Reflection: Final Blog Post

The GAME plan process helped keep me focused on specific NETS-T goals regarding technology integration into the mathematics classroom. Often math is overlooked as being more paper and pencil work, but throughout the weeks I found websites and technology software to help with instruction. The interactive website for Percent Shopping including the internet activity and middle school resource for collaborative project ideas provided authentic learning experiences for students.

The reflection process of the GAME plan allowed for a realistic look at the progress made with the curriculum and integration. It addressed moving forward and improving my professional development to assist others in the building with technology. One way is collaborating through a multiple class math project with another teacher in the building. The technology allows for collaboration between students and information, but I realized the wiki also helps collaboration with other teachers. The digital resources of using a wiki or blog give students practical experience and exploration with mathematical concepts that would be difficult to address (Cennamo, Ross & Ertmer, 2009). The instruction and learning of math curriculum changed throughout the GAME plan as it moved toward a community of learners who can connect with real world applications by applying technology and reflecting on what was learned.

A few ways technology will impact my classroom is by developing critical, creative and collaborative learners. One immediate impact is the use of an interactive glossary for geometry terms in the next chapter. Students will provide written explanations of terms along with a video clip or image of an appropriate example. The activity gives students the opportunity to be creative and solve problems while working together with digital media. The detailed video will be added to Teacher Tube.

Another way of technology integration as a result of this course is the real world math examples that students can share with written steps and drawings or video. Students are often intrigued by skateboards, so finding the mathematical description for speed and incline to jump a specific distance would be a practical application and motivate them to learn the formula.

The final results from learning throughout this course are reflection on assessments and what students’ needs are in the classroom. Technology allows for an organized and quicker method to gather data in a formative or summative assessment either through handheld devices, software graphing or parent communication through a class website or email (Laureate Education, Inc., 2009). It also provides a way for students to demonstrate understanding of a recipe and fractions without a kitchen. Technology changes instruction by teachers being able to address students’ needs through individualized learning (Cennamo, Ross & Ertmer, 2009). The integration of multimedia tools benefits students by giving them support with text at their level, visual assistance or with auditory information. These different tools would be challenging to provide students with on a regular basis in the classroom if technology wasn’t available. The spotlight throughout this course has been on technology. It has helped be become a better teacher through the participation in this blog, the wiki project and class discussions in this course. I can’t wait for my students to have these same experiences in their 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.