| Integrating Technology into Education
Question: How do you plan and design effective learning environments and experiences supported by technology? What research resources have supported theses initiatives? |
| Bibliography Bass, H, Bolanos, G, Seiler, R, Seppala, M, & Xambo, S (2000). e-Learning Mathematics. Mathematics Subject Classification, Retrieved January 17, 2007,from http://webalt.math.helsinki.fi/content/e16/e301/e787/eLearningMathematics_eng.pdf. Hasselbring, T, Lott, A, & Zydney, J. (2006). Technology-supported math instruction for students with disabilities: Two decades of research and development . Retrieved January 17, 2008, from http://www.ldonline.org/article/6291. Shamatha, J. H., Peressini, D., & Meymaris, K. (2004). Technology-supported mathematics activities situated within an effective learning environment theoretical framework. Contemporary Issues in Technology and Teacher Education [Online serial], 3(4). Retrieved January 17, 2007, from http://www.citejournal.org/vol3/iss4/mathematics/article1.cfm. |
| To plan and design effective learning environments and experiences in the 21st century, you must incorporate technology into the process. In math, technology has made learning environments more efficient in terms of time management and helping make the connections between math and real world context.
One form of technology that has helped with math is software for specific content. For example, Geometers� Sketchpad �is a mathematics construction tool developed with teaching and learning in mind. GSP's dynamic features provide a context from which teachers can expect students to explore, investigate, interpret, represent, and solve mathematical problems as they interact with the software� (Shamatha). You will find some interesting activities to use this software in your geometry classes below: Geometer�s Sketchpad: http://mathforum.org/sketchpad/gsp.activities/home.html |
| Another piece of software that I have had experience with is �I Can Learn� which allows teachers to develop curriculum for students at different levels. �In order to help overcome the challenge of having multiple zones of proximal development in a classroom, computer tools have been developed to provide scaffolding to students on an individual basis. The goal of these tools is to enable the learner to eventually perform the task independently without the use of the tool� (Hasselbring). "I Can Learn" did a great job of using technology to design effective learning environments for each individual learner.
Lets not forget how important to education software like Microsoft Word, PowerPoint, and Excel can be in integrating technology into learning. Especially since these are applications that are commonly used in the 21st century jobs. You will find ways in which teachers have used excel to enhance their own learning environments below: Excel: http://www.northcanton.sparcc.org/~technology/excel/ http://www.sabine.k12.la.us/class/excel_resources.htm#High%20School |
| Making use of the internet is also a great way to integrate technology into a lesson to make it more meaningful. For example, students can construct their own learning by going on virtual field trips, completing internet scavenger hunts, or watching simulations and videos online. �Video is used as the instructional medium because of its engaging characteristics. It can bring math to life for the students. This format helps students overcome their challenges in perceiving instances in which knowledge they already possess is useful� (Hasselbring). Known as e-Learning, students can not only enhance their classroom educations, but also take classes they are interested in online. �The fundamental questions about the quality of teaching and learning do not recede when the instruction is mediated by technology; they only change their form� (Bass). The internet has a lot to offer when designing educational lessons, and allows students to learn outside of the context of four walls without having to move from their seat.
Virtual Field Trips: http://teacher.scholastic.com/fieldtrp/math.htm http://www.field-guides.com/ http://senseanddollars.thinkport.org/ Scavenger Hunts: http://teacher.scholastic.com/mathhunt/index.asp http://www.cyberbee.com/mathhunt.html Videos: http://www.unitedstreaming.com/ Simulations/e-learning: http://www.explorelearning.com |
| Another great technology resource used mainly in mathematics is the TI-83 calculator. �Research by Campbell and Stewart (1993) demonstrated that the use of calculators stimulated students to become problem solvers and strengthened their basic understanding of mathematical operations� (Hasselbring). There are a lot of labs that can be done as well using the TI-83 calculators. �The calculator-based laboratory (CBL) is an extension to the graphing calculator, which can provide learners with a mini laboratory through which they can collect their own data, analyze these data, and give personalized meaning to their mathematics calculations and exercises� (Shamatha). An example of some CBL labs using TI-83 calculators can be found below:
TI-83 Calculators: http://webs.wichita.edu/facsme/cbl/mathapp.htm |
| Overall, when integrating technology into education, I think the most important thing to remember, regardless of the content area, is that in order for learning to take place, teachers must make sure that the technology they use enhances the educational experience. �Using technology for technology's sake is not sufficient, nor conducive, to cultivating content understanding. Teachers must clearly identify concepts that students have difficulty understanding and develop activities that will support student investigation of that content� (Shamatha). It is important that the technology helps to make the content easier to understand, as well as gives learners the tools they need to be successful outside of their educational experiences. Technology is growing at a rapid pace, and it is important for teachers to integrate it appropriately into education.
�In 2016 we cannot understand how education without the information network and its services was possible� (Bass). |