Using Educational Technology in Elementary Math Curriculum
Jennifer Dennis
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In 2009, it was estimated that about 12% of Americas high
schools have become drop-out factories... (Therefore,) developing
new measures for good teaching in the digital age and installing
new systems of preparationfor those who teach are important.
-Barnett Berry (2011). Teaching 2030 (p. 13).
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Kim, Gendron, Toro, and Fairborn (2011) found that students who
had lower levels of school enjoyment, lower emphasis placed on
(math) grades, and those with peers who place a lower emphasis on
school were more likely to drop out of school. Windsorct.org
Crazytownblog.com
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NAEP Math 2011 4 th Grade Report
http://nationsreportcard.gov/math_2011/
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NAEP Math 2011 8 th Grade Report
http://nationsreportcard.gov/math_2011/
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My Thinking Process Students are dropping out of High School
Why??? Because they arent performing well in math Why arent
students succeeding in math?
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Marc Prensky (2006) quotes Dr. Bruce Berry of Baylor College of
Medicine: Different kinds of experiences lead to different brain
structures. So what experiences have our students gone through that
we didnt while growing up?
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Digital Natives crave interactivity they expect an immediate
response to their each and every action. Traditional school
provides very little of this. Marc Prensky (2006)
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My Questions Main Question How are second grade students
attitudes of mathematics affected by technology integrated
curriculum? Sub Questions 1.How are teachers practices effected by
technology integration standards? 2.How does technology integration
affect the students engagement levels?
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Site and Participants The school is in a college town There are
24 children in the classroom The kids are ages 7 and 8 The teacher
holds a masters degree in education and has taught for 4 years The
teacher is the lead teacher for second grade The majority of the
class is labeled as on grade level
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The Classroom
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The White Board
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TEKS (Standards) written on the board
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Math Charts are posted for easy reference viewing
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Computer/Technology Corner
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Technology Available In The Classroom 2 student computers 2
headphones 1 teacher laptop 1 document camera 1 Promethean Board 1
ceiling-hung projector
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Issues With Technology The 2 student computers were mainly used
for a reading program. Reading program schedule must be followed.
Document Camera AND Promethean Board attached to student computer.
Computer Lab difficult to get into and must sign up weeks in
advance. One set of headphones doesnt work all the time. Student
computers loud (fan dying) and very slow.
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Activities Completed Observations of the classroom Assisted the
teacher with finding technology ideas for curricular use Videos
Websites Games Activities with technology integrated Created a math
technology game for the students to play Met with students to find
out their opinions on various lessons and curricular
activities.
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Math Game: Jeopardy
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Articles, Books, and Websites Bauerlin, M. (2008). The Dumbest
Generation: How The Digital Age Stupefies Young Americans And
Jeopardizes Our Future [Or, Dont Trust Anyone Under 30]. London,
England: Penguin Books. Berry, B. (2011). Teaching 2030: What We
Must Do for Our Students and Our Public School Now and in the
Future. New York City, New York: Teachers College Press. Dawson, K.
(2006). Teacher Inquiry: A Vehicle to Merge Prospective Teachers'
Experience and Reflection during Curriculum-Based,
Technology-Enhanced Field Experiences. Journal Of Research On
Technology In Education, 38(3), 265-292. Harris, J., Mishra, P.,
& Koehler, M. (2009). Teachers' Technological Pedagogical
Content Knowledge and Learning Activity Types: Curriculum-Based
Technology Integration Reframed. Journal Of Research On Technology
In Education, 41(4), 393-416. Herron, J. (2010). Implementation of
Technology in an Elementary Mathematics Lesson: The Experiences of
Pre-Service Teachers at One University. SRATE Journal, 19(1),
22-29. Kim, T., Gendron, B., Toro, R., & Fairborn, S. (2011).
Individual, Peer, and School Effects on Math Achievement and High
School Dropout. Journal Of Emerging Trends In Educational Research
& Policy Studies, 2(4), 256-260. Means, B. (2010). Technology
and Education Change: Focus on Student Learning. Journal Of
Research On Technology In Education, 42(3), 285-307. NAEP
Mathematics 2011. (2011). Retrieved April 17, 2012, from
http://nationsreportcard.gov/math_2011/ Prensky, M. (2006). Dont
Bother Me Mom Im Learning! St. Paul, Minnesota: Paragon House.
Wehrli, B. (2009). Technology as a Fence and a Bridge. Horace,
25(1).
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Dawson (2006) 5 year study following pre-service teachers into
being a teacher Reflective journals written weekly about their
feelings towards the technology integrated curriculum
"...technology use did not bring about fundamental changes in
instruction but instead either replaced, improved, or extended
traditional instruction" (Discussion section, page 285). "teacher
inquiry should be explored as a strategy to help prospective
teachers in the process of learning to become effective
technology-using teachers" (Conclusion section, page 288).
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Harris, Mishra, & Koehler (2009) technology integration is
usually focused on the training of how to use the technology
instead of focusing on curriculum and pedagogy stress the
importance for a reform in technology integration techniques
Request a tool to help reform tech-integration called TPACK
(technology, pedagogical, and curriculum knowledge).
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Herron (2009) qualitative study on 125 pre-service teachers
These future teachers were required to teach a math course that
integrated technology into the curriculum. Purpose: to gain insight
on the pre-service teachers feelings towards the integration of
technology during math instruction. Struggles: caught off guard by
the different assortments of technology available that they had not
been trained on. Could not rely on technology because of its
unpredictability of usage. Computers horribly slow Some students
had no computer skills
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Kim, Gendron, Toro, and Fairborn (2011) 8,531 respondents
Studied different influences on an individual to see what causes
drop outs The most robust predictor in our study of high school
dropout was peer dropout. (General Conclusion, p. 258)
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Means (2010) went to several schools and conducted surveys and
interviews with teachers, principals, and technology leaders. Seven
different types of software were provided to the schools for their
use and integration into their curriculum. The data was separated
between high gain and low gain schools. All high gain school
principals supported technology integration while most low gain
principals did not.
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Wehrli (2009) laptop being both a fence and a bridge; negative
(fence) and a positive (bridge) tool in learning. explains that
educators need to see that technology should be integrated into
schools yet with precision and care, so not to overrun and replace
the irreplaceable teacher.
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Project: Observations Mainly used white board at first Student
Centered: high engagement Direct Teach: low engagement Slowly began
using technology such as the document camera Students excited when
they could write on it; bored when not their turn. Showed math
videos Engagement high
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Use of worksheets in every lesson observed When asked a little
over half the students exclaimed that they didnt mind the
worksheets and half of that group said they enjoyed the worksheets.
Children talked to me about their love of videogames and technology
at home. Students would explain to me how math was fun when they
were the ones writing on the board or on the document camera. Math
Videos were engaging but after around the 10 minute mark students
began to zone out.
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Technology Search I met with the teacher before class every day
I was there and I attended a planning day. I searched through books
that I have read during my graduate classes for Ed. Tech. I would
look through the web for free easy-to- use, on grade-level math
activities.
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Sites I Found That I Liked
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Integrating Technology Taking the knowledge that I gained from
the students about how they enjoy video games and taking into
account that the teacher was having difficulty integrating
technology regularly into her schedule, I decided to focus on
creating enriching game activities for classroom math use.
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Why Games? Taken from Marc Prenskys Dont Bother Me Mom Im
Learning! When I watch children playing video games at home or in
the arcades, I am impressed with the energy and enthusiasm they
devote to the task. Why cant we get the same devotion to school
lessons as people naturally apply to the things that interest them?
Donald Norman, Author and Educator
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The results? The students were highly engaged and eager to play
again even asking the following week if we could once again
play.
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My Findings Traditional Teaching (teaching without technology)
can keep students engaged if its meaningful and exciting for them.
The integration of technology into lessons can be thrilling and
lead to great engagement and conversation, if the technology isnt
such in a direct teach manner.
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Meaning? A mixed approach of using both traditional and
technology-integrated curriculum is a great way to peak and keep
students interested; however, no matter what, the lesson has to be
meaningful, exciting, and student-centered not teacher
centered.
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Goal 1 Develop leadership in promoting a friendly teaching
environment that supports growth and learning. I wasnt the teacher,
however, I was placed into a leadership role by conducting this
project. I made sure to stimulate a friendly yet teacher-like
disposition in the classroom by learning the teachers and students
names and talking to them on a regular basis. I explained to the
teacher and the students that I was there to learn from them; and I
constantly reminded them how grateful I was for allowing me into
their classroom. I made sure to always take everyone into
consideration and to know when not to try to be the leader of the
classroom since I wasnt the classroom teacher.
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Goal 2 Integrate developmentally appropriate practice
perspectives into teaching methods When looking for lessons I took
into consideration not only what the students were interested in,
but also what level they were at and what knowledge I wanted them
to gain or to spiral over. I made sure to not do this by myself
because I wanted others opinions: the classroom teacher, the fellow
second grade teachers, and other educators who I happen to know
personally. I also would review the TEKS (standards) to make sure
that the lesson were DAP (developmentally appropriate practices).
After that I would pitch the lesson or activity to the teacher,
half the time it would be shot down for not being on target and I
learned quickly how to be OK with that.
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Goal 3 Foster development of attitudes and dispositions to
uphold the values related to equity and access. I opened my mind to
learn from others and their experiences. I wanted to learn and gain
knowledge about the teacher and what the educator needs to be
successful in assisting our students in gaining math knowledge
either through technology or through traditional styles. I wanted
to learn via the students by talking to them, hearing what
interests them, and what is a total waste of an educators time (and
money). At the end I did share my findings with the students and
teacher, so I left with a win- win solution for all where everyone
had learned and prospered from this project.
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Goal 4 Experience guiding programs designed to form
collaborations among schools, families, and communities. At the
beginning of my project I sent a note home explaining what I was
doing and who I was, then at the end I sent another explaining my
findings and expressing my gratitude of allowing me the chance to
conduct this project. Lastly, Im presenting this to you and am
attempting to get this project published so that it will reach
other educators as well.
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How are your teacher practices affected by your project? I will
start being more careful about HOW I use technology I will start
being more reflective on how my students are responding to my
lessons I am going to start the open dialogue that Freire discussed
in his research to foster a more open relationship where I learn
from the students, families, and the community I will conduct more
research in my own classroom to further my knowledge of education
and educational practices
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Questions or comments? Jennifer Dennis Grad Student: Texas
State University San Marcos, Texas [email protected]