1. By: David Usinski usinski@ecc.edu

2. http://techteaching.net/teachers.html

5.  Why Technology?  Seated Courses  Online Courses  Other Resources

6. Students learn mathematics by doing mathematics, engaging in tasks and activities, mediated by the teacher. Technology’s influence on students’ mathematical learning is either amplified or limited through the kinds of mathematical tasks and activities teachers provide. The newest generation of handheld technologies can provide unique opportunities for students to do mathematical tasks in new ways that have the potential to foster learning and develop understanding. THE ROLE OF HANDHELD TECHNOLOGY IN TEACHING AND LEARNING SECONDARY SCHOOL MATHEMATICS  Gail Burrill, Michigan State University

7.  Technology motivates students to learn, complete tasks that might bore them with pencil and paper, provides creative ways to solve problems, and offers a risk free learning environment for students to explore the world of mathematics. It encourages students to become active learners with a quest for knowledge and to assume responsibility for their own learning. http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde x.htm

8.  Mathematical concepts are understood in several different ways... using pictures, non-linguistic representation, interactive math tools, graphs, colored squares, multimedia presentations, and number lines. It enables students to use a variety of media and formats to apply, evaluate, synthesize and communicate information and ideas effectively to multiple audiences. http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde x.htm

9.  Interactive Math tools, digital photography, and spreadsheets should be used in the classroom because they are tools that provides concrete ways to explore abstract concepts, enhance success for visual learners, promote higher-order thinking skills and deepens understanding.. http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde x.htm

10.  Students are more assertive in a risk-free learning environment of the computer. Errors are easily corrected or edited, creating a finished product that students are proud of and are willing to share. http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde x.htm

11. http://www.p12.nysed.gov/irs/statistics/hsgrads/2009/table1.pdf

12. https://www.nystart.gov/publicweb- external/2006statewideCIR.pdf

13.  Textbook – traditional without any online homework environment.  Textbook with online homework.  eText with online homework – seated and online.  Self-Paced Computer Mediated Learning.

14. Online Homework with eText Computer Mediated

15. Spr 2007 to Spr 2010MT001 MT003 PassTotal Percentp1 != p2PassTotalPercentp1 != p2 Textbook Only559856%31% Textbook with MathXL102442%40% Academic Systems226335%2% ALEKS162273%4%81362%39% Overall - City24548551% 162955% Conclusion: ALEKS appears to work in a 5 hour per week lab setting.

16. Sample YouTube Sample

21.  TI-Nspire CAS Navigator – Thank you Title III Grant and Mary Beth Orrange!  A Totally Interactive Mathematics Classroom

25.  You can download this PowerPoint at:  http://city.ecc.edu/usinski/presentations.html http://city.ecc.edu/usinski/presentations.html