Advantages and Disadvantages of Using Technology When Teaching Mathematics

Advantages:
Technology has the ability to bring the intangible and abstract to life. This is especially important in mathematics. Software, such as Virtual Manipulatives, “provides learners with the opportunity to visualize and make more concrete the generally abstract world of mathematics” (Roblyer & Doering, 2013, p. 310). Another advantage of using technology in math is that it is “more student-centered, active, and relevant to the world we live in” (Roblyer & Doering, 2013, p. 310). The integration of technology in mathematics continues to build higher cognitive problem solving, logic, and reasoning skills.

Disadvantages: 
Mathematics requires quite a bit of practice at problem-solving. Technology cannot solely take the place of good ol’ fashion paper and pencil with certain elements of mathematics. Roblyer and Doering (2013) point out that teachers need to balance the “combination of off- and on-computer activities” (p. 310). In addition, I believe the directed approach to teaching mathematics is essential and at the forefront of learning of mathematics. Though the “math wars” (Roblyer & Doering, 2013, p. 310) continue with debate and research touting constructivists vs. direct instruction views, working with learning disabled students has shown me that not all students can construct their own knowledge, especially in mathematics. According to Roblyer and Doering (2013), there is the "current emphasis in mathematics instruction…on learning higher order mathematics skills, [and] students often need more resources to support the practice of basic skills. These skills provide an important foundation on which they can build more advanced skill" (p. 317).

Most Beneficial Technology Assignments:
By far, the most beneficial assignment was the creation of my College and Career Readiness and Transition Skills Wiki because it “contains the ongoing work of many authors,” thus my students (Roblyer & Doering, 2013, p. 268). I have already taken this assignment further than the requirements for this class and plan to immediately implement this with my high school students next year. The implementation of the College and Career Readiness Standards, beginning with all of Alabama’s freshmen this next school year, specifically target the curriculum of the future. This being said, another beneficial project was the Instructional Design assignment. This assignment focused on Job Interviewing Skills, and ties directly to the content of my wiki. I plan to use them in tandem this next year.

Roblyer M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Upper   Saddle River, NJ: Pearson Education Inc.

Wiki Resources - Module 5 Post

Web-based activities are the new and cool tool used in today’s classrooms.  They enhance learning and provide a "hybrid learning" opportunity in which students can learn through both online and face-to-face interactions (Roblyer & Doering, 2013, p. 212).  Of course these students must possess responsibility, self-organization, and technology skills to be successful, but students can be successful learning through these activities (p. 213).

I plan to create a College and Career Readiness wiki, "a collection of web pages located in an online community that encourage collaboration or modify content,” for my students as an "interactive learning community" (p. 223, 227).  In my search I found two wikis that have assisted me in how to structure my wiki, as well as provide multiple resources.  One high school created a Career Exploration wiki.  It guides the students through a series of activities regarding their preferences, strengths, and goals.  In addition, the students take self assessments to identify possible careers that are potentially available.  Once these are identified then the students explore those careers through various web links.  Another wiki focuses more on postsecondary education.  This College Wiki provides sites for college searches, scholarship information, and assessment preparation.  Furthermore, there is a small section on careers and interview tips for students either entering the work force immediately after high school or for that first job following college graduation. 

Roblyer and Doering (2013) state that web-based projects are “rich in resources and learning possibilities” (p. 241).  Podcasts are another tool using in web-based learning.  I found a Test Preparation website that offers various podcasts to aid in the preparation of college entrance exams such as the ACT and SAT.  They provide day-of tips and a checklist of what to bring to the testing site.  Another site provides a lengthy but highly relevant podcast on Real World Job Readiness.  The interviewee is a career coach and provides information on how to prepare one’s self for the career world. 

I searched Diigo, my current social bookmarking site, and found Rebecca Hockridge and Kristi Enger.  Both of these women have a numerous bookmarks for both college and career exploration. Though most of the tags are on these two areas, there are other tags for financial aid, scholarships, career planning, and interviewing skills.

Lastly, I have searched for widgets.  I never fully understood a widget until I started looking for them.  There are literally THOUSANDS of them!  I am definitely hooked and want to appropriately utilize them on my wiki and other web-based projects.  I found a College Search Widget and a Job Search Widget that may be useful but I wanted to find other tools that my students could use on the site.  Because many students need to continue working on organization skills, I found a To Do List widget that will assist my students in completing assignments in a timely and organized manner.   In addition, the Sticky Notes widget will allow them to make notes directly on the site without having to either physically write or open another program.  

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

ed.).  Upper Saddle River, NJ:  Pearson Education Inc.

Module 4 Post: Web Based Resources

1. URLs: What do URLs tell you/students about web sites?

The Uniform Resource Locator (URL) provides the “address” of the website.  The domain designator, the last three letters of the URL, assists in determining the type of website it is.  Most school teachers usually only allow websites that end in .gov, .org., or .edu. 

2. Search Engines: How can learning to use search engines help you/students find better information?

Knowing how to properly and efficiently use a search engines saves time and enables the researcher the ability to weed through useless information.  Specifically narrowing a topic or subject to a few key words limits the massive amounts of web information displayed.

3. Internet Tool: Choose one Internet Tool and discuss how you might use it in a classroom.

According to Roblyer and Doering (2013), “social networking tools are steadily becoming the most-used authoring technologies in the classroom” (p. 225).  Blogs, wikis, podcasts, and social networking sites (SNS) address an array of skills from critical thinking, to collaboration, to reflection.  It is a strong medium in which to cover classroom content while integrating authentic 21^st century technological skills.

4. Web-Based Lesson: Discuss and link to a web site where students could access or you could create a web-based lesson.

According to Casia and Zubiaga (2010), problem based learning is “an authentic way of learning that provides students with real-life experiences that ‘make use of real-life scenarios to stimulate students’ prior knowledge and to provide meaningful context’ ” (as cited by Roblyer & Doering, 2013, p. 240).  WebQuests are a form of collaborative problem solving model that provides students with a scenario and task to solve a problem or complete a project (p. 241).  An example is www.webQuest.org where a person can find, create, or share webQuests.    

5. Favorite Web Sites:

“Web-based projects are…rich in resources and learning…” (Roblyer & Doering, 2013, p. 241).  “Powerful” and interactive web-based lessons and projects, such as the National Library of Virtual Mathematics (http://nlvm.usu.edu/en/nav/vlibrary.html) provide a K-12 emphasis and allows visual learners “equitable access” to learning as discussed by Dave Edyburn in “Adapting for Special Needs” (Roblyer & Doering, 2013, p. 251).  

According to Roblyer and Doering (2013), “…communication is freedom for people to reach information they need in order to acquire knowledge that can empower them” (p. 205).  The website, www.appsineducation.com, has been an exceptional resource, especially as I search for math and science apps for a future assignment.  Roblyer and Doering continue to posit that “educational apps for mobile devices [are] largely untapped…[and] build the skills, knowledge, and expertise needed for work and life in the 21^st century” (p. 229).  

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

ed.).  Upper Saddle River, NJ:  Pearson Education Inc.

Module 3 Blog - Hypermedia and the Deaf

Hypermedia is becoming a globally consistent and practiced learning strategy in schools.  Simple searches for videos yield examples from all over the world made by students of all ages and abilities.  According to the research, hypermedia promotes learning while motivating students (Roblyer & Doering, 2013) allowing them “to summarize and display information and knowledge using a combination of text, video, animation, music, graphics, and sound effects” (p. 179).

Roblyer and Doering (2013) define hypermedia as “the ability to get from one media/information element to another” (p. 174).  This cannot be more necessary across all media settings than for the Deaf and Hard of Hearing (D/HH) as it “enables instruction adapted for learners’…needs” (p. 176).  Commercial software, such as YouCaption, enables real-time closed captioning of spoken text in a variety of media and settings including PowerPoint, classrooms, sporting events, religious services, live broadcasts, online meetings, and special events (CPC Computer Prompting & Captioning Co., 2012).  This software can be vital in the classroom setting as it alleviates the human factor of a sign-language interpreter (though the interpreter is invaluable to the communication, comprehension, and cognitive academic language acquisition needs of the student) and the unforeseen problems and issues around his or her physical presence.

There are four types of multimedia authoring, but the most important for D/HH students is Type 3, Hypermedia Production Software.  The instructional uses in the classroom for D/HH students take the place of many traditional strategies and allows for the creation and display of knowledge through video portfolios, documentation of knowledge and school activities, and visual literacy instruction (Roblyer & Doering, 2013, p. 192).  Given that visual tools are necessary when working with D/HH students and/or teachers, the ability to create and demonstrate independent high order thinking and problem-solving skills is vital.  An example of hypermedia production is Web Studio 5.0 (Back To The Beach Software, 2013).  D/HH students will be able to demonstrate content knowledge and technology literacy in an authentic manner by creating personal websites that document knowledge, comprehension, work samples, projects, interviews, reflections, and feedback from peers and instructors.  In addition, D/HH students can create video links of interpreted and/or closed-captioned (CC) material to accommodate for below grade level academic language deficits. 

  

An example of a D/HH multimedia production is Top 5 tips for communicating with Deaf young people available at https://www.youtube.com/watch?v=BvutvFjROZc.  Though this particular example involves advanced animated media production techniques and is produced by a professional company, York Digital Arts, it was made by young Deaf students aimed at improving communication in the classroom and in general when working with these students.  This is just a glimpse of the potential uses for deaf students using hypermedia production software.  The uses of hypermedia production for D/HH students to independently create and demonstrate knowledge is limitless.

Back To The Beach Software. (2013).  Web Studio 5.0 [software].  Available 

     from http://www.webstudio.com/

CPC Computer Prompting & Captioning Co. (2012).  YouCaption: Captions as you speak

     [software].  Available from http://www.cpcweb.com/youcap/

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

     ed.).  Upper Saddle River, NJ:  Pearson Education Inc.