What Might One Expect Out of a Technology-Rich

Mathematics Classroom?

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Martha K Townsend

Georgia Southern UniversityITEC 7330

Dr. Elizabeth Downs

OverviewDespite many hurdles over the past several years, research indicates a steady increase in teachers’ use of a variety of multimedia in the secondary mathematics classroom. The purpose of this presentation is to communicate the current positive and negative effects the integration of technology has had on students in the secondary mathematics classroom.

ObjectivesThe objectives of this presentation are to show viewers the current effects that the integration of technology has had on teachers and students in the mathematics classroom, and to inform viewers of the latest types of multi-media that bring about these influences. It furthers introduces the areas of mathematics that require addition attention.

The Integration of Technology in the 9-12 Mathematics ClassroomBasic Outline of the Presentation

II Digital Inclusion in LearningA. Observable Behaviors in StudentsB. Measurable Cognitive TraitsC. Intuitive Abilities

D. Assessment for Students

|* Types of initial corporation|

|Calculators |

|Computers|

| TI N-Spire| * Subject Areas

|Algebra, Geometry, and Basic Math| * Methods of incorporation

|Classroom vs lab settings|

HistoryA. Initial Corporation

HistoryB. Noticeable Problems

|* Funding| * Technical issues* Methods of incorporation*Availability*Student behavior* Potential for future use*Teacher training

The Integration of Technology in the K-12 Mathematics

Classroom

|I. History|

II. Digitial Inclustion and Learning:

|The effect that appropriate technology has on students of mathematics|

II. Digital Inclusion and Teaching:

|The impact that appropriate technology has on teachers of mathematics| III. Media Study:

|The types of mathematical tools used in the mathematics classroom|

* Economically disadvantaged* Regular education* Gifted education* Special education

Types of Students that Benefit from a Mathematics Classroom

Enriched with Technology

|* Blind| * Deaf* Learning disabled* Male and female

IV. Media study

V. Future research

G. Conlcusion

I, History of technology in the mathematics classroom

II. DIgital inclusion and learning

III. Digital inclusion and teachering

The Integration of Technology in the K-12 Mathematics ClassroomBasic Outline of the Presentation

Digital Inclusion in LearningA. Observable Behaviors in Students

* Attitude

|Self-efficacy|

|Change in|

|Influence on others|

* Confidence level

* Participation

|Active involvement|

|Enthusiastic |

|performance|

*Motivation

|Increase|

|Higher level|

|Renewed interest|

* Focus of attention

|A. Observable Behaviors|

|B. Measurable Cognitive Skills|

|C. Intuitive Abilities|

|D. Overall Performance|

Digital Inclusion and Learning

* Enthusiastic Participation

* Active Engagement

* Higher level of Focus* Increased Motivation

A. Observed Behaviors

* Positive Attitude* Renewed Interest

*Greater level of confidence

* Higher order thinking * Critical thinking* Spatial reasoning* Logical reasoning

* Knowledge* Understanding* Problem solving* Comprehension

B. Measurable Cognitive Traits

|*Made connections|

|* Communicated| | | * Reflected

|* Found Relevance|

* Transferred knowledge* Inquired

|* Applied|

C. Intuitive Abilities

|*Higher test scores|

|* Greater level of retention|

|*More proficient on daily |

|assessments|

D. Assessment for Students

IV. Media study

V. Future research

G. Conlcusion

I, History of technology in the mathematics classroom

II. DIgital inclusion and learning

III. Digital inclusion and teachering

The Integration of Technology in the K-12 Mathematics ClassroomBasic Outline of the Presentation

I. The effect on students

II. The effect on teachers

III. Current technologies

A. BehaviorsB. Cognitive traitsC. AbilitiesD. Performance

|A. Teacher training|

|B. Lesson planning|

|C. Positive attitude|

|D. Concerns|

|A. Cell phones|

|B. Calculators|

|C. Applets|

|D. Web 2.0 tools|

|E. Computer programs|

|F.. Hand-held games|

|G.. Computer games|

|H. Social networking|

|I. Videos|

|J. Research on the Internet|

The Integration of Technology in the K-12 Mathematics Classroom

|A. Need for appropriate training|

|B. Necessity for change in lesson planning|

|C. Teacher attitude|

|D. Major concerns|

|E. Challenges|

III. Digital Inclusion and Instruction

III. Digital Inclusion and Instruction

A. Necessary Training

* How to use the technology

* How to present the technology

* How to prepare for the use of technology

* How to understand the usefulness of the technology

|* Create a constructive learning environment|

|*Incorporate a variety of tools|

|* Allot more time in preparation|

|* Be ready to handle unforeseen challenges|

III. Digital Inclusion and Instruction

B. Lesson Planning and Delivery

If teachers have a positive attitude and can see the benefits of using technology in the classroom then they are more apt to use it.

III. Digital Inclusion and Instruction

C. Importance of a Positive Attitude

III. Digital Inclusion and Instruction

D. Concerns

|* Not enough time to plan|

|* Forced to be flexible|

|* Not enough training|

|* Not trained appropriately|

|* Non-availability of technology|

|* Resistance from parents|

I. The effect on students

II. The effect on teachers

III. Current technologies

A. BehaviorsB. Cognitive traitsC. AbilitiesD. Performance

|A. Teacher training|

|B. Lesson planning|

|C. Positive attitude|

|D. Concerns|

|A. Cell phones|

|B. Calculators|

|C. Applets|

|D. Web 2.0 tools|

|E. Computer programs|

|F.. Hand-held games|

|G.. Computer games|

|H. Social networking|

|I. Videos|

|J. Research on the Internet|

The Integration of Technology in the K-12 Mathematics Classroom

IV. Media study

V. Future research

G. Conlcusion

The Integration of Technology in the K-12 Mathematics ClassroomBasic Outline of the Presentation

I, History of technology in the mathematics classroom

II. DIgital inclusion and learning

III. Digital inclusion and teachering

* Hand-held games* Computer games* Social networking sites

|* Videos|

|* Research on the Internet|

|* Cell phones| * Calculators* Applets* Web 2.0 tools* Computer programs

IV. Types of Technology Proven to Benefit the Mathematics Student

Cell Phones: Ways They Were Incorporated

|* Social-networking|

|* Free-response system to answer questions|

|* Internet research|

|* Videoing|

|*Photography|

Cell Phones: Effect on Student

|* Encouraged mathematical communication|

|* Promoted a greater understanding of concepts|

|* Improved participation|

|* Encouraged reflection|

|* Contributed to high assessment scores|

|* Encouraged motivation|

Graphing Calculators:Ways They Were Incorporated

|* Used to keep students from performing mundane |

|calculations |

|* Used to explore graphs, analyze statistical |

|data, and calculate trigonometric functions|

|* Prompted discussions|

Graphing Calculators:Effect on Student

|* Promoted knowledge|

|* Encouraged mathematical communication|

|* Elicited understanding|

|* Encouraged critical thinking|

|* Encouraged problem solving|

Applets:Ways They Were Incorporate

|* Offered domain for independent practice|

|* Encouraged discovery learning|

|* Assisted teacher in showing examples|

Applets:Effect on Student

|* Opened opportunities for communicating |

|mathematically|

|* Caused learners to reflect on new knowledge|

|* Sparked motivation|

|* Instigated student engagement|

|* Encouraged problem solving|

|* Fostered, facilitated and clarified understanding|

Web 2.0 ToolsWays They Were Incorporated

|* Provided a domain for student projects| * Offered students the opportunity to work together

|* Encouraged students to learn new skills|

Web 2.0 Tools:Effect on Student

|* Encouraged reflection and transfer of knowledge|

|* Stimulated mathematical communication|

|* Promoted critical thinking and problem solving|

Computer Programs:Ways They Were Incorporated

|* Offered a means for individual practice|

|* Provided a tool for exploration|

|* Furnished a domain for discover learning|

Computer Programs:Effect on Student

|* Allowed students to explore mathematics |

|* Improved motivation|

|* Allowed students to communicate mathematically|

|* Promoted spatial intelligence|

|* Improved achievement|

Hand-held Games:Ways They Were Incorporated

|*Provided a device that is small and easy to handle|

|* Promoted challenging fun and excitement|

|* Encouraged repetition and individual practice|

|* Freed up teacher to provide an active learning|

|environment|

Hand-held Games:Effect on Student

|* Improved accuracy and confidence levels|

|* Increased motivation|

|* Promoted higher retention|

|* Increased test scores and improved assessments|

|* Encouraged students to apply previously learned |

|knowledge|

Computer Games:Ways They Were Incorporated

|* Fun and entertaining|

|* Promoted accuracy and knowledge|

|* Encouraged repetition and individual practice|

|* Freed up to provide an active learning |

|environment|

Computer Games:Effect on Student

|* Improved accuracy and confidence levels|

|* Increased motivation|

|* Promoted higher retention|

|* Encouraged mathematical communication|

|* Raised test scores|

|* Allowed students to make connections|

|* Increased comprehension|

|* Helped to apply knowledge|

Social Networking:Ways It Was Incorporated

|* Used for peer to peer interaction|

|* Used for teacher to student interaction|

|* Used for mathematical discussions|

|* Encouraged to students to write mathematically|

Social Networking:Effect on Student

|* Caused students to reflect and inquire|

|* Promoted communication to help discover the |

|relevance of material|

|* Encouraged transfer of knowledge|

Videos:Ways They Were Incorporated

|* Served as a domain for student-made projects|

|* Allowed students to be interactive|

|* Encouraged socialization among peers|

Videos:Effect on Student

|* Allowed students to reflect|

|* Encouraged communication |

|* Elevated motivation|

|* Promoted problem solving and critical thinking|

IV. Media study

V. Future research

G. Conlcusion

The Integration of Technology in the K-12 Mathematics ClassroomBasic Outline of the Presentation

I, History of technology in the mathematics classroom

II. DIgital inclusion and learning

III. Digital inclusion and teachering

IV. Future Research

Larger sample sizes

More diverse samples

More in-depth study

Variety of methods

Variety of technologies

ConclusionTechnology can be a powerful learning tool in the mathematics classroom. It promotes active engagement and contributes significantly to students' successes. Teachers should realize that there are many technological tools that promote student achievement and that currently the foremost are the ones mentioned above. Teachers have some warranted concerns with the incorporation of technology into the secondary mathematics classroom, but for the most part, they are keeping a positive attitude.  

Conclusion

Despite the fact that there has been a plethora of research, there is still a tremendous need for improved studies with more detailed analysis. Gains in student performance and motivation cannot be expected to occur unless computers and technology are properly implemented. Technology supports exploration, independent inquiry, shared knowledge and collaborative learning, efficiency, organization, analysis of information, goal setting, hypotheses testing, and discovery learning. Technology also creates a pedagogical domain that was impossible in the past . Technologically, in the world is growing at an ever increasing pace and keeping abreast is going to be difficult, but essential, for an informed, successful workforce. There are definite training, implementation, and acceptance issues, but, all in all, the effects of using technology in the mathematics classroom are decidedly positive toward the overall goal of training the youth of today.