The Difficulties Facing Technology Integration into Mathematics Education.

Slides:



Advertisements
Similar presentations
MEASURES OF SUCCESS: An Evaluators Perspective Carol L. Colbeck Director & Associate Professor Center for the Study of Higher Education The Pennsylvania.
Advertisements

Empowering Learners through the Common Core State Standards
LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER- READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE. CCRS IMPLEMENTATION.
TWS Aid for Supervisors & Mentor Teachers Background on the TWS.
The Difficulties Facing Technology Integration into Mathematics Education in Lebanon Maha Baassiri El Hariri Learning Technologies and Mathematics Middle.
Characteristics of Good Teachers Resource: Becoming a Teacher in a Field-Based Setting.
The Professional Teacher Learner-Centered Education EveryTeacher Teacher Development Planning Team June 14, 2004.
National Association for Sport and Physical Education (NASPE) PE Coordinator’s Mini-Conference Wednesday, March 14, 2012 Framework for Effective Teaching.
Empowering Young Learners through the Standards for Mathematical Practice Juli K. Dixon, Ph.D. University of Central Florida
1. Principles Learning Assessment Technology 3 Teaching Assessment Technology Principles The principles describe particular features of high-quality.
Math-Science Subgroup Report Recommendations. APEC Context Members are keenly interested in collaborating to learn from each other how to provide 21 st.
Design Research Intelligent questioning for effective designs.
Consistency of Assessment
NCTM’s Focus in High School Mathematics: Reasoning and Sense Making.
Technology Integration C. Candace Chou University of St. Thomas This presentation is modified from Dias, L. B. (1999). Integrating technology. Learning.
Making Proficiency in Math Soar to Greater Heights November 2, 2006 Claudia Ahlstrom.
Chapter 11 Instructional Procedures © Taylor & Francis 2015.
Introduction to Workshop 10 Choosing Learning and Teaching Approaches and Strategies.
project DATA. Agenda Entry task Welcome and introductions project DATA –Background –Purpose and.
Effective Instruction in Mathematics for the Junior learner Number Sense and Numeration.
What should be the basis of
Reflective Pathways from Theory to Practice Brewton-Parker College Education Division.
performance INDICATORs performance APPRAISAL RUBRIC
Exploring mathematical models using technology and its impact on pedagogical mathematics knowledge by Jennifer Suh George Mason University Presentation.
Meeting SB 290 District Evaluation Requirements
Why Educators need to be educated in technology By Diane Harris CEP 812 July
Experiences and requirements in teacher professional development: Understanding teacher change Sylvia Linan-Thompson, Ph.D. The University of Texas at.
Markus Mostert & Lynn Quinn Rhodes University Grahamstown South Africa Using ICTs in Teaching and Learning: Reflections on Professional Development of.
Margaret J. Cox King’s College London
Technology Leadership
Domain 1: Preparation and Planning. ElementUnsatisfactoryBasicProficientDistinguished Knowledge of content and the structure of the discipline In planning.
NCTM Overview The Principles and Standards for Teaching Mathematics.
CCSS Mathematics Standards What are the learning expectations? Grade K- 8 Math Content Standards Build deep understanding, not just procedural.
1 National Council of Supervisors of Mathematics Illustrating the Standards for Mathematical Practice: Getting Started with the Practices Investigations.
Math Science Partnership Excellence In Mathematics Lanakila Elementary School Honolulu, HI.
Illinois MSP Program Goals  To increase the content expertise of mathematics and science teachers; 4 To increase teaching skills through access to the.
Staff Development and the Change Process
Thomas College Name Major Expected date of graduation address
Mission The faculty and staff of Pittman Elementary School are committed to providing every student with adequate time, effective teaching, and a positive.
NOVA Evaluation Report NOVA Evaluation Report
Connecting Teachers Can there be models of effective practice for teachers with ICT? Chair: Christine Vincent, Becta Presenter: Margaret Cox King’s College.
Toolkit for Mainstreaming HIV and AIDS in the Education Sector Guidelines for Development Cooperation Agencies.
1. Principles Equity Curriculum Teaching 3 Assessment Technology Principles The principles describe particular features of high-quality mathematics programs.
 This prepares educators to work in P-12 schools (1)  It provides direction (1)  It is knowledge-based, articulated, shared, coherent, consistent with.
NCATE Standard 3: Field Experiences & Clinical Practice Monica Y. Minor, NCATE Jeri A. Carroll, BOE Chair Professor, Wichita State University.
Ebrahim Talaee Tarbiat Modares University (Tehran, Iran) and University of Bamberg (Germany) Hamideh Bozorg Tarbiat Moadares University, Tehran, Iran The.
Plenary Session 7: Technologies and Principles of Learning in Support of Teaching Delwyn L. Harnisch University of Nebraska, Lincoln.
Mathematics Teachers Grade 8 October 10, 2013 Joy Donlin and Tony Lobascher.
Grades K-2 Guidebook and Remediation Guidance. Please have open on your computer: -Session Power Point -Grades K-2 Math GuidebookGrades K-2 Math Guidebook.
Tech-knowledgy in Mathematics: Investigating Mathematical Models and Concepts Using Virtual Manipulatives and Applets Jennifer M. Suh, Ph.D.
The Relationship between Elementary Teachers’ Beliefs and Teaching Mathematics through Problem Solving Misfer AlSalouli May 31, 2005.
NOVA Evaluation Report Presented by: Dr. Dennis Sunal.
NEW! Powerful, FREE online math tool to teach fractions! Conceptua TM Math.
Technology Workshop 2 June 22, Extent of Technology Integration in Instruction by ABE Teachers.
Developing Leaders in Effective Teaching Diane J. Briars President National Council of Teachers of Mathematics 2015 NCTM Minneapolis Regional.
Government of Nepal Ministry of Education National Center for Educational Development.
Situating Teacher Learning in the Practice of Science and Mathematics Teaching Monica Hartman University of Michigan Pre-Oral Defense Meeting May 3, 2004.
Chapter 8 Putting It All Together DEVELOPING A TEACHING PHILOSOPHY © 2015 Etta R. Hollins.
Information Literacy Prepared for “The Role of Academic Libraries In Fostering Civil Society” Nancy Bolt, September 2002 Nancy Bolt & Associates.
Teaching through the Mathematical Processes Session 1: Introduction to the Mathematical Processes.
Ayoub Kafyulilo DUCE Challenges and Opportunities of Integrating ICT in Education.
Strategies for blended learning in an undergraduate curriculum Benjamin Kehrwald, Massey University College of Education.
Instructional Practice Guide: Coaching Tool Making the Shifts in Classroom Instruction Ignite 2015 San Diego, CA February 20, 2015 Sandra
Developed by the Southern Alberta Professional Development Consortium (SAPDC) as a result of a grant from Alberta Education to support implementation of.
TEACHING MATHEMATICS Through Problem Solving
Field Experiences and Clinical Practice
Kuwait National Curriculum
NJCU College of Education
Learning to Teach and Teaching to Learn via Visualization
Doc. PaedDr. PhDr. Jiří DOSTÁL, Ph.D.
Presentation transcript:

The Difficulties Facing Technology Integration into Mathematics Education

What is one of roles of the math education community? prepare students for the work place prepare students for the work place provide them with the necessary expertise to effectively use the different technologies in work provide them with the necessary expertise to effectively use the different technologies in work

Why Math Education has not Fully Benefited from the Surrounding Technological Environment? Access to technology Access to technology Mathematics curriculum Mathematics curriculum Teachers' qualifications, beliefs and professional development Teachers' qualifications, beliefs and professional development

What Type of Technology Will be Referred to in This Presentation? Technology associated with computers Technology associated with computers Any other type of technology will be specified. Any other type of technology will be specified.

Access to Technology One of the main reasons that prevent technology integration in are financial matters One of the main reasons that prevent technology integration in are financial matters

Teachers' Qualifications, Beliefs and Professional Development “ Technology can improve teaching and learning, but just having technology doesn ’ t automatically translate to better instructional outcomes" (SIIA 2000). “ Technology can improve teaching and learning, but just having technology doesn ’ t automatically translate to better instructional outcomes" (SIIA 2000).

Teachers are the key to any successful reform in mathematics ((Kaput 1992, NCTM 1989, 2000 To implement technology in teaching mathematics, teachers should have a mastery of : the mathematics content, the mathematics content, the pedagogical skills and the pedagogical skills andskills the technology used. the technology used.

main problems facing teacher professional development financial problems, financial problems,problems time constraints, time constraints,constraints teachers ’ own beliefs about technology integration in math education and teachers ’ own beliefs about technology integration in math education andbeliefs the type of workshops designed for technology integration in math teaching. the type of workshops designed for technology integration in math teaching.type

How to Integrate Technology? Technology integration in the LMC should not be an aim, but a tool to improve the curriculum Technology integration in the LMC should not be an aim, but a tool to improve the curriculum Provision of an easy access to technology and associated resources Provision of an easy access to technology and associated resources Curriculum reform Curriculum reform Curriculum reform Curriculum reform Teachers' Development Teachers' Development Teachers' Development Teachers' Development

Conclusion "Education technology is neither inherently effective nor inherently ineffective; instead, its degree of effectiveness depends upon the congruence among the goals of instruction, characteristics of the learners, design of the software, and educator training and decision- making, among other factors" "Education technology is neither inherently effective nor inherently ineffective; instead, its degree of effectiveness depends upon the congruence among the goals of instruction, characteristics of the learners, design of the software, and educator training and decision- making, among other factors" ( Schneider M., SIIA, 2000) ( Schneider M., SIIA, 2000)

Consequences Many private schools can afford technology integration Many private schools can afford technology integration Not all public schools have computers due to the difficult economical situation Not all public schools have computers due to the difficult economical situation Ministry of Education has distributed 8000 computers over public schools last year Ministry of Education has distributed 8000 computers over public schools last yearyear

Not all the private schools support financially their teachers ’ professional development Not all the private schools support financially their teachers ’ professional development The Ministry of Education organizes free workshops for teachers in the public sector that range from teaching the teachers the basics needed for using the computer to developing a project based learning using computers The Ministry of Education organizes free workshops for teachers in the public sector that range from teaching the teachers the basics needed for using the computer to developing a project based learning using computers Teachers don ’ t have the chance to practice what they learn in workshops because software are not available at their schools Teachers don ’ t have the chance to practice what they learn in workshops because software are not available at their schoolsschools

Many teachers don ’ t believe in the effect of technology on students ’ learning their education about technology, their education about technology, to their proficiency in applying technology to their proficiency in applying technologyproficiency the way they have learned math the way they have learned mathmath

Not all the teachers that teach mathematics are considered convenient (holds a university degree in the domain of mathematics or has graduated from faculty of education to teach math) (The Strategic Educational Document CERD 2006) Not all the teachers that teach mathematics are considered convenient (holds a university degree in the domain of mathematics or has graduated from faculty of education to teach math) (The Strategic Educational Document CERD 2006)

The results of a study by Arouni (Arouni 2005) on 100 mathematics teachers that hold a B.S. or a higher degree in mathematics showed that lack of training is one of the causes that prevent these teachers from learning about new technologies and integrating them into their teaching. The results of a study by Arouni (Arouni 2005) on 100 mathematics teachers that hold a B.S. or a higher degree in mathematics showed that lack of training is one of the causes that prevent these teachers from learning about new technologies and integrating them into their teaching.teaching. Proficiency in Using Technology

Types of Workshops Teach about the technology Teach about the technology Few workshops addressing a special audience teach about the applications of technology in math education Few workshops addressing a special audience teach about the applications of technology in math educationeducation

Curriculum Reform Less attention to procedural and algorithmic skills and tedious calculations Less attention to procedural and algorithmic skills and tedious calculations More emphasis on deep conceptual understanding More emphasis on deep conceptual understanding Development of mathematical tasks can be shaped according to the following guide lines: Development of mathematical tasks can be shaped according to the following guide lines: guide lines: guide lines:

Guidelines introduce technology in context introduce technology in context address worthwhile mathematics with appropriate pedagogy address worthwhile mathematics with appropriate pedagogy take advantage of technology take advantage of technology connect mathematics topics connect mathematics topics Incorporate multiple representations. Incorporate multiple representations. ( Garofalo, Shockey, Harper, & Drier, 1999). ( Garofalo, Shockey, Harper, & Drier, 1999).1999)

Teacher Development Changing mathematics teachers' beliefs and attitudes towards technology Changing mathematics teachers' beliefs and attitudes towards technologybeliefs teacher training to use technology teacher training to use technology technology

Change in Teachers ’ Beliefs teachers must have opportunities to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), teachers must have opportunities to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), teachers must experience the value of technology integration in math teaching by having an access to others practices and beliefs that are reflective of their subject and grade level, and observe the positive impact these practices have on students ’ learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997) teachers must experience the value of technology integration in math teaching by having an access to others practices and beliefs that are reflective of their subject and grade level, and observe the positive impact these practices have on students ’ learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997)1997

Teacher Training Teachers must have confidence in their abilities while using technology in class. Teachers must have confidence in their abilities while using technology in class. A priority in teacher training is the connections between subject matter and pedagogical content, and the emphasis on learning about technology in the context of subject matter and pedagogy (Hughes,J., 2004 ) A priority in teacher training is the connections between subject matter and pedagogical content, and the emphasis on learning about technology in the context of subject matter and pedagogy (Hughes,J., 2004 )2004

NCTM Recommendations Mathematics teachers must develop and maintain the mathematical and pedagogical knowledge they need to teach their students well. One way to do this is to collaborate with their colleagues and to create their own learning opportunities where none exist. They should also seek out high-quality professional development opportunities that fit their learning needs. By pursuing sources of information, building communities of colleagues, and participating in professional development, teachers can continue to grow as professionals. (NCTM,2000, p. 373 )