific probe technology into the learning activities. I recently presented at STAO 2017, here’s a link to the presentation. I have also authored an essay in the 2010 NSTA publication, Exemplary Science for Resolving Societal Challenges titled Issues based Learning and Inquiry in Environmental Science.
I’ve tried to connect students to real world learning through all my classes, through authentic activities and local partnerships. We’ve studied local rivers, fens and forests, and developed multiple national level science fair participants at my school. I am currently developing a long-term study for science, math and geography students to take part in with a local First Nations community to monitor the effects of climate change on the sugar maple stand they produce syrup from. Student will engage in their own inquiries that develop scientific skills of data collection, research and reporting as well as an understanding for Indigenous ways of learning and managing the environment.
I have been teaching high school science/biology for almost 20 years. I started teaching in Bulgaria for two years, then taught in Ontario in Pickering, Clinton, St. Mary’s and Goderich. My board (Avon Maitland District School Board) went iPad 1:1 a few years ago so tech has been a focus for us.
I attended STAO (Science Teachers Association of Ontario) a few years ago and got excited about TLLP (Teacher Leadership and Learning Partnership). Our TLLP was PASCO sensor focused and I enjoyed seeing what new explorations I could do with my students using sensors – the data just keeps giving us new questions and students feel professional using the technology. I was also involved in NPDL (New Pedagogies for Deep Learning) last year (and again this year) and leveraging digital is always a cornerstone of that work. Last year my students did “Science Goes Public” projects where they made videos/websites or even interviewed on local TV about their topic.
I feel strongly that students need to take their learning public and begin to create their digital presence while learning digital literacy.
I’m currently working on developing relationships with outside experts, community groups (retirement homes, elementary schools, local conservation authorities, …), etc. to give more meaning to our learning.
Profession: Intermediate School Teacher, Bayview Middle School, Toronto District School Board
As a science and technology teacher for over 10 years, I have learned that adapting to our new tech-savvy youth is essential if educators are to effectively engage students and student learning in the 21st century classroom. With experience in five school boards across Canada, I am constantly learning from my diverse student body and creative teacher colleagues to develop hands-on, relevant, innovative and exciting programs.
In recent years, I have actively participated in a number of technology and STEAM focused initiatives. Most recently I volunteered as a Digital Lead Learner (DLL) with Toronto District School Board to build capacity and enable educators to integrate technology and technology tools into their educational programming. I have also written a number of pedagogical documents to support educators deliver curriculum in their classrooms. Most recently, I authored a document focusing on the use of PASCO Heat Probes to collect real time data for a transdisciplinary STEAM project for grade 7 students for STAO (Science Teachers Association of Ontario).
As students continue to develop global connections and understandings about the world around us, I will focus on developing lessons and sharing educational tools with colleagues to support global competencies and relevant skill sets among our youth through engaging learning opportunities. I am excited to be a member of the PASCO Champions Team.
I spent the first 10 years of my teaching career as a high school science, math and technology teacher. During this time I became interested in using authentic problems to enhance student learning. I was asked to be part of a curriculum design team and wrote the Multimedia 12 and Computer Programming 12 curriculum documents for the province of Nova Scotia.
After stints as a high school Vice Principal and Project lead for the Powerschool roll out in the province, I took on the role of Consultant of Technology Integration for my school board. In this capacity I have been part of some very exciting technology projects including the introduction of probe ware into our elementary and middle schools. The four C’s of 21st Century Learning, Creativity, Communication, Critical Thinking and Collaboration, are a focus these days and I am excited to be a part of the PASCO Champions team.
I started teaching six years ago and was bounced around from school to school for the first 4 years. Holding a degree in Biology, I assumed I would be teaching Secondary Biology. My first year I taught Chemistry, second year math, and in the third year I became the only senior Physics teacher at my high school. My fourth year I finally got to teach Biology and ended up hating it… Physics was so much more fun to me.
I have been at Fraser Heights Secondary for two years now teaching physics. This past year, I became a member of the teaching team of the Integrated Math and Science Academy at our school. I am responsible for teaching Physics 11 and 12 as well as some AP physics starting next year.
This past year has been about connecting students to physics applications by using various new lab equipment. In the future I am looking to engage students in open inquiry where they can meaningfully connect their learning to the world around them.
I’ve been teaching physics, math and science for 19 years in a small town called Mission, BC. For most of my career I’ve been using equipment from the 1960s. I was the first person in my district to start using a Smart Board and then started getting into sensors about 10 years ago. Since then I’ve cobbled together whatever I can to give my students access to something from the current century. I believe that technology has a place in the classroom as a tool to further the learning. Using the new PASCO equipment we can do labs 100 times a class and the discussion becomes more in-depth. Why did they choose the data set they are using? What makes that data “better”? Can you replicate the graph on the board using the equipment. It allows for more actual science than just content memorization.
As I deepen my understanding of the equipment and its uses, I’ve been teaching the other members of my department and other teachers in the district. I’m not an expert yet but I’m working on it.
‘I have been exploring various avenues that allow students to connect with their peers around Canada as well as globally
I taught for five years at Central Technical School in Toronto at the beginning of my career which was a perfect launching pad to learn how to actively integrate technology into my daily teaching regimen.
I have been involved with a number of Virtual Education programs including the Peel DSB’s Virtual school, Toronto DSB’s Virtual school and E-learning Ontario. I was then fortunate to be an early pioneer outside the classroom leading teachers in their instructional technology and blended learning journey as a central Resource Teacher. After a short stint as the cross-curricular head of Instructional Technology at Heart Lake Secondary School, I returned to a Science Curricular Lead role at Peel District School Board’s newest school, David Suzuki Secondary School. This school combines an environmental theme with the latest in educational technology to create an incredible facility for teaching and learning.
Over the past few years, I have been exploring various avenues that allow students to connect with their peers around Canada as well as globally. Through engaging student centred strategies, 21st-century learning opportunities and I have been able to enjoy facilitating authentic connections integrating the nature of science with my students’ studies.’
“Soon, our students will become producers of content rather than simply consumers of content.”
I began my career teaching grades 8 to 10 Science in the Anglophone East School District. It is during this time that my students and I created an online science show called Down 2 A Science. This online platform was an effort to provide a better understanding of science concepts to students around the world. It was during this time that I realized that conventional teaching techniques were a thing of the past.
Over the past few years, I took on the role of Technology Mentor for the district, and more recently as the Educational Support Teacher for STEM supporting K to 12 in our 37 schools, a role that focuses on what I had been practicing in my classroom for so many years, that in order to make learning memorable, you must make it personal. In this role I continue my efforts to promote and share various teaching strategies and tools through professional learning sessions as well as online tutorial videos shared on our district iTunes Courses as well as through blogs and social media.
In 2017, I was named an Apple Distinguished Educator and have been fortunate enough to present at conferences both locally and around the world, sharing my passion for embedding technology into classrooms.
I have dedicated my teaching career to encouraging students to follow their passion. This has led me to implement an annual district event known as the STEM East Expo where hundreds of students showcase projects focusing on their personal interests while solving a problem.
My focus as a professional in the education system has always been to provide opportunities for our students to learn through exploration, using real world tools and applications, instead of merely being receivers of the information. Soon, our students will become producers of content rather than simply consumers of content.
Enriched by an international experience in France, New York and Sydney, Cigdem has decided to settle in Canada. Cigdem is a French native and has more than 8 years of experience in sales and customer service. You can contact her for any request you might have, she will be glad to assist you in French or in English.
Bill has had a very distinguished career in science and technology education. In addition to his 30 plus years as a classroom teacher, where he was a pioneer and a passionate proponent of probe technology, Bill served as president of STAO and OPTA, co-authored a physics textbook, and was the transcript writer for TVO’s Concepts in Science Series. Bill has been a PASCO Technology Educator for 25 years and is excited to demonstrate the new wireless sensors in person or via webinar.
Craig has nearly 3 decades of experience in promoting and supporting instructional technologies in the classroom. Over his career Craig has facilitated hundreds of training sessions across the United States and Canada. Craig has made it his missions to acquaint himself with the provincial curricula at all grade levels. Ask Craig how you can better support your teaching outcomes.
Ashraf holds a B.Sc. in Engineering; he has 12 years of experience in the Middle East and Canada. Ashraf is located in Surrey, BC and managing the western region. Contact Ashraf, and you will find him a friendly person who is passionate to help you make the right choice.
Fazal holds a industrial engineering degree and has 15 + years of experience in the Middle East and Asia in the field of industrial automation and didactic equipment. Throughout his tenure with AYVA, Fazal has extensively promoted post secondary solutions throughout Ontario. Fazal’s specialty is setting up state of art engineering laboratories, he would be happy to assist you on any of your new lab needs.
Originally from France, Quentin is fully bilingual, and now calls Canada home. Over the past 4 years Quentin has traveled extensively from coast-to coast meeting and supporting science educators in both French and English. Quentin has received in-depth training on PASCO, TecQuipment, NI and our other equipment ranges and would welcome the opportunity to assist you with a customized needs assessment.
Annie recently graduated with a Bachelors of Commerce from Queen’s University. She is excited to launch her professional career as part of the AYVA team, and will be glad to assist customers and suppliers in any way that she can.
Rhonda has close to 20 years of experience in-house marketing. She has a degree in Marketing coupled with a diploma in Graphic Design. She is a go-to resource for all things marketing.
Sara leverages her Economics and MBA background to examine the education market and to keep AYVA fully abreast of trends, strategies and market intelligence. Her acute focus on research, analysis and insights allows AYVA to provide superior customer service and ongoing support.
Brad offers a unique background combining legal, consultative and senior leadership roles. At AYVA, he helps to ensure the daily operations of the company run smoothly and that the AYVA team is well equipped to exceed all customer requests and expectations.