TECHNOLOGY In the classroom

“The digital revolution is seeping through daily life”

(Walshaw, 2012, p.401)

Is TEchnology use Critical in Today's Classroom?

TECHNOLOGY MAKES THE CLASSROOM:

Gain Student's Interest
Manage student Engagement
Inspiring Student's for the Future

3 Major Uses of Technology

“A more fluid, integrated approach to teaching and learning”

(Hodges, 2011, p. 438).

1. Interactive Displays

Efficient & Effective Visualization

Multiple Possibilities for Displaying Information

2. Personal Devices

Tablets

Interactive touchscreen devices will engage, and inspire students in mathematical exploration.

Teachers can use tablets reflected onto projected displays as an alternative to chalk/white boards

Laptops/Chromebooks

Allow student access to online worksheets and homework, as well as efficient research techniques

Display student work via refection software on the projected display to communicate student ideas

Smart Phone/Mobile Device

Advancement and availabilty of mobile smart phones puts a mini computer in most student's pockets.

Direct and influence the use of cell phones towards exploring mathematical ideas

“Technologies do not replace learning mathematical skills; instead, they allow mathematical thinking to be accessible to all students, regardless of their skill levels.”

(Erbas, Ledford, Orrill and Polly, 2005, p. 603)

3. Software & Web Assessment

Mathematics Software allows students to manipulate and explore concepts with the freedom to develop and extend their own understanding.
Integrating technology into the mathematics classroom is an opportunity to redefine what it means to teach and learn mathematics”

(Hodges, 2011, p. 432)

Justin Laurens

References

Erbas, A.K., Ledford, S., Orrill, C., & Polly, D. (2005). Promoting Problem Solving across geometry and Algebra by Using Technology. The Mathematics Teacher, 98(9), 599-603. Retrieved from http://www.jstor.org/stable/27971823

Fonkert, K. (2010). Student Interactions in Technology-Rich Classrooms. The Mathematics Teacher, 104(4), 302-307. Retrieved from http://www.jstor.org.proxy-remote.galib.uga.edu/stable/20876865

Hodges, T., & Conner, E. (2011). Reflections on a Technology-Rich Mathematics Classroom. The Mathematics Teacher, 104(6), 432-438. Retrieved from http://www.jstor.org.proxy-remote.galib.uga.edu/stable/20876910

Muller, K. (2010). How Technology Can Promote the Learning of Proof. The Mathematics Teacher, 103(6), 436-441. Retrieved from http://www.jstor.org.proxy-

remote.galib.uga.edu/stable/20876658

Soucie, T., Radović, N., & Svedrec, R. (2010). Making Technology Work. Mathematics Teaching in the Middle School, (8). 466-471. Retrieved from http://www.jstor.org/stable/41183520

Walshaw, M. (2012). Interpreting how Students Come to Understand Mathematics in the Digital Environment. Educational Studies in Mathematics, 81(3), 401-405. Retrieved from http://www.jstor.org.proxy-remote.galib.uga.edu/stable/41819604

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