Hard to Say Goodbye to the Technology of Yesterday!

 Hard to Say Goodbye to the Technology of Yesterday!

Boys 2 Men- “Hard to Say Goodbye to Yesterday”

There is nothing erroneous with having your individual style of teaching, but it is imperative to embrace the transformations that come with evolution. Although the utilization of technology in the classroom has enlarged significantly during the last years, there are still educators that are grappling with it, that feel left out of the loop, and don’t see how to incorporate it in their instruction (Jewell, 1999). The saddest part is that there are some educators that really completely refuse to use any type of educational technology. Some educators can benefit from IPADs and tablets as well as desktop computers or platforms can give teacher and student a feeling of belonging.

According to Frazier and Hearrington (2017) states,” the technology coordinator can determine and recognize how to deal with MDM’s, IPADs, and other Bring Your Own Device in order to provide service to users while keeping school networks secure” (p. 182). One solution is to incorporate Mobile device management (MDM) in schools which is defined as the administration of mobile devices, such as smartphones, tablet computers and laptops. The simplest way to solve various issues and problems is to show other teachers specific examples on how beneficial technology has been in your classroom. Educators learn better when we can show other educators the results of students that use different apps or platforms on how our results have improved. 

Watch this Ted Talk on the best and worst things about incorporating technology for educators. https://www.bing.com/videos/search?view=detail&mid=FF6B8C1B393C1E1CFF23FF6B8C1B393C1E1CFF23&q=ted+talk+on+technology+reluctancy+for+teachers&shtp=GetUrl&shid=da5df4d9-eb57-442a-a8e6-a6fb24179d91&shtk=VGVjaG5vbG9neSwgVGhlIGJlc3Qgb3Igd29yc3QgdGhpbmcgZm9yIGVkdWNhdGlvbiB8IFNjb3R0IFdpZG1hbiB8IFRFRHhZb3V0aEBCU1BS&shdk=VGhpcyB0YWxrIGlzIHBvc2luZyB0aGUgcXVlc3Rpb24gb2YgaG93IHRlY2hub2xvZ3kgaXMgaW1wYWN0aW5nIHRoZSBjbGFzc3Jvb20gZnJvbSBhIHRlYWNoZXIncyBwZXJzcGVjdGl2ZSBhbmQgaG93IHRoZXJlIGFyZSBtYW55IG1pc2NvbmNlcHRpb25zIGFib3V0IGhvdyB0ZWNobm9sb2d5IGltcGFjdHMgdGhlIGxlYXJuaW5nIGVudmlyb25tZW50LiBUZWFjaGVyIGF0IEJhbGR3aW4gc2Nob29sIG9mIFB1ZXJ0byBSaWNvIFRoaXMgdGFsayB3YXMgZ2l2ZW4gYXQgYSBURUR4IGV2ZW50IHVzaW5nIHRoZSBURUQgY29uZmVyZW5jZSBmb3JtYXQgYnV0IGluZGVwZW5kZW50bHkgb3JnYW5pemVkIGJ5IGEgLi4u&shhk=Megs1OFAtkjSRF6JExwhViPbA7iItIWSky120ZwWQ4E%3D&form=VDSHOT&shth=OSH.xJypWarHCPM81jYnts6KHA

Another component of understanding and collaboration with the technology coordinator and teacher is to make sure we are adhering to the Acceptable Use Policy (AUP). Ribble (2015) sets the stage by including how to incorporate digital safety and citizenship inside and outside of the classroom. The amount and quality of training that is given to educators on how to use the systems is very important. I am reluctant to use technology unless I have sat down myself and got a good understanding of what is going on. I have to be prepared at all times for student questions and possible misconceptions. Please keep in mind that implementing a new system is typically a tedious process and it is vital to allot the needed people and time as well as resources to have it done well.

A two hour training to absorb a complete platform won’t be enough. The entire faculty and staff including the technology coordinator need to come back with a follow-up training to see what educators understood and where they’re having trouble. Schools need a technology person on hand, just in case there are any concerns or questions. We as educators and future instructional leaders need support to give our students the best possible chance of a quality education. Professional Development needs to be continuous in order to have lasting benefits.

References

Frazier, M., & Hearrington, D. (2017). The technology coordinator's handbook.

 Jewell, M. (1999). The art and craft of technology leadership. Learning and Leading with Technology, 26(4), 46-47.

 Marcinek, A. (2013). Why BYOD makes sense: Thinking beyond a standardized 1:1. Edutopia.

 Ribble, M. (2015). Digital citizenship in schools (3^rd ed.). Eugene, OR: International Society for Technology in Education.

 

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So You Want Me to Write With My Mittens On?

 

As a future instructional leader, I have been charged with the task of finding ways to incorporate and spend monies earmarked for technology to benefit all students whether traditional or virtual. Can I utilize www.mathway.com into my lessons? The main representations of the aforementioned and others, often categorized as “the big three,” are graphical, algebraic, and numerical representations, but there are others as well (Garofalo & Trinter, 2009). Students for the most part enjoy using the interactive features of Mathway because of its many integrated features. It has features on utube that will assist them understanding the concept of mathematics. The address is: https://youtu.be/kRE8JnS3bC0 which incorporates ways to get help to solve math problems, view an example, watch a related video, try a similar example, and ask my instructor. There is also integration with graphing calculators encompassing the use of the TI-83. Studies about what students have to say about the use of multiple representations in College Algebra found that students were better at approaching problems with the use of multiple representations and felt it deepened their understanding. However, many students maintained the belief that symbolic manipulation is the mathematically correct way to solve problems while graphical and other uses of the calculator and software should only be used for checking purposes (Hunsaker, 1997). In a balanced mathematics program, the strategic use of technology strengthens mathematics teaching and learning (Dick & Hollebrands, 2011).

The National Council of Teachers of Mathematics states that “technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” (NCTM, 2011, position statement). Moreover, technology can provide students with opportunities to explore different representations of mathematical ideas and support them in making connections both within the area of mathematics and other related major of studies (Cavanaugh, 2006).

Some students no matter what methods you try are hard to motivate. As a math educator of 21 years, I have found these transitional times to be more of a reason to give students my all. If that means takingan extra two hours to plan, then that is what I will do. You can see in a student’s eyes whether they understand or not. I don’t need 100 problems to tell if my students are lost within the first few problems. It is imperative to focus on connections—both conceptual and interpersonal— which helps teachers work well together to create engaging math work for students. Whether you are in a school building or teaching remotely, student thinking—including connections they make among ideas—needs to inform your teaching decisions; collecting student thinking and making it visible informs teachers’ planning for the next day’s lesson.

The following websites have been beneficial for my students: Jamboard, Classkick, Padlet, Pear Deck, and Nearpod are all platforms that both promote student engagement and capture student thinking. They also allow teachers to watch their whole class, on one screen, in real time, so that students can engage with each other and build on each other’s ideas to arrive at a richer understanding of mathematics. With these tools, students can show what they know; teachers are then armed with the information they need, and, just as important, students feel seen. Jamboard, for example, allows students to work collaboratively on the same page and offers options for students to share their thinking by text, drawing, dragging images, and inserting photos of their work into the page. Envision for a moment second graders studying the difference between two numbers: on a Jamboard, students or teachers can insert images of two people and visually compare the heights. From there, students can see that subtraction is not just a removal but the distance between two numbers—a subject for robust in-class analysis. Based on what they see in Jamboard, the teachers can offer immediate feedback to the whole class or to an individual student.

References

Cavanagh, S. (2006). Technology helps teachers home in on student needs. Education Week, 26,10-11.

Garofalo, J. & Trinter, C.(2009). Multi-representational approaches to equation solving. NCSSSMST Journal, 14(2), 26-27.

Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: NCTM.

Hunsaker, D. (1997). Ditch the calculators. Newsweek.

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Educators and administrators can utilize various websites and also incorporate interactive templates to infuse all content areas

The most effective way school administrators can promote technology use is to be knowledgeable and effective users of technology. Modeling technology usage is key if administrators want teachers to play an active role in technology integration. Administrators can encourage teachers' curiosity about what can be done using technology, provide incentives for teachers to attend workshops and conferences, persuade teachers who use technology in the classroom to model that use for others, set up a mentoring system so teachers have someone to go to for help and ideas, and provide time for teachers to experiment with technology. Teachers who have support, support the needs of their students better. When students take ownership of their learning, they have the ability to work toward problem solving in everyday situations (November, 2012).

According to the text by authors Frazier and Hearrington (2017) whom explain and provide detailed expectations and qualifications necessary to become an effective technology coordinator. I would take this one-step further and incorporate the need for administrators to collaborate with all faculty and staff in promoting the implementation of best practices when it comes to infusing technology into the classroom and beyond. Leaders whether in instructional or technological areas have the ability to create change in an environment conducive to learning for all students and faculty. The text emphasizes teaching, learning, networking as well as a combination of interpersonal skills (Frazier and Hearrington, 2017).

Technology is interactive, and students learn by doing, researching, and receiving feedback (Dexter, 2009). This helps students become passionate about what they are learning. It is imperative to give students opportunities to learn from a differentiated perspective (Marcinek, 2013).

For example, they may study geography using interactive software such as Google Maps or Google Earth, instead of looking at a picture. In my mathematics classroom, I encourage the use of real-world problems in the classroom. By using the Internet, students can research real issues happening at that moment that are related to the classroom curriculum. This helps students understand that the lesson being taught refers to real problems and real people. Teachers play more of a coaching role these days. My classroom where I infuse technology, allows me to deliver lessons in new and innovative ways. 

Another example that can infuse technology and excitement into the math classroom is to have a day during the month where students can bring their own device in your classroom and allow students to use their smartphones, laptops, and tablets as a learning tool or resource for 20-25 minutes on a specific lesson. I have found the game Kahoot! to be a great learning tool which unleashes the fun in my classroom.

As a facilitator of learning, I support and guide student activities just like coaches do. I provide feedback and coaching to the class so that students receive the appropriate information and academic training. I want to guide my students in developing skills in problem solving, research, and decision-making. A famous quote by Dr. Martin Luther King Jr. envelopes my students each day as they enter my classroom. King (1947) states,"The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education."

Let's Try These Neat Ideas

Here are some interactive ways for educators who need some fun websites to reinforce basic math skills.A lot of math teachers don't know how to teach math interactive and make it more engaging for their students. Take a look at the video and watch how these math apps can change the way you teach math. It will give you some new interactive math lesson ideas and show you some math lesson examples. https://youtu.be/bvRuGxMHlVs 

Math websites, math apps and math tools discussed in this video:

- BuzzMath: https://www.buzzmath.com/​

- Geoboard: https://itunes.apple.com/us/app/geobo

- BookWidgets: https://www.bookwidgets.com/

As an educator of mathematics for over 21 years, I have had students and adults who were petrified of learning mathematcs. I had to infuse every thing I could think of in order to maintain my sanity and the ability to assist my struggling students. One infusion technique I incorporated was "Are You Smarter Than a 5th Grader?" template that I purchased (this link is free) to assist my students in the alternative setting. 

https://www.rusnakcreative.com/gameshow/are_you_smarter_than_a_5th_grader

Celebrate Black History Month by playing these kahoots highlighting contributions and achievements of Black and African American individuals and communities in the U.S. history, as well as raising important values such as equity, equality and inclusion.

https://kahoot.com/what-is-kahoot/

References

Dexter, S. (2009). Leadership for IT in Schools. J. Voogt and G. Knezek (Eds.)

 International  handbook of information technology in primary and secondary 

 education (pp. 543-554). New York, NY: Springer.

Frazier, M., & Hearrington, D. (2017). The technology coordinator's handbook.

Marcinek, A. (2013). Why BYOD makes sense: Thinking beyond a standardized

 1:1. Edutopia.

King, Martin Luther. (1947). The purpose of education. Atlanta, Ga.

November, A. (2012). Who owns the learning? Bloomington, IN: Solution Tree.

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Teaching Ain't Easy

 

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