Technology in Mathematics

Integrating technology into the classroom is very rewarding.  However, like with any subject, Mathematics can have issues when using technology if you are not careful.  But when technology is used correctly, the good outweighs the bad, and the possibilities become endless.

Advantages of Integrating Technology into Math

According to Roblyer & Doering (2013), technology offers flexible environments to further engage students in mathematics (p.311).  It also helps students practice their problem solving skills easier and more successfully.

https://www.youtube.com/watch?v=fNSS-F6npq0

Disadvantages of Integrating Technology into Math

One problem found when integrating technology was that not all teachers were knowledgeable in how to use technology to enhance learning in Math (Roblyer & Doering, 2013, p.309-310).  Therefore, one disadvantage of integrating technology is that additional training is needed for teachers.  Another disadvantage of integrating technology into Mathematics, or any subject, is that technology can be distracting and even stressful if the students are not familiar with it.

 

https://www.youtube.com/watch?v=Mi9doKS7U4M

Specific Activities, Programs, Etc. for Math

Mobile math apps/ games

Math problems on an interactive board

Virtual manipulatives

Flipcharts

FlipChart Fun

 

Morning Math Stretches

http://www.prometheanplanet.com/en-us/Resources/Item/68912/morning-math-stretches#.Uzl9YtiPKid

I found this flipchart both engaging and fun.  Students would be edger to jump into learning so they could move their number on the screen.  This is also beneficial to the teacher so she or he can tell who has finished and who is still working.  I feel this chart would be a great way to start off morning work in the classroom.

In regards to…

•hardware/software

               This flipchat will use a smartboard to be able to display the assignment to the class.  The chat is also known as an instructional software as it is used for drills and practices.

•technology use based on problem solving

               Roblyer & Doering (2013) discuss two problems that can limit a students learning (p.25).  Problem one is lack of motivation, and problem two is unsupportive learning needs.  This flipchat addresses them both.  Problem one is addressed by gaining their attention with the colors, fonts, and fun backgrounds.  Problem two is supported by lots of practice for the students in what they have learned thus far.

•essential conditions for technology integration

               Like with any technology integrated lesson, there are certain conditions that must be met.  One, teachers must be involved in the planning of purchases.  They are on the “front lines” and know what is needed to make learning in their room a success.  Also, the necessary funding and training for these technologies are a must in order for the use of them to be a success.  (Roblyer & Doering, 2013, p. 65- 68).

•software support tools

               The software support needed in this flipchart is known as interactive whiteboard activity software.  This software allows teachers to display lessons and activities for students to see (Bolyer & Doering, 2013, p. 147).  The software I use is ActivInspire.  It offers a free download on its website or you can access is from the Promethean website.

Wikis, Widgets, and the World Wide Web

Wiki

 www.abcict.wikispaces.com/End+of+Year+Scrapbook

This wiki is used in a higher level class; however, I like the basic idea of this.  Most first grade classrooms around here are using iPads to reinforce the child’s learning.  I would tweek this particular wiki to allow first graders to take photos throughout the year and to slowly build their own scrapbook page.  I would also recycle this same idea and allow students to create another scrapbook page to add to the class’s Book of Characters.

 

Widget # 1

 

www.flikr.com

 

I would use this widget for students who want to add multiple pictures in a slideshow format to their page(s).  This widget could also be used during their Character Books.

 

 

Widget # 2

www.youtube.com

 

I would use youtube or a similar video widget for students to add video clips of their favorite characters to the Character Page.

 

 

Web-based lesson

 

www.commoncurriculum.com

I like common curriculum because it not only has templates for creating web-based lessons but it also has a step to help ensure you link it to standards.  I also love the fact that it sends e-mail reminders to parents about homework for you.

 

 

References:

www.abcict.wikispaces.com/End+of+Year+Scrapbook

 www.commoncurriculum.com

 

www.flikr.com

 

www.youtube.com

 

From URLs to Evaluations

URLs

Roblyer and Doering (2013) tells us that URL stands for “uniform resource locators” (p.216).  It is located at the top of the browser in the address box.  The first part of useful information the URL give us about the webpage is the domain name.  The domain name will usually tell us what type of information and/or topic(s) that may be covered on the site (Roblyer & Doering, 2013, p.216).  The second part of the URL that we should pay attention to is the domain designator.  This will tell us what type of group owns or runs the site, and this could also tell us how reliable the information may be (Roblyer & Doering, 2013, p. 217).  For example, a “.gov” site is likely to be very reliable because it is a government ran site; whereas, a “.com” site may need to be further evaluated because it is a business owned site.

Search Engines

By using search engines correctly, you will receive better information.  One way to help children receive better information while using search engines is by trying out a filtered search engine (Roblyer & Doering, 2013, p.219).  I think this is a great idea, especially for the younger elementary ages and other children who may be easily distracted or overwhelmed.  Another way to help find better information is by choosing your keywords carefully and when possible narrow your results down into categories (Roblyer & Doering, 2013, p. 219).

Favorite Web Site # 1

e-Learning for kids:

I really enjoy websites that allow students to play games.  Children these days are very “tech-savy” and enjoy technology.  I feel that children are more engaged when the games interact with them like these games do and the students will retain more as well.  This site is full of e-learning games and are based on grade level.  This site also has a good structure and is very well organized.  All you have to do is select a subject and a grade level and a list of fun filled games pop up.

Favorite Web Site #2

Turtle Diary:

Turtle Diary Kids Games is another e-learning site that I really like.  This site also has multiple subjects and are based on the grade level of the child.  However, I find this one is a little easier to navigate around on, especially for children.

Website Evaluation Video

 

https://www.youtube.com/watch?v=TF-HghTuCY4

References:

How to DIY. (2013). YouTube. Retrieved 02/20/2014 by https://www.youtube.com/watch?v=TF-HghTuCY4

Roblyer, M. D., and Doering A. H. (2013).  Intergrating Educational Technology into Teaching. Boston: Pearson/ Allyn and Bacon.

The E-Learning for Kids Found. (n.d.) E-learning for Kids. Retrieved 02/20/14 from http://www.e-learningforkids.org/

Turtle Diary. (2014). Kids Games. Turtle Diary. Retrieved 02/20/14 from http://www.turtlediary.com/

Hypermedia & Multimedia

Commerical Hypermedia Product:
Cliffords Link
By clicking on the above link you will be redirected to a list of multiple Clifford the Big Red Dog interactive storybooks (Clifford the Big, 2014).  Interactive storybooks are pretty self-explainatory.  They are storybooks that students can interact with by being read to or with other fun activities embedded in the story (Roblyer & Doering, 2013, p.175). These stories would be good for Elementary classrooms to use in one of the many reading centers. This center could be set up on the classroom computer allowing the students to interact with the book itself.  This would also be helpful to ensure that learning is still happening even when the teacher cannot be right there to oversee it.  Some books even come with review games or quizzes to ensure the student was paying attention.

Chosen Multimedia Authoring Tool:
HyperStudio
This link is where you can download a free trail to the hypermedia production software as well as read up on some of the features it includes (Welcome to Roger, 2014).  The video displayed on the front page really impressed me.  If you have time you really should take a look at it.   A student created that video to present her audience with information on the Earth's core.  I was very impressed. But this is not the only way this software can be used.   I think using this tool to allow students to have a video diary of their favorite parts of the week would be a fun and creative way for students to recap what they learned that week.  It would also allow for the teacher to review what is working in the classroom and what is not.  However, the options are endless.  One teacher used this software to have her students complete a presentation on a disease for health class. They included videos of themselves, attractive pictures, and key points. The following video shows an example of one of her student's work (RattlerPT, 2010).

The Basic Three

     Technology is everywhere we look and is changing everyday.  It is also becoming more and more popular in the classrooms of today.   A study preformed by Hwang, Wu, and Kuo (2013) showed that students tend to be more "positive" in their assignments when it involves technology versus just the traditional pen and paper (p. 1).  Therefore,  it is important to embed such tools into our lessons in order to engage our students.   The most common types used are word processing software,  spreadsheet software,  and presentation software.   These are also known as "the basic three" (Roblyer & Doering, 2013, p.114).

Word Processing Software
     This software has impacted the classroom by saving time as well as making the teacher's handouts and the students' assignments look neater (Roblyer & Doering, 2013, p.116-118).  One study also showed the more students practiced with the software the more improvement that was shown in their revising techniques when typing papers (Potter, n.d., p.122).   However, one of the main issues some people have with word processing is the result it may have on students' physical handwriting (Roblyer & Doering, 2013, p.120).

Spreadsheet Software
     Spreadsheet software  has also impacted the classroom by saving time but also by helping to organize information as well as helping to 'answer "what if" questions' (Roblyer & Doering, 2013, p. 122).  Spreadsheets are a great tool when trying to figure out a budget for yourself,  grades students may need to aim for in order to pass, and more.  However, the downside to spreadsheets is that is can be a little more tricky to learn to use (Roblyer & Doering, 2013, p. 125). 

Presentation Software
     Presentation software has helped by making a means to help keep the student or teacher on track by keeping their thoughs and ideas together (Roblyer & Doering, 2013, p. 128).  Presentations can also be fun to make and allow students to express their creativity.   However like stated in our video, presentation software is wrongly used in most cases (Ray and Raulston, n.d.).

Classroom Use
    In my classroom, I would try and embed the word processing software into second or third grade journaling.  While the traditional word processing softwares may be a bit overwhelming for these grades, there are other alternatives.   For example,  Printmaster 18.1 is more age appropriate for this group and allows the teacher to simplify toolbars and the screen to benefit the younger students (Temple, Ogle, Crawford, & Freppon, n.d., p.434).  Therefore,  I would begin by introducing this software with a few sample assignments we would figure out together as a class.  I would then move on to allowing them to do independent journaling as they become more comfortable with the software.   We would use these assignments to review and better our grammar and sentence structures.

References:

Hwang, G. J., Wu, C. H., & Kuo, F. R. (2013).  Effects of touch technology-based concept mapping on students' learning attitudes and perceptions.  Journal of Educational Technology & Society. 16, (3), Retrieved January 16, 2014 from Academic Search Premier, http://ezproxy.montevallo.edu:2071/ehost/detail/detail?sid=c2eee549-0f13-470e-8228-5d095aab1078@sessionmgr4005&vid=7&resultId=1&theDisplayFormat=CitationAndFullText&ReturnUrl=%252fehost%252fresults%252fresultlist%253fsid%253dc2eee549-0f13-470e-8228-5d095aab1078%2540sessionmgr4005%2526vid%253d7%2526resultId%253d_resultId_

Potter, F. (n.d.). Word processors, redrafting and the niche of the laptop.  Retrieved January 14, 2014, from http://books.google.com/books?hl=en&lr=&id=LHouAgAAQBAJ&oi=fnd&pg=PA122&dq=frank+potter,+classroom&ots=kboD9W4xkG&sig=kzwt302P7eBjszoixl4WSAJYKmo

Ray, J. and Raulston. (n.d.) Basic Productivity Software [Video file]. Retrieved from https://montevallo.instructure.com/courses/1219027/wiki/module-one-resources-and-videos-m1?module_item_id=11293227

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. Boston: Pearson/Allyn and Bacon.

Temple, C. A., Ogle, D., Crawford, A., & Freppon, P. A. (n.d.). All children read: Teaching for literacy in today's diverse classroom