What is the first thought that crosses your mind when you hear the term “technology”? For most people, computers or other electronic media pops into their minds. Throughout the evolution of technology in the classroom, the electronic media has grown the most. However, if we examine the true definition of technology, we will learn that technology is not limited to just something that is in electronic format.
As an expert in computer technology, I am among the first in my school to use resources such as SMART Boards, CPS Responders, computer labs and mobile carts, and graphing calculators. All of these resources benefit students as they are learning Mathematics. However, I was not using algebra tiles, rulers, protractors, and compasses until this school year. I always considered those tools outdated and obsolete. As I attended a summer training sponsored by my school district, I understood the importance of using hands on materials outside of technology, and I now incorporate those tools into my lessons.
Technology is defined by Dictionary.com as “the specific methods, materials, and devices used to solve practical problems.” Here, the emphasis is on problem solving. In the school setting, tools that help students solve problems are considered technology. Thus, manipulatives are the oldest technology in the classroom, yet it remains the most relevant technology for student achievement. Yes, a lot of the manipulatives can be converted to electronic format, but we still have some students who prefer to touch and deal with the original. As a matter of fact, this opens the door to differentiation. Give some students physical manipulatives while giving others virtual ones. This will ensure all students are engaged.
So, whether we use the latest electronic technology or some of the oldest form of technology, students are the ones that will benefit in the end when they have increased understanding of a topic.
Wednesday, April 21, 2010
Thursday, March 18, 2010
Podcasting: Can We Make it Happen in Our Classrooms?
In the 20th century, people had to set their schedule around the television shows or radio programs. If someone wanted to watch a program, then the person would have to tune into the correct channel at the designated time. Otherwise, the person would miss the show. Later in the 20th century, VCR’s and DVD Recorders came onto the scene, which allowed people to record their favorite television shows and watch the programs at convenient times. In the 21st century, DVR’s are now popular. DVR’s share the same benefits of VCR’s and DVD recorders, but the user does not need recordable media. All the programs are stored on the unit, and the programs are accessible at the user’s convenience. Recently, cable companies have unveiled the latest in convenience for television viewers called “on demand.” With on demand people can watch many programs on their own schedule by choosing the program to view. Now, people do not have to worry about missing any of their favorite TV shows.
Podcasting is Web 2.0’s version of on demand. Lots of shows are recorded by different companies and different people, which are available for listening or viewing on demand. Many of the shows are entertaining, but many of them are educational. By doing a Google search, teachers and students can find lots of instructional podcasts related to almost any lesson. Those podcasts provide supplemental instruction for students who are struggling with a concept. The student can control the pace of the lesson using the traditional fast forward, rewind, pause, and skip buttons on the media player. At the school level, the podcasts are viewed on the computers, but some schools are beginning to allow students to use iPods and mp3 players to view them. Those same podcasts are accessible at home or at a public library through an Internet connection.
Now, suppose a podcast for a particular topic does not exist. The teacher or the student could then create a podcast, and host it either on the school’s server or a third party’s server. The teacher could create a podcast by recording the lesson during class time or record sample problems during planning time. Due to the length of time editing a podcast, I would strongly recommend teachers within the same department work together and decide which teacher would create podcasts for each lesson. Every teacher should not record a podcast on the same topic because that would create way too much work for each individual teacher. The podcasts do not have to be very long; they should be just long enough for the student to understand the topic. Making a podcast too long will cause students to become bored and stop listening to the program.
A podcast could also be used to assess student understanding. The student would have to have understanding of the topic in order to present the information in a creative way through a podcast. Now the most difficult part of getting students to do podcasts is the training. Expect to spend several class sessions going over how to create podcasts. Now, before you start having students create podcast, you better make sure you know how to create one yourself, or the assignment will not go so well with your students. Once the students understand how to create a podcast, then you can guide them and have them showcase their work. You could even use their work as a resource for next year’s students depending on the quality of the podcast.
Podcasting is something that needs to occur in the 21st century classroom. Students need to have access to information on demand. They need to have control over the pace of learning, and podcasting allows students to address this need. If a teacher is new to podcasting, I would suggest the teacher finding websites for good instructional podcasts and sharing them with the students. If the teacher becomes comfortable with podcasts, then he or she could create some podcasts or have students create their own. Overall, if podcasts are used in the classroom, student achievement will rise.
Podcasting is Web 2.0’s version of on demand. Lots of shows are recorded by different companies and different people, which are available for listening or viewing on demand. Many of the shows are entertaining, but many of them are educational. By doing a Google search, teachers and students can find lots of instructional podcasts related to almost any lesson. Those podcasts provide supplemental instruction for students who are struggling with a concept. The student can control the pace of the lesson using the traditional fast forward, rewind, pause, and skip buttons on the media player. At the school level, the podcasts are viewed on the computers, but some schools are beginning to allow students to use iPods and mp3 players to view them. Those same podcasts are accessible at home or at a public library through an Internet connection.
Now, suppose a podcast for a particular topic does not exist. The teacher or the student could then create a podcast, and host it either on the school’s server or a third party’s server. The teacher could create a podcast by recording the lesson during class time or record sample problems during planning time. Due to the length of time editing a podcast, I would strongly recommend teachers within the same department work together and decide which teacher would create podcasts for each lesson. Every teacher should not record a podcast on the same topic because that would create way too much work for each individual teacher. The podcasts do not have to be very long; they should be just long enough for the student to understand the topic. Making a podcast too long will cause students to become bored and stop listening to the program.
A podcast could also be used to assess student understanding. The student would have to have understanding of the topic in order to present the information in a creative way through a podcast. Now the most difficult part of getting students to do podcasts is the training. Expect to spend several class sessions going over how to create podcasts. Now, before you start having students create podcast, you better make sure you know how to create one yourself, or the assignment will not go so well with your students. Once the students understand how to create a podcast, then you can guide them and have them showcase their work. You could even use their work as a resource for next year’s students depending on the quality of the podcast.
Podcasting is something that needs to occur in the 21st century classroom. Students need to have access to information on demand. They need to have control over the pace of learning, and podcasting allows students to address this need. If a teacher is new to podcasting, I would suggest the teacher finding websites for good instructional podcasts and sharing them with the students. If the teacher becomes comfortable with podcasts, then he or she could create some podcasts or have students create their own. Overall, if podcasts are used in the classroom, student achievement will rise.
Thursday, March 4, 2010
When Technology Lessons Go Wrong
Today’s students have access to different types of technology to enhance their learning. When students are familiar with the technology, the lessons flow very smoothly. When students have no clue on how to use the technology, then the teacher is in great trouble.
In the K-12 classroom, idle time is deadly for a teacher. When students cannot figure out how to operate the technology, then they will find something else to do. Often, it is something that the teacher does not desire. For example, students who can’t do a task will often strike up conversations with their peers. Some students may even become disruptive. Then the students end up suffering unnecessarily because the teacher gave them a task that they cannot do.
When I was trying to teach students to use Cabri Jr. last week, I believed they would catch on quickly, so I didn’t plan a detailed lesson on using the application. The results were not pretty. Many of the students didn’t understand what I was explaining or what I expected. I was trying to go over all the features of Cabri Jr. in one class period. This was way too much for most of my students. A lot of them were off task and doing things I did not desire. This was a situation when a technology lesson went wrong.
Had I focused on a few features of Cabri Jr. at a time, then I would have kept my students, and they all would have been engaged. I was so excited about using Cabri Jr. in the classroom that I wanted my students to immediately benefit from using the application. Sometimes, patience is the key. Learn the application fully and know it inside and out before you try to teach the program. Don’t use a program for just a few days and expect to teach it to your students. Remember, you didn’t learn your content in a few days; it took years of study and practice. Now I’m not saying you should have to use a program for years before you teach it to your students, but you need to be very familiar with the program before bringing it into your classroom
In the K-12 classroom, idle time is deadly for a teacher. When students cannot figure out how to operate the technology, then they will find something else to do. Often, it is something that the teacher does not desire. For example, students who can’t do a task will often strike up conversations with their peers. Some students may even become disruptive. Then the students end up suffering unnecessarily because the teacher gave them a task that they cannot do.
When I was trying to teach students to use Cabri Jr. last week, I believed they would catch on quickly, so I didn’t plan a detailed lesson on using the application. The results were not pretty. Many of the students didn’t understand what I was explaining or what I expected. I was trying to go over all the features of Cabri Jr. in one class period. This was way too much for most of my students. A lot of them were off task and doing things I did not desire. This was a situation when a technology lesson went wrong.
Had I focused on a few features of Cabri Jr. at a time, then I would have kept my students, and they all would have been engaged. I was so excited about using Cabri Jr. in the classroom that I wanted my students to immediately benefit from using the application. Sometimes, patience is the key. Learn the application fully and know it inside and out before you try to teach the program. Don’t use a program for just a few days and expect to teach it to your students. Remember, you didn’t learn your content in a few days; it took years of study and practice. Now I’m not saying you should have to use a program for years before you teach it to your students, but you need to be very familiar with the program before bringing it into your classroom
VIDEO TUTORIAL: New Features of the TI-84 Graphing Calculator v. 2.53
After doing a few tutorials on upgrading the graphing calculator, I decided to create a tutorial outlining the newest features of the latest update. Basically, fractions on the TI-84 look like the fractions you see in a text book. You can also take the logarithm of any number using any base. For more information, take a look at the video below.
Tuesday, February 23, 2010
VIDEO TUTORIAL: Updating the TI-84 Operating System on TI-SmartView
In my previous post, I posted a tutorial on how to update the operating system for the hand held TI-84 Graphing Calculator. Today's post will involve updating the TI-SmartView's graphing calculator software. This process is very simple, and it only takes a few minutes. Please view the video for instructions.
Sunday, February 21, 2010
VIDEO TUTORIAL: Upgrading the TI-84 Graphing Calculator's Operating System
From time to time, Texas Instruments releases an updated version of the TI-84 Graphing Calculator's Operating System. For the most part, these changes are minor, and there was no compelling reason to upgrade your calculator. With version 2.53 released, now is definitely a great time to upgrade your calculators. The newest version now allows users to enter expressions in mathematical form, just like what you would see in regular textbooks. For those individuals new to upgrading their calculators, a video tutorial is provided.
Wednesday, February 17, 2010
Effective use of Instructional Computer Programs
Let’s face it; there are more computers in schools today than at any point in history. Each year, schools find more money to put more computers in classrooms. Now, it would be an ideal situation for each student to have access to a personal computer for each class. However, very few schools can afford this option. This means that other schools must have teachers share the computers among themselves.
Using computers for individualized instruction is very powerful. Our district has purchased several different programs over the years to help students get that individual attention they need to succeed in school. Our district recently purchased Destination Math for use in the Math Support classes. This program is designed to get students engaged while providing them with additional instruction to fill in weak areas.
In my experience, students love the computer program at first, but after a while, it starts to get boring. Some of the features of the program get repetitive. Students get tired of hearing the same voice over and over again. Eventually, if the students are exposed to a computer program too much, then they start to lose interest and eventually become disengaged. This is why teachers must not rely solely on computer programs to provide instruction.
While students are working on the computer, I walk around the room to monitor where they are in the lesson. I could do this by sitting at a desk and pulling regular reports or use live monitoring software. However, I choose to walk around the classroom. The students need to see me walk around so that they feel they can ask me questions. If I see a student struggling with a concept, I will go that student and provide direct instruction. I would also pull a group of students having the same issue and go over that concept with them so that they can get it. This prevents them from having to repeat the same skill over and over again on the computer just because they don’t understand the concept.
After the students become accustomed to the computer program, the teacher can allow them to use other Math resources to provide additional help or enrichment. For example, a teacher could allow a student to access a math video to better understand centers of triangles. A teacher could have some students work on a real world situation using Geometer’s Sketchpad. Having computers in the classroom naturally opens the door to differentiated instruction. The students are learning, and they are engaged in their tasks.
In conclusion, computers are a great tool in the 21st century classroom, but computers cannot be used as the sole source of instruction.
Resources
Destination Math: http://www.hmlt.hmco.com/DM.php
Impero: http://imperosoftware.com/
Geometer’s Sketchpad: http://www.dynamicgeometry.com/
Using computers for individualized instruction is very powerful. Our district has purchased several different programs over the years to help students get that individual attention they need to succeed in school. Our district recently purchased Destination Math for use in the Math Support classes. This program is designed to get students engaged while providing them with additional instruction to fill in weak areas.
In my experience, students love the computer program at first, but after a while, it starts to get boring. Some of the features of the program get repetitive. Students get tired of hearing the same voice over and over again. Eventually, if the students are exposed to a computer program too much, then they start to lose interest and eventually become disengaged. This is why teachers must not rely solely on computer programs to provide instruction.
While students are working on the computer, I walk around the room to monitor where they are in the lesson. I could do this by sitting at a desk and pulling regular reports or use live monitoring software. However, I choose to walk around the classroom. The students need to see me walk around so that they feel they can ask me questions. If I see a student struggling with a concept, I will go that student and provide direct instruction. I would also pull a group of students having the same issue and go over that concept with them so that they can get it. This prevents them from having to repeat the same skill over and over again on the computer just because they don’t understand the concept.
After the students become accustomed to the computer program, the teacher can allow them to use other Math resources to provide additional help or enrichment. For example, a teacher could allow a student to access a math video to better understand centers of triangles. A teacher could have some students work on a real world situation using Geometer’s Sketchpad. Having computers in the classroom naturally opens the door to differentiated instruction. The students are learning, and they are engaged in their tasks.
In conclusion, computers are a great tool in the 21st century classroom, but computers cannot be used as the sole source of instruction.
Resources
Destination Math: http://www.hmlt.hmco.com/DM.php
Impero: http://imperosoftware.com/
Geometer’s Sketchpad: http://www.dynamicgeometry.com/
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