If we teach today the way we were taught yesterday we aren't preparing students for today or tomorrow.
A Vision of K-12 Students Today
Identify ways of enhancing mathematics instruction through the use of technologyMeasurable Objective
Technology Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning.
The Technology Principle
Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning.
Role of the TeacherTeacher decides how technology will be utilized
RepresentationsPicturesTablesGraphsSymbolsDisplays~ NCTM, 2000
How does technology enhance mathematics instruction?Whole class instructionIndividual students
Technology To live, learn, and work successfully in an increasingly complex and information-rich society, students must be able to use technology effectively.~NCTM, 2005
Capable information technology users. Information seekers, analyzers, and evaluators. Problem solvers and decision makers. Creative and effective users of productivity tools. Communicators, collaborators, publishers, and producers. Informed, responsible, and contributing citizens.~ (NETS, 2004)Within an effective educational setting, technology can enable students to become:
Think-Pair-ShareWhat technology and instructional websites do you currently use to assist your students with:fluency and learning of basic facts?problem solving?
Instructional SoftwareResearch shows positive effects throughDrill and practice tutorialsComputer programming
Digital NativesSchools are stuck in the 20th century. Students have rushed into the 21st. How can schools catch up and provide students with a relevant education?~Prensky, 2005
Knowledge of the Teacher
~ Prensky, 2005
Digital Natives (Students)Digital Immigrants (Teachers)Multiple multimedia information sources rapidlySlow controlled information release, limited sourcesParallel process & multi-taskSingular process and single or limited taskProcessing orderPicture, Video & SoundTextProcessing orderTextPicture, Video & SoundRandom access to interactive mediaLinear, logical sequential accessInteract/network simultaneously to manyInteract/network simultaneously to fewComfortable in virtual and real spacesComfortable in real spacesPrefer interactive/network approach to workPrefer students to work independentlyJust in time learnersJust in case learnersInstant access, rewards & gratificationDelayed/differed access, rewards & gratificationLearning is relevant, instantly useful and funLearning is to teach to the curriculum guide and standardized tests
Questions to considerHow do you incorporate the use of technology in your mathematics classroom? What evidence have you seen that technology deepens students mathematical understanding? How have your instructional design and the teaching of lessons changed because of technology?
If this tool doesnt dramatically change the way we teach mathematics and the mathematics we teach, then we must seriously question our professional integrity.
~Frank Demana, Ohio State University professor, 1995
More questions to considerHow has technology enabled collaboration with teachers of other subjects (for example, using data collected in a science class to further a mathematics exploration or using population and demographic information related to a social studies class as a basis for mathematical discourse)? How do you use technology with special needs students? With ELL students? How do you integrate the use of technology into your assessment tasks?
Use of Graphing CalculatorsResearch shows that schools where students have a personal graphing calculator for useoutside of class and for homework tend to report higher achievement.
Car and Motorcycle Problemx = motorcycles y = cars
Other Calculator Keystrokes
Texas InstrumentsTaken from: http://education.ti.com/educationportal/sites/US/sectionHome/classroomactivities.html
Animation Calculators (including fraction, graphing, and scientific calculators) Software (including, but not limited to, interactive geometry software, dynamic algebra software, and/or dynamic data analysis software) Environmental probes Electronic testing devices Data collection devices Global positioning systems Examples of the kinds of technology and classroom applications that are available:WebQuests Videostreaming Applets Podcasts Personal digital assistants Interactive online learning, including simulations Web pages and blogs Digital cameras Document cameras Electronic white boards Spreadsheets
Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving head as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.
~Don Knezek, ISTE CEO, 2008
"What students should know and be able to do to learn effectively and live productively in an increasingly digital world
Creativity and InnovationCommunication and CollaborationResearch and Information FluencyCritical Thinking, Problem Solving, and Decision MakingDigital CitizenshipTechnology Operations and Concepts~ ISTE, 2008
The International Society for Technology in Education (ISTE)-National Educational Technology Standards (NETST) and Performance Indicators for Teachers1. Facilitate and Inspire Student Learning and Creativity2. Design and Develop Digital-Age Learning Experiences and Assessments3. Model Digital-Age Work and Learning4. Promote and Model Digital Citizenship and Responsibility5. Engage in Professional Growth and Leadership~ ISTE, 2008
ReferencesBerkas, N. & Pattison, C. (2007). Technology: the unused possibilities. NCTM Bulletin.
Glencoe (2008). Online mathematics learning centers. Located at: http://www.glencoe.com/sites/florida/student/mathematics/index.html
International Society for Technology in Education (2008). National Educational Technology Standards. Located at: http://www.iste.org/AM/Template.cfm?Section=NETS.
National Center for Educational Statistics. (2004). The condition of education 2004 in brief. Located at: http://nces.ed.gov/pubs2006/2006071.pdf
National Council of Teachers of Mathematics. (2000). Principles & Standards for School Mathematics.
National Council of Teachers of Mathematics (2008). Illuminations. Located at: http://illuminations.nctm.org/ National Library of Virtual Manipulatives (1999). Located at: http://nlvm.usu.edu/en/nav/vLibrary.html
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63:4, 8-13.
Do: Have quote projected while participants are locating their tables/seats (before professional development begins). Introduce the technology section. Have participants discuss how they perceive the change of instruction from when they were students in school until now.*Do:Show video, A Vision of K-12 Students Today
Materials:Video- A Vision of K-12 Students Today*Do:Refer to Measurable Objectives for this section.*Presenter Notes:Students can develop deeper understanding of mathematics with the appropriate use of technology. Technology can help support investigation by students in every area of under mathematics and allow them to focus on decision making, reflection, reasoning, and problem solving. The existence, versatility, and power of technology make it possible and necessary to reexamine what mathematics students should learn as well as how they can best learn it.(NCTM, 2000)*Presenter Notes: Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes. Students can learn more mathematics more deeply with the appropriate and responsible use of technology. They can make and test conjectures. They can work at higher levels of generalization or abstraction. In the mathematics classrooms envisioned in Principles and Standards, every student has access to technology to facilitate his or her mathematics learning.Technology also offers options for students with special needs. Some students may benefit from the more constrained and engaging task situations possible with computers. Students with physical challenges can become much more engaged in mathematics using special technologies.(NCTM, 2000)
*Presenter Notes:Technology cannot replace the mathematics teacher, nor can it be used as a replacement for basic understandings and intuitions. The teacher must make prudent decisions about when and how to use technology and should ensure that the technology is enhancing students' mathematical thinking.
*Presenter Notes:Mathematical ideas can be represented in a variety of ways: pictures, concrete materials, tables, graphs, number and letter symbols, spreadsheet displays, and so on. The ways in which mathematical ideas are represented is fundamental to how people understand and use those ideas. Many of the representations we now take for granted are the result of a process of cultural refinement place over many years. When students gain access to mathematical representations and the ideas they express and when the