Sharie Kranz

Technology & Pedagogy “One of the enduring difficulties about technology and education is that a lot of people think about technology first and the education later.” (Schacter, 1995)

Student Engagement Motivation and Student Engagement increases in connection with learner centered activities and technology-supported explorations. (Flores et al, 2002)

“Moving down the pyramid, students become more involved in the learning process, and retention increases… We have known for a long time that the best way to learn something is to prepare to teach it. In other words, whoever explains, learns.” (Sousa, How the Brain Learns) Learner Centered

Type I Technology (Maddux et al, 2001) Mimics the same teaching style and behavior of a teacher but uses technology to do it. Reading an online textbook Creating /completing worksheets on a computer Teacher lecture presented with a Power Point or interactive whiteboard presentation.

Type II Technology Enables students to do work that was not always easily accessible to them. The focus is not on how teachers can use technology to teach, but instead on how students can use it to learn (Muir, 2001) Student created product Explain concept to others Student exploration of concept

Technology & Learner Centered Create authentic learning situations Engage students by connecting academic concepts to real world scenarios Increase students’ confidence with math fluency (Fies, 2007)

Interactive & Exploratory Immediate feedback Course correction Positive reinforcement Students need to discover their own learning Sense of ownership/responsibility Discovery connects learning to own experiences Teach problem solving skills Avoid procedural drill and kill

Individualized Instruction Focus on student weaknesses When doing individual work on computers or other technology, students are more willing to risk making mistakes. ( Saultz, 2012) Addresses multiple learning styles

Real Life Applications Effective technology can help students connect mathematical concepts with their own life and future real world applications. Math Concepts Relevant Real World Application Personal Life Prior Knowledge

Support for Technology Training Familiarity with technology System prepared to handle technology Tech support Accessibility to technology

Increased Communication Students are able to discuss mathematical concepts with: Peers Educators Community members Verbalizing these concepts helps with depth of understanding and retention

Technology Example Graphing Calculators Incorporated into any curriculum Analyze graphs/tables to discover patterns 1)Promoted achievement 2)Improved problem solving skills 3)Increased understanding of mathematical concepts (Suydam, 1993)

Building & Expanding iMPaCT-Math (Media Propelled Computational Thinking for Mathematics Classrooms) Programming on Graphing Calculator Learner Centered Exploration of coordinate relationships Discovery of patterns Built in motivators Competition Connecting key concepts

Balance Technology & Pedagogy Virtual flashcards are not any more effective than traditional flashcards. No one size fits all Encourage learner centered activity Make real life connections Provide continued support for existing technology

References Flores, A., Knaupp, J., Middleton, J., & Staley, F. (2002). Integration of technology, science, and mathematics in the middle grades: A teacher preparation program. Contemporary Issues in Technology and Teacher Education, 2(1), Maddux, C., Johnson, D., & Willis, J. (2001). Educational computing: Learning with tomorrow’s technologies. Needham Heights, MA: Allyn & Bacon. Muir, M. (2001). Technology and Instruction. Middle Link, 12(3),1,4. Fies, C. (2007). Research Summary: Digital technologies in mathematics and science education. Retrieved June 1, 2012 from spx spx Saultz, A. (2012). Programs for Middle School Math: An Inventory of Existing Technology. Policy Analysis for California Education (PACE), Schacter, J. (1995). The impact of educational technology on student achievement. The Milken Exchange on Educational Technology. Suydam, M., Brosnan, P. (1993) Research reported on mathematics education reported in Journal for Research in Mathematics Education, 24,