As a professional, the goal would be to increase technology usage to promote and support learning in the mathematical classroom and model digital-age work and learning. This involves practical and effective digital media being implemented in lessons to engage students in the curriculum. The real concern is the creation of lessons that can be modified to present students with challenging problems to solve. That is applicable to their lives. One site that teaches students to be better consumers is Percent Shopping. The activity teaches student to understand percent markup and discount in a game format.
Technology in the classroom allows students to collaborate with others and clarify their thinking by sharing the creative process. I would be interested in creating a wiki for students to post questions and collectively work on a given lesson. The access this link would provide parents support at home to help with assignments and tutorials to explain lessons, but created by students. Giving students’ ownership of their learning can be essential to providing that extra motivation to participate in class.
Technology gives students confidence to learn new skills and continually increase knowledge of programs and software. To be effective as an educator, we need to learn to create blogs, podcasts and wikis to present to students. This technology increases my network of professionals to access and discuss issues. It enhances students’ learning and allows students to work with others outside the classroom walls. It provides the connection students will encounter in the workplace.
The opportunity technology presents is the continuous work on projects throughout the year and not just over a few weeks. This paperless trail helps with monitoring students’ progress and creative use of technology to solve authentic problems. To determine the success of technology in the classroom the use of data and reflection on learning goals will be helpful (Cennamo, Ross & Ertmer, 2009). Data can be collected through problem solving examples and assessment software linked to progress for individuals.
Technology affects the classroom from being teacher-centered to a more effective way of focusing on the students (Laureate Education Inc., 2009). The teacher should prepare students not just for high school success, but for the rest of their lives through enriched activities in multiple digital formats. Teaching changes when incorporating technology, because it allows students to be self-directed learners. Usually students are tested on skills that should be mastered by an individual. Instead they can work with peers and create stories, websites, and projects over periods of time for others to read and provide feedback. My mindset has changed from being the answer person in the room, to facilitating students to find and solve problems using different strategies on the Web. Students become involved in projects they care about and not just something presented in a textbook. Establishing these NETS-T goals in the classroom increases student knowledge and understanding while challenging the teacher to continually seek ways to connect the global and digital society with the classroom.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education Inc. (Executive Producer). (2009). Ertmer, P., Program: 3 Enriching Content Area Learning Experiences With Technology. Integrating Technology Across the Content Areas [Educational Video]. Los Angeles: Solution.
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Theo to Heather:
ReplyDeleteWhile I am not certified to teach mathematics, I appreciated accessing, through your hyper-link, the Math Playground site. In particular, I enjoyed experimenting with the 'Math at the Mall' game. I am certain that as a student, I would have learned a lot as a result of interacting with that site. For the standard 2.b, the International Society for Technology in Education (2008) explains that teachers should have students be active in directing their own learning, learning goal-creation, and assessment. As long as a math teacher would intstruct the students in how to be active in decisions about their learning, and yet still maintain some control over the learning process, the site that you provided would be a great tool for students to engage in self-directed learning.
I only have three experiences with wikis. Out of those three, two were with making additions to Wikipedia. my other experience was with another Walden class. at first I found the Walden class wiki experience to be some what chaotic. However, after I got used to the Wiki-concept, I began to see some of its potential. Cennamo, Ross, and Ertmer (2009) discuss how a wiki is ideal for "...research, writing a paper, or planning a presentation" (p.58). However, your suggestion of using a wiki as a way for students to work on problems as a group, and also as a way to involve parents in the education process is ingenious; I would have never thought of that!
Since I am social studies certfied, I immediately began to contemplate your wiki idea, and how this could translate to a world history class. Often, timelines are overlooked in history classes because of the focus on higher-order thinking. However, they can aid with helping students understand the chronological nature of specific eras. A wiki could make building a timeline enjoyable; especially if hyperlinks to graphics or other relevant internet sites were added to the listed events.
You mention that due to technology, students can become involved in meaningful projects. Often, teachers who do not teach math fail to recognize the potential math has for meaningful projects, or projects that connect them with real world events. While I assume you know of many internet sites that suggest meaningful math projects, I wanted to recommend CT4ME.net (2010). The site appears to have several interesting projects that would be relevant to students' lives, including iEARN, Bridges, and Electronic Emissary (CT4ME.net, 2010).
Theo
ISS MS
References
Cennamo, K., Ross, J., & Ertmer P. (2009). Technology integration for classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). The ISTE National Educational Standards (NETS-T) and Performance Indicators for Teachers. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
CT4ME.net. (2010). Math Projects. Retrieved from http://www.ct4me.net/math_projects.htm
Heather your game plan is amazing. Your idea of utilizing the percent shopping interactive game is a fun way to incorporate daily life skills into your math classroom. This will definitely allow you to become the facilitator you dream of rather than the teacher orientated classroom. According to Prensky (2008) “not every kid found school interesting, of course, and some left earlier than others. But for a great many students, school was truly empowering” (p 41). With the incorporation of your game plan your classroom will be empowering your students, rather than sending them home bored and unmotivated.
ReplyDeleteYour game plan is similar to Prensky’s (2008) idea that “educators would figure out ways to use, build on, and strengthen student’s reservoirs of knowledge. They would assume that kids will use their connections to the light to find information quickly, structure it in new ways, and communicate with peers around the world in a powerful, 21st-century learning process”(p42). You take learning percentages and applying it to the student’s way of making the connection between math and shopping. That makes it more interesting for students to realize how many new pairs of sneakers they can buy when they are on sale and allows them to practice their newly acquired skills as well. This is not just a connection between math and the mall, students can apply their percentages globally as well. Kudos!
Kelli Warnock
Social Studies
Grades 9, 10, 12
References
Prensky, M. (2008). Turning On the Lights. Educational Leadership, 65(6), 40-45. Retrieved from Academic Search Complete database.
Heather it really sounds like you have got your mind set and you are ready to turn the learning over to your students. As an educator that is probably one of the hardest things to do. Back in the early 90’s I taught middle school and the concept of the Facilitator of Learning was brought up and I was asked to try it in my math classes. I loved it; I used the cooperative learning technique that was discussed in our reading by Johnson and Johnson (Cennamo, K., Ross, J. & Ertmer, P., 2009). The students were responsible for their learning and my attendance went up almost immediately. At that time the only form of technology I had in my classroom was an overhead projector. I can only imagine how that would turn out now if I were to have some computers and a SMART Board.
ReplyDeleteI really think you are going to enjoy watching how your students take on the responsibility. One thing I think that is very important is the planning and the presentation. Starting a class wiki I believe will be very beneficial. In our resources this week Dr. Peggy Ertmer discusses four important facts we need to consider when we want to make sure our students learn the content; Knowledge, Confidence, Belief and a Supportive Culture (Laureate, 2009). It will be very important for you when you are planning out each lesson you consider those important facts.
Have you also thought about reaching out to the internet community and see if there are other educators out there that would like to collaborate? In our DVD this week Dr. Peggy Ertmer along with one of the teachers discussed how beneficial it would be to work together on a project (Laureate, 2009).
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.
Reflection from GAME plan
ReplyDeleteAs mentioned in the comments, there is value in communicating with other classrooms and professionals in a social network. This is a resource that is not utilized enough in school. Students are familiar with social networks and as facebook and twitter is being used outside the classroom. More professionals are accessing this technology and collaborating on projects in the business world, but students and teachers need to expand their knowledge and work with others globally.
Great comments and thanks for the positive and insightful feedback.
Heather
MS-Math
Heather,
ReplyDeleteMy goal is similar to your wiki. I plan a class blog for the same reason as you,to get more kids and their parents involved. I feel when a person has a vested interest they will try harder and put more effort into class.I must admit it is harder switching gears and putting the emphasis on students finding their own answer but really it like the old adage, it is better to teach one to fish than to give them fish, learning to fish they will never go hunger.
Good luck with the wiki.
John