Wednesday, November 28, 2007
Web Quest Reflection
Creating the Webquest was much easier than I would have expected. This is a great way to engage students in a lesson by letting them explore the subject independently. It also allows students to bring in their own creativity. For teachers, this a great assessment tool. ALso, if the assignemnt is done creatively, the students will develop a deeper understanding of the material and greater appreciation of the subject. For mathematics students, this a incredible way to have them explore how math affects the real world. Web quests are a great way to incorporate technology into the classroom.
Bibliography
Berkas, Nancy. "Technology: The Unused Possibilities." NCTM News Bulletin Oct 2007OCt 2007 10/10/2007 .
This article is a summary of a talk given at the at the 1995 NCTM conference by Frank Demana. Franks discusses how even the simplest use of technology in a math classroom is being underutilized at all grade levels. The calculator is an easy and powerful tool for math students, but it has not been integrated into our classroom. Why this and what is are the benefits of integrating this technology?
Calculators have not been integrated into the textbook. Textbooks are still being based on the traditional mathematical model. If they do discuss technology, it is an afterthought. Teachers need to select textbooks which incorporate this technology into the lessons. By selecting these books, publishers will also be forced to improve the technologies which they are incorporating. These improvements will make it easier to for teachers to utilize this technology.
Calculator use has several benefits for students. Calculators can help students, who are struggling to learn mathematics. Students will be more prepared to use these technologies in their everyday lives. There are also some drawbacks to using a calculator. Students need to be able to perform mathematical task without the aid of a calculator. Students will be handicapped on their standardized testing exams. Many of these exams prohibit the use of any calculator. Today these exams are carrying more and more weight. Many times these exams determine if a student is qualified for graduation or placement in college.
Frank does acknowledge that several organizations are helping to integrate technology into the core curriculum for students. These organizations are applying the political and economic pressure to state governments and textbooks companies necessary to get technology use integrated into the math classroom. Communities must support these organizations if change is to occur.
He offers up several guiding questions for integrating technology into the math curriculum. These questions are designed to ensure students are being benefited by the use of technology in the classroom. Also, they ensure that the use of technology does not create a divide for the students of the class. Technological uses in the classroom should also be based on technologies students are facing and will encounter in the future. By following these questions, teachers will assure technology use in the classroom is done responsibility and ensure students are enhancing their learning experience with the chosen technology.
Outlooks like his are the major driving force in technology use. Far too often, we waste our time debating which technologies are the most helpful and how to fund those technologies, Most of the technologies both students and teachers are comfortable with are the most affordable and easily funded. We need to advantage of the resources we have while we fight for the resources of we dream of.
Heid, M. Kathleen. "Computer ALgebra Systems in Secondary Mathematics Classes: the Time to Act is Now." Mathematics Teacher 95, 9Dec 2002 992. 10/10/2007.
Kathleen Heid calls for secondary math teachers to start using computer algebra systems (CAS) in their classrooms. CASs are an incredible tool to help students understand advanced concepts in math. Heid points out these tools are exceptionally underused by math educators. She offers up rebuttals to the most commonly stated arguments against using CASs in the classroom. CASs can be a huge benefit to students and teachers alike. Her arguments are worthy of further examination.
There are several reason teachers are hesitant to use CASs in the classrooms. First is that CASs are expensive and difficult to use. This statement may true for some of the higher end CASs, but currently there are calculators available, which have CAS software built in. These are fairly easy to learn to use. Teachers also argue that new curriculums minimize the importance of symbolic work and CASs detract from the use for of symbolic manipulations. Teachers believe students will not be able to perform the manipulations necessary to solve problems. Kathleen points out that if the tools are used correctly it can help students distinguish what manipulations are necessary to solve problems. It also helps students save time by removing some of the more repetitive steps. This time can be channeled into learning new concepts or deepening understanding of the current topics. The last major objection is that the tools are not used on standardized testing. These tests are currently being updated to include calculator use. In fact several of the exams already include sections, where you can use a calculator.
There are a ton of reasons not use CASs in the classroom. I admit that these systems do have their limitations, but the benefits students receive from these programs far outweighs the limitations. Teachers need to embrace these programs and implement using them in the classroom.
Veronikas, AuthorSusan W., & Shaughnessy, Michael F. (2006). An Interview with Kathy Schrock. TechTrends. 50, 8-11.
Kathy Shrock is a leader in integrating technology into the classroom. This article is an interview with her in which she discusses several topics. Among these are the successes teachers are making towards integrations, the importance of funding and supporting these programs, and the effect of the NETS standards on teachers. Kathy created several resources for teachers to help integrate technology into the lessons. Her stance on technology in the classroom discusses the need to have the community involved in integrating the classroom.
Teachers are not failing their students in integrating technology. She argues that new technologies take time to fund and for teachers to feel comfortable with them. Teachers should not be blasted for their attempts. Instead, they should be rewarded for having the courage to push envelope.
One of Kathy’s greatest points in the article is that it must a community approach to integration. The community must be willing to pay the necessary tax dollars to help achieve this goal. The cost of technology is more than simple the hardware and software. Schools now need to have technical support specialists to assist teachers and ensure the computers and software packages are working correctly. This position has grown to become a vital part of any school.
Kathy has led the way to use technology as a collaborative tool. Teachers are able to share lesson plans and tools through the web easily. This may be one the greatest uses of technology a global approach to teaching will benefit teachers immensely. Previously, any technological use had to be created by the teacher, which can be very time consuming. Now, teachers are able to use the web to share ideas.
OKOJIE, DR. MABEL CPO, & OLINZOCK, DR. ANTHONY (2006). Developing a Positive Mind-Set Toward the Use of Technology for Classroom Instruction. International Journal of Instructional Media. 33, 33-41 no. 1.
The success a teacher has in integrating technology in the classroom is in large a based on their perception of technology. For teachers to become more successful, we need to learn how to create this positive mindset. There are several techniques offered in this article. First, teachers need to seek out information on developing technologies. Educators and technology companies should collaborate with each to help design technology specifically for the classroom. Research needs to be performed to help isolate and solve problems teachers are having with technology in the classroom. Teachers need to view technology as a part of teaching, rather than a side note to traditional instruction.
Brown, Tom (2005).The Enrichments of Rich Media. T.H.E. Journal. 33 no. 4, 26-27.
Tom Brown presents his testimonial to how effective technology use can be in a classroom. He points out some pitfalls and traps in integrating technology into the classroom. He is clear to point out the students have a responsibility to use technology appropriately in the classroom. In addition, he discusses the importance of the teacher staying within their own technological comfort zone, but also striving to master new technologies. Technology in the classroom can be affordable, even in the budget restrained schools of today.
Students have a responsibility to use technologies appropriately. This trust is essential to integrating technology into the classroom. Teachers are already facing incredible time restraints. Technology should be used to help expand the students learning. When, teachers spend most of their time policing technology use by students, this prevents students from receiving the entire benefit of the technological use.
Teachers also have a responsibility to learn new technologies and integrate those technologies in the classroom. It is exceptionally important that teachers use technologies which they are comfortable with. Few things are as frustrating and disruptive as a failed technological lesson. This can send teachers scrambling for another way to teach the lesson and cost students full understanding of the material.
Tom also discusses some very simple and effective uses of technology in the classroom. Several of the textbooks come with multimedia cds to help the students broaden and cement their understanding of the concept. Also, most schools will have at least limited technologies available to student. Teachers must embrace and utilize what is available. One thing I have personally learned through my discussions with other teachers and past administrators, is that there is money available to help teachers with the cost of technology in the classroom. Teacher s must be willing to search out these grants and apply for them.
Tom’s main point is that teachers have a responsibility to utilize the technologies that are available to them, but they must also make sure the use of technologies enhance learning. By utilizing even the easiest of technologies in the classroom, teachers will help to advance their students understanding of the topics discussed.
Fletcher, Dr. Geoffrey H. (2004). Technology Breeds Collaboration. T.H.E. Journal. 32 no. 5, 2.
This editorial discusses the rewards teachers receive when they utilize technology to collaborate with other educators. Technology allows teachers to easily exchange ideas. It allows schools to create partnerships and share resources. K-12 schools are able to work closely with local colleges and universities to better prepare students for success. On of the greatest benefits of technology is location is longer a limiting factor.
This article is a summary of a talk given at the at the 1995 NCTM conference by Frank Demana. Franks discusses how even the simplest use of technology in a math classroom is being underutilized at all grade levels. The calculator is an easy and powerful tool for math students, but it has not been integrated into our classroom. Why this and what is are the benefits of integrating this technology?
Calculators have not been integrated into the textbook. Textbooks are still being based on the traditional mathematical model. If they do discuss technology, it is an afterthought. Teachers need to select textbooks which incorporate this technology into the lessons. By selecting these books, publishers will also be forced to improve the technologies which they are incorporating. These improvements will make it easier to for teachers to utilize this technology.
Calculator use has several benefits for students. Calculators can help students, who are struggling to learn mathematics. Students will be more prepared to use these technologies in their everyday lives. There are also some drawbacks to using a calculator. Students need to be able to perform mathematical task without the aid of a calculator. Students will be handicapped on their standardized testing exams. Many of these exams prohibit the use of any calculator. Today these exams are carrying more and more weight. Many times these exams determine if a student is qualified for graduation or placement in college.
Frank does acknowledge that several organizations are helping to integrate technology into the core curriculum for students. These organizations are applying the political and economic pressure to state governments and textbooks companies necessary to get technology use integrated into the math classroom. Communities must support these organizations if change is to occur.
He offers up several guiding questions for integrating technology into the math curriculum. These questions are designed to ensure students are being benefited by the use of technology in the classroom. Also, they ensure that the use of technology does not create a divide for the students of the class. Technological uses in the classroom should also be based on technologies students are facing and will encounter in the future. By following these questions, teachers will assure technology use in the classroom is done responsibility and ensure students are enhancing their learning experience with the chosen technology.
Outlooks like his are the major driving force in technology use. Far too often, we waste our time debating which technologies are the most helpful and how to fund those technologies, Most of the technologies both students and teachers are comfortable with are the most affordable and easily funded. We need to advantage of the resources we have while we fight for the resources of we dream of.
Heid, M. Kathleen. "Computer ALgebra Systems in Secondary Mathematics Classes: the Time to Act is Now." Mathematics Teacher 95, 9Dec 2002 992. 10/10/2007
Kathleen Heid calls for secondary math teachers to start using computer algebra systems (CAS) in their classrooms. CASs are an incredible tool to help students understand advanced concepts in math. Heid points out these tools are exceptionally underused by math educators. She offers up rebuttals to the most commonly stated arguments against using CASs in the classroom. CASs can be a huge benefit to students and teachers alike. Her arguments are worthy of further examination.
There are several reason teachers are hesitant to use CASs in the classrooms. First is that CASs are expensive and difficult to use. This statement may true for some of the higher end CASs, but currently there are calculators available, which have CAS software built in. These are fairly easy to learn to use. Teachers also argue that new curriculums minimize the importance of symbolic work and CASs detract from the use for of symbolic manipulations. Teachers believe students will not be able to perform the manipulations necessary to solve problems. Kathleen points out that if the tools are used correctly it can help students distinguish what manipulations are necessary to solve problems. It also helps students save time by removing some of the more repetitive steps. This time can be channeled into learning new concepts or deepening understanding of the current topics. The last major objection is that the tools are not used on standardized testing. These tests are currently being updated to include calculator use. In fact several of the exams already include sections, where you can use a calculator.
There are a ton of reasons not use CASs in the classroom. I admit that these systems do have their limitations, but the benefits students receive from these programs far outweighs the limitations. Teachers need to embrace these programs and implement using them in the classroom.
Veronikas, AuthorSusan W., & Shaughnessy, Michael F. (2006). An Interview with Kathy Schrock. TechTrends. 50, 8-11.
Kathy Shrock is a leader in integrating technology into the classroom. This article is an interview with her in which she discusses several topics. Among these are the successes teachers are making towards integrations, the importance of funding and supporting these programs, and the effect of the NETS standards on teachers. Kathy created several resources for teachers to help integrate technology into the lessons. Her stance on technology in the classroom discusses the need to have the community involved in integrating the classroom.
Teachers are not failing their students in integrating technology. She argues that new technologies take time to fund and for teachers to feel comfortable with them. Teachers should not be blasted for their attempts. Instead, they should be rewarded for having the courage to push envelope.
One of Kathy’s greatest points in the article is that it must a community approach to integration. The community must be willing to pay the necessary tax dollars to help achieve this goal. The cost of technology is more than simple the hardware and software. Schools now need to have technical support specialists to assist teachers and ensure the computers and software packages are working correctly. This position has grown to become a vital part of any school.
Kathy has led the way to use technology as a collaborative tool. Teachers are able to share lesson plans and tools through the web easily. This may be one the greatest uses of technology a global approach to teaching will benefit teachers immensely. Previously, any technological use had to be created by the teacher, which can be very time consuming. Now, teachers are able to use the web to share ideas.
OKOJIE, DR. MABEL CPO, & OLINZOCK, DR. ANTHONY (2006). Developing a Positive Mind-Set Toward the Use of Technology for Classroom Instruction. International Journal of Instructional Media. 33, 33-41 no. 1.
The success a teacher has in integrating technology in the classroom is in large a based on their perception of technology. For teachers to become more successful, we need to learn how to create this positive mindset. There are several techniques offered in this article. First, teachers need to seek out information on developing technologies. Educators and technology companies should collaborate with each to help design technology specifically for the classroom. Research needs to be performed to help isolate and solve problems teachers are having with technology in the classroom. Teachers need to view technology as a part of teaching, rather than a side note to traditional instruction.
Brown, Tom (2005).The Enrichments of Rich Media. T.H.E. Journal. 33 no. 4, 26-27.
Tom Brown presents his testimonial to how effective technology use can be in a classroom. He points out some pitfalls and traps in integrating technology into the classroom. He is clear to point out the students have a responsibility to use technology appropriately in the classroom. In addition, he discusses the importance of the teacher staying within their own technological comfort zone, but also striving to master new technologies. Technology in the classroom can be affordable, even in the budget restrained schools of today.
Students have a responsibility to use technologies appropriately. This trust is essential to integrating technology into the classroom. Teachers are already facing incredible time restraints. Technology should be used to help expand the students learning. When, teachers spend most of their time policing technology use by students, this prevents students from receiving the entire benefit of the technological use.
Teachers also have a responsibility to learn new technologies and integrate those technologies in the classroom. It is exceptionally important that teachers use technologies which they are comfortable with. Few things are as frustrating and disruptive as a failed technological lesson. This can send teachers scrambling for another way to teach the lesson and cost students full understanding of the material.
Tom also discusses some very simple and effective uses of technology in the classroom. Several of the textbooks come with multimedia cds to help the students broaden and cement their understanding of the concept. Also, most schools will have at least limited technologies available to student. Teachers must embrace and utilize what is available. One thing I have personally learned through my discussions with other teachers and past administrators, is that there is money available to help teachers with the cost of technology in the classroom. Teacher s must be willing to search out these grants and apply for them.
Tom’s main point is that teachers have a responsibility to utilize the technologies that are available to them, but they must also make sure the use of technologies enhance learning. By utilizing even the easiest of technologies in the classroom, teachers will help to advance their students understanding of the topics discussed.
Fletcher, Dr. Geoffrey H. (2004). Technology Breeds Collaboration. T.H.E. Journal. 32 no. 5, 2.
This editorial discusses the rewards teachers receive when they utilize technology to collaborate with other educators. Technology allows teachers to easily exchange ideas. It allows schools to create partnerships and share resources. K-12 schools are able to work closely with local colleges and universities to better prepare students for success. On of the greatest benefits of technology is location is longer a limiting factor.
Wednesday, October 17, 2007
Publisher Ideas
There are several publisher could be used to Help students in math.
1. Create reference sheets for Formulas
2. Show real world appliations by creating a catalog of occupations and which maths you use.
3. Have students create formula sheets defining the processes to solve various types of problem.
4. Students create a catalog of possible problems and stratagies to solve them.
5. Create brochures on mathematicians and their inportance to history.
1. Create reference sheets for Formulas
2. Show real world appliations by creating a catalog of occupations and which maths you use.
3. Have students create formula sheets defining the processes to solve various types of problem.
4. Students create a catalog of possible problems and stratagies to solve them.
5. Create brochures on mathematicians and their inportance to history.
Wednesday, September 26, 2007
Excel Tool
This spreadshhet will help you find the eqaution of a line.
Click here to go to the spreadsheet.
Click here to go to the spreadsheet.
Thursday, September 6, 2007
Three Great UEN Resources
1. Searching for Solutions
I found this web quest through the UEN website. It guides students through the process of applying higher level problem solving skills to real life situations. It also gives them a few
choices for problem to attempt. Also, this is a great way to allow my students to use creative thinking to help cement problem solving in their minds.
2. Modifications of Slope
This Site allows students to experiment with changes to the slope intercept form of the equations. This will allow to students to see how small manipulations can change graphs and how manipulations affect the graph.
3. Sequences
This site makes a great warm up tool for students. It gives the students a list of numbers and each number is part of a sequence. The student must provide the next number in the sequence plus the rule of the sequence. A great brain builder exercise.
I found this web quest through the UEN website. It guides students through the process of applying higher level problem solving skills to real life situations. It also gives them a few
choices for problem to attempt. Also, this is a great way to allow my students to use creative thinking to help cement problem solving in their minds.
2. Modifications of Slope
This Site allows students to experiment with changes to the slope intercept form of the equations. This will allow to students to see how small manipulations can change graphs and how manipulations affect the graph.
3. Sequences
This site makes a great warm up tool for students. It gives the students a list of numbers and each number is part of a sequence. The student must provide the next number in the sequence plus the rule of the sequence. A great brain builder exercise.
Wednesday, September 5, 2007
Who Am I?
Who am I? My Name is Steve Phelps. I am a Math ed major at UVSC. I have a wonderfully devious 1 year old and am expecting my second child in November. I will graduate in Spring 2009. I hate IVR's that try and carry on conversations with me. I find them condescending. I am math major because I wanted to teach and there is always a need for math teachers. This will allow me to maximize my personal impact in student's lives.
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