#1 Insight from 5040

One thing that really resonated with me from this course is that most schools strive for so much technology that is then not used to help students learn. There is a big push for technology in education, but the push is not specific to technology that will actually help with student understanding. I have seen so many different ways technology can be used for the betterment of every students eduction, but this type of technology is not being implemented in most schools. Schools push for technology in every classroom and most often than not that technology is solely a conveyance technology. School systems and administrators need to be educated about action technologies and dynamic technology that will improve the way that mathematics and other subjects are taught. It is clear that technology can help students understand mathematical concepts, but it depends on the way that the teacher uses technology in their classrooms. Having a smart board and laptops for every student will not cut it if students aren’t given opportunities to use action technologies that will improve understanding. I was surprised to see that most schools are only using technology to convey information when technology can do so much more.

Reflection 12/1

Technology Budget $10,000

iPad Mini for $250  |  25 for $6250
iPad Mini Case for $80  |  25 for $2000
Doc Camera for $585
Apple TV for $100
Projector for $400
Apps, Maintenance, etc. – $665


iPad Mini for $250  |  10 for $2500
iPad Mini Cases for $80  |  10 for $800
Doc Camera for $585
Apple TV for $100
Projector for $400
Apps, Maintenance, etc. – $615


iPad Mini for $250  |  4 for $1000
iPad Mini Case for $80  |  4 for $320
Doc Camera for $585
Apple TV for $100
Projector for $400
Apps, Maintenance, etc. – $90

Reflection 11/19

Upon thinking about the idea of a flipped classroom, so many questions come to mind. How do you ensure that your students are engaged and interested in your subject? How do you know your students even watched the video? What happens when a student doesn’t have access to the internet, or if a student’s internet is not working for one night? With a flipped classroom, how in the world are you going to keep your students motivated to succeed in your classroom? I think about sitting through class all day long and then having to go home and having to watch videos of the next lesson, and I don’t think that sounds appealing at all. Yes this may allow a teacher to have more time working with individual students as opposed to just standing in front of a classroom and lecturing, but who says those are the only two options. I think it is crazy to try to teach a student a lesson with no opportunity for that child to interact or ask questions. By having lessons that are based on student discovery we see that teachers can promote whole class discussions and lead student learning, while avoiding lecture style teaching. Furthermore, how would we reach students who have no interest in learning or succeeding in school? By creating lessons that are interesting and engaging we are pulling all students into the lesson, while telling a student to watch a video every night is not going to be successful for all students. I think that those in favor of flipped classrooms are just comparing it to a typical lecture style classroom, but that is not the only other option. As teachers, we need to focus on reaching every student by having lessons that are engaging for every student and lead by student discovery.

Reflection 11/17

It was really interesting for me to see multiple ways to solve the 9999 problem. I used the method that Jack found and that Ronnie used. I filled my spreadsheet all the way to 9999, which took a long time, and then I had to go back through to see which numbers worked (the whole numbers). It would have really helped to have seen the pattern that Ronnie saw that showed that for ever positive number that worked, there was a corresponding negative number that worked as well. His approach made the most sense to me, but he used a lot of trial and error that could have been avoided with an addition of a spreadsheet like the one I made. It wouldn’t have been necessary to fill the spreadsheet all the way like I did because he saw that there was a pattern. I also liked the median approach, which seemed a little more confusing to me, but it yielded the same results. I think that it really helps students to be able to see solutions in more than one way in case one way does not make sense at first.

Reflection 11/12

The article I found, “The Interactive Whiteboard: Weighing the Pros and Cons,” has a similar view as the provided article in “Education Week Teacher: Why I Hate Interactive Whiteboards.” Interactive whiteboards does not help with the transition to a new kind of learning based on student discovery. The article discussed how interactive whiteboards create a classroom that is very teacher centered, which makes the teacher talk time to be greater and the student talk time to be lower. Interactive whiteboards encourage the same type of teaching and learning that has been in place for years with a hope for a different result. Interactive whiteboards are not allowing students to participate in their own learning. Students can come up individually to the board and work problems, but that is only one student instead of every student learning. Several blogs that I read agreed with the provided blog that interactive white boards do nothing to improve student learning.

Reflection 11/10

I fell that the biggest take away from our reading and from our experiences in the real classrooms is that everyone thinks that they are using technology so well when in reality they are not. There have been so many pushes and initiatives to have more technology in schools, and schools think they are succeeding with this goal because they have technology. But these people are missing the point. The point is not to have tons and tons of technology, it is to use technology effectively to “promote mathematical reasoning, sense making, or communication” (Principles 2014). Classrooms are receiving interactive white boards and not using them any differently than they would a white board or a projector. Students are given laptops or tablets and are using them to receive and take notes instead of exploring all the capabilities that could be used to increase their mathematical abilities. Technology can not only change the way we are teaching our students, but open up a world of possibilities of new ideas that could not be productively taught before the entrance of these new forms of technology. As teachers, we need to promote and use mathematics action technologies in our classrooms in order to utilize the full capabilities of the technology that exists today.

Reflection 11/7

A couple of thoughts that I have had in the last few weeks have shown me that technology is really not being used in the best ways possible at this point in most situations. I have seen so much technology that can help students get around learning, such as finding the answers on Wolfram Alpha, or using the new App PhotoMath. I had a friend from high school tell me about this app a couple weeks ago, how you can take a picture of a math problem and it will just give you the answer. Technology is making it too easy for students these days to get around learning and understanding the material. Our cooperating teacher told us that their last school year, they had more trouble with cheating than they ever had before because all the students had phones and were texting answers during assessments. I have also observed that most classrooms are using technology as conveyance technology and not using it to help student understanding. For these reasons, I see that it is even more important for Math teachers to combat these bad uses of technology with the great uses for technology that we have seen in our class.

Reflection 10/13

I am excited for the opportunity we have to go into the school and observe actual teachers and students utilizing technology. I look forward to seeing how the classroom I am observing in uses technology, and how it is different than the way we have been using technology and the way I used technology in my high school. I look forward to using technology with the students in the classroom to see how they respond to the kind of technology that will help them the most. Upon first observation in the classroom, I have noticed that most of the technology that is used in this classroom is conveyance technology and not mathematics action technology. It will be interesting to see how the students respond to using mathematics action technology when we implement it in their classroom.