Before this course I had never used Twitter. I vaguely
understood how it worked. I knew from seeing Twitter referenced on TV, in magazines, and on websites, that @ marked twitter handles for tweeters and
# hashtags related tweets of the same content. However, I thought it was just for keeping up with
the latest celeb gossip and pop culture news. I never imagined the wealth of
education resources on Twitter.
Some of the most useful tweeters that I found in my Twitter Feed
included: @mathchat, @NCTM, @DiscoveryEd, and @maggiev.Unfortunately, many of the education tweets
that came up in my Twitter Feed were related to Education Politics, which I
would rather not have to filter through when looking for classroom ideas. When
searching for information on twitter I would use hashtag searches like:
#edtech, #math, #teaching, #mathchat, #edtechnology. Through these twitter
searches I would find links to useful information that other educators had
found useful and wanted to share with fellow educators. I enjoyed the @mathchat
tweets the most because they provided the most useful information that I could
directly apply to my curriculum. Searches for #edtech and #edtechnology lead me
to a variety a resources that were helpful when looking for information for
assignments in this course and technology use in the classroom.
I could see using Twitter as one tool to relay information to
parents and students on class/school news. Even though all parents and students
may not have a twitter account, it is still a great option for those who do. The
key to great parent communication is to use a variety of media to get the word
out. Teachers could tweet about school functions, upcoming assignments, exams, fundraisers,
ect. The tweets may be hashtagged #YourSchoolsName or #MrsCollinsClass.
I think that by refining the list of who I follow on Twitter, it
would be an even better resource for finding information that will help me
improve my teaching and curriculum. There is a wide variety of useful information on twitter. I just need to filter out some of the information that is not useful to me personally. However, I think using it as a tool for
communicating with parents and teachers is how I would more than likely use
Twitter in the future.
Assistive Technology “is any device or service that helps a student with a
disability to meet his or her individualized
education program (IEP) goals and to participate in the general education
setting to the greatest possible extent.” (http://iris.peabody.vanderbilt.edu/at/at_01.html
)These technologies offer individuals
with disabilities or special learning needs increased opportunities for
learning, productivity, and independence. In the past assistive technology has
only been thought of as devices that give students better physical or sensory
access to instruction, such as wheelchairs, hearing-aids/amplification devices,
Braille, large-print text, voice recognition software, ect. However, technology
can assist in addressing a wider range of learning and teaching needs for
students. (Roblyer & Doering 2013) A great website I found for finding Assistive Technology is http://techmatrix.org/. At TechMatrix you enter “Subject Area”, “Grade Level”, “IDEA Disability Category”, and/or “Instructional Support” available and it gives you a list of possible assistive technologies.
In this post I will explore options for assistive technologies
that could be used in a secondary math classroom, for students with the
following special learning needs:
·Mild disabilities
·Moderate and severe
disabilities
·Physical disabilities
·Sensory disabilities
·At-risk
behaviors/situations
·Gifts and talents
Mild Disabilities
Mild disabilities are the most common type of disability
and include learning disabilities, serious emotional disorders, and mental
retardation (Roblyer & Doering 2013). Roblyer & Doering (2013) also
suggest technologies such as graphing software, drills, games, and tutorials
for examples of sample technologies that can be utilized for students for mild
disabilities.Often students with these
mild disabilities have gaps and deficiencies in their math abilities and are
not able to always to complete the same level of work as their peers. They
often need remediation in basic skills and motivation to succeed in math. In
the past I have used Integrated Learning System (ILS) Software (see “Instructional
Software” blog post) to help individualize these students curriculum and fill
the gaps or make up the deficiencies in basic skills. Depending on the student’s
needs is how much of instructional time is used on the ILS Software. The ILS Software I have used is the ACADEMY OF MATH which I found beneficial to my students. There are several other ILS Software programs. Drill and Practice Programs and games are another good way to keep students quick at doing basic arithmetic. The ability to quickly do arithmetic is one reason why students with mild disabilities struggle in math. IPad apps such as MATH DRILLS are good for making this type of practice fun. If you do not have iPads, a quick internet search will return many other free web-based options for drill and practice games.
Moderate and Severe Disabilities
"For students with moderate and severe cognitive disabilities considerable effort is devoted to ensuring that they acquire daily living skills such as personal hygiene, shopping, and use of public transportation" (Roblyer &Doering, p 408, 2013). In these cases more than likely it will not be in the students educational goals to learn to solve quadratic equations or learn trigonometry. These students will need to master the basic math skills required for living independently. An interesting software program I found is "My Mathematical Life" a simulation game in which students take a character from high school graduation to
retirement, giving advice on important health, education, career, and financial
decisions. MoneyInstructor.com has resources to teach and learn how to write a check, make checking account deposits and withdrawals, endorse checks, manage and balance your checkbook, and checkbook reconciliation with your monthly bank checking account statement.
Physical Disablities
Physical disabilities generally only affect a person's mobility and agility. So, in a secondary math classroom we are generally looking for a technology that will help the student write or type, so that questions, answers, and classwork can be done. An Audio Graphing Calculator provides an alternative for people who cannot effectively use a handheld calculator. Also, MathType is an interesting program I found for math accessibility. "MathType has three important accessibility capabilities. First of all, MathType can be used as an add-on to Microsoft Word to enable students with hand writing or mobility issues to create math equations with a computer, either via the keyboard, mouse, or with a variety of adaptive mouse tools. Secondly, MathType can be used to create accessible math content via MathType's MathPage function. The resulting web document can then be read with any MathML-enabled screen reader or assistive technology application. Thirdly, MathType can be used to produce math braille when used with supported braille translation software like Duxbury Braille Translator or the ViewPlus Tiger Software Suite" (http://techmatrix.org/resource/mathtype).
Sensory Disablities
Sensory disabilities encompasses students who may not be able to see or hear, well. MathType is a great resource for these students as well, since it can enable math content to be read to students and math content can be output in Braille using supporting software.
At Risk Behaviors/Situations
"Students at risk for school failure are not considered disabled in the sense of the federal definition of disability. However, their lack of success in school often parallels the low performance of students with disablilities" (Roblyer & Doering, 2013, p 409) At Risk students often lack motivation and have difficulties in math computations and concepts. Properly integrating technology into the curriculum can help increase motivation in all students. Engaging videos like those from www.BrainPop.com make math more engaging for students. Drill and Practice programs like those from www.ixl.com can help students become more proficient in math computations. There are so many more ways that technology can be used to motivate, remediate, and engage students that I have posted in previous blog posts.
Gifted and Talented
Roblyer and Doering (2013, p 411) quotes NCLB to define gifted and talented. "The federal definition of gifted students ... Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in a specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." Gifted students need to be provided opportunites to further explore concepts than their peers. Often gifted students can become bored with the repetition of math. WolframAlpha is a great website to let gifted students explore the bigger picture of mathematics. Gifted Students could also participate in www.MathLeague.com 's annual Math League Contest. The Math League has Math Contests for Grades 4 through 8, Algebra 1 students, and High School Students. Over one million students from the United States and Canada participate in Math League Contests each year. Every contest has questions from different areas of mathematics. The goal is to encourage student interest and confidence in mathematics through solving worthwhile problems. Many students first develop an interest in mathematics through problem-solving activities such as these contests. Schools compete in statewide or multistate league competitions.
AT for #math:talking calculators for people struggling with computing,organizing,aligning, & copying math problems http://t.co/TiOEXItW#K12
— MindYum (@Mind_Yum) July 30, 2012
Learning and Education via the internet is common place. This class for instance. We as students chose the online program because of the easy access to education and the ability to do our coursework at whenever and wherever we like. Information is available 24/7. Technically all you need is some type of wireless device and access to a McDonalds or another public WiFi connection. We all realize that the face of education in changing and therefore teachers need to adapt and change their methods. However, old habits are hard to break and often teachers can be intimidated by unknown technologies. Roblyer and Doering (2013, p240) list seven types of web based activities for the classroom:
Electronic Pen Pals - Students who are distance exchange information
Electronic Mentoring - Students are linked with experts to answer questions and support learning
Virtual Field trips- Students visit sites to view/learn about people, places, and resources not locally available.
Electronic Publishing -Students share written and artistic products on websites
Group Product Development - Students work on written or artistic products with other students on different sites
Problem Based Learning- Students explore topics, obtain and analyze data, or participate in simulated problem solving with other students.
Social Action Projects - Students discuss and create solutions for social or environmental problems with other students.
There are many tools available to utilize in Web-based Learning. Below I have used 3 online resources for a lesson on Pythagorean Theorem. The three resources used where Glogster, Animoto, and ClassTools.net.
I found Glogster to be the Web 2.0 tool that I would probably use the most in a Secondary Math Classroom. In my example I used Glogster to create a Glog on using the Pythagorean Theorem. It provides a interactive and visually appealing way to present the information students will use in learning about the Pythagorean Theorem. Not only would I use Glogster to present information to students, I would have students create their own Glogs to present information. Roblyer & Doering (2013, p185) say "Whenever possible, teachers should try to give students the opportunity to display their projects locally and to broader audiences made possible by web publishing."
Glogster for Pythagorean Theorem
Animoto is an interesting Web 2.0 tool. I can see it to be more useful in other content areas. I came up with a limited number of ideas in which I would use it for a math lesson. In my example I found several pictures relating to the Pythagorean Theorem and pictures of "real life" right triangles. The purpose of this animoto is to help students see the major ideas and application of Pythagorean Theorem. I would also be a great tool for publishing student work and projects as a single collection.
Animoto
Games are a great way to engage students in drill & practice exercises. In solving problems using Pythagorean Theorem, students need to be able to square a number quickly and take the square root of a number. ClassTools.net let me create a fun game for students to practice these skills with questions I created myself. I will definitely use this resource for future lessons.
Games for practice finding Squares and Square Roots
"Clearly, 21st century educators will have to deal with issues and situations that their predecessors could not even have imagined. New technology tools also mean new and different ways of accessing and processing information needed for teaching and learning" (Roblyer & Doering, p19, 2013)
Even though new technology brings new challenges to education, as educators we must embrace these challenges to best educate our students for life in the 21st century. Technological advances are also advances for education. Technology has placed the knowledge of the world at our fingertips and we must embrace this and prepare our students for the future not teach the ways of the past. Advances in technology make ideas like 1:1 computing, individualized education, and global learning a reality. I feel that many educators still have not realized all the possibilities that technology brings to the classroom.
A popular technology resource for the classroom is the iPad. Mobile devices such as smart phones and tablets like the iPad and iPhone are the technology of now and the future. Even though desktop computers and laptops are functional, they will soon be obsolete. Students need to be educated with the knowledge of today and the future, not what we (teachers) used when we were in school. However, there are barriers to using "new technology" in the classroom. One major barrier is funding for the technology. But, if your school system does not have funding for technology be diligent and look for opportunities to write a grant. Below I have included just a few links of the many available Apps for use in the mathematics classroom. Most of these links are geared toward a high school class, but some functions of the apps could be used for lower grades.
Upon doing research for this post, I discovered the Infinite Thinking Machine website http://www.infinitethinking.org/. First launched in 2006, the Infinite Thinking Machine (ITM) is a high-energy Internet TV show directly targeted at K-12 educators, parents and students. Our goal is to inspire creativity and innovation in education. I did become inspired by these web-isodes and wanted to share them. There are a lot of great ideas of the power of technology in the classroom and teaching with technology for the future.
YouTube Video from Infinite Thinking Machine that showcases ideas and innovations for mobile learning. One idea from this video is that, if the answer to a question can be found using a mobile device in less than 2 minutes then it shouldn't be the basis of learning or assessment. This emphasizes that the application of knowledge is more important than just learning facts.
Infinite Thinking Machine Web video: MATH-APP-ALOOZA
Some of the Apps I include in my list. Other Apps for elementary and middle school are included in the video.
LINKS TO MATH APPS/PROGRAMS
I would love to have a 1:1 computing classroom in which every student has their own mobile device such as an iPad. Below are links to just a few of the many apps and web resources that could be utilized in a 1:1 iPad math classroom.
Geometry Apps
Below are two apps that are very useful in teaching Geometry. Students get a hands on a visual approach to exploring Geometric properties and proving theorems.
This is a paid app ($3.99) featured in the ITM video, but that is cheaper alternative to purchasing Geometers SketchPad.
Apollonius is an Interactive Geometry Software (IGS) for the iPhone and iPod Touch. It allows you to make geometric constructions (such as those made using a compass and straightedge/ruler) and move their parts smoothly using the device's touchscreen.
Apollonius was inspired by similar software for personal computers, such as Cabri and The Geometer's Sketchpad.
An example of a simple construction that can be made with Apollonius is a triangle with its medians, heights, and angle bisectors. Moving the vertices of the triangle will then simultaneously move the medians, heights and angle bisectors accordingly.
Apollonius remembers your last construction when the program is closed. It also allows you to ZOOM and SCROLL your construction, providing a very large virtual screen.
This is a FREE app through iTunes. It is a great app for exploring Geometric Properties.
With the Geometry Pad you can create fundamental geometric shapes, explore and change their properties and calculate metrics. The shapes are displayed on a scrollable and zoomable workbook with a rectangular coordinate system. There are many functions to the Geometry Pad. Vist the link to learn more
Some of the tasks you can solve with Geometry Pad:
- Create geometric shapes and measure all its possible metrics like length, angle, area, perimeter, intersections, distance between points, angles between lines.
- Move/resize geometric shapes and watch how its metrics are changing in real time.
- Demonstrate circle theorems by creating and changing inscribed and center angles.
- Demonstrate theorems about incircles and excircles locations.
- Create and annotate complex geometric figures. Share them through export to image and e-mail features
NLVM can replace or supplement classroom manipulatives such as counters, pattern blocks, algebra tiles, ect and as well as provides many simulation applets. It is a Free library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis).
"Learning and understanding mathematics, at every level, requires student engagement. Mathematics is not, as has been said, a spectator sport. Too much of current instruction fails to actively involve students. One way to address the problem is through the use of manipulatives, physical objects that help students visualize relationships and applications. We can now use computers to create virtual learning environments to address the same goals."(http://nlvm.usu.edu/en/nav/siteinfo.html)
Wolfram Alpha is a paid iTunes app ($2.99) featured in the ITM Math-App-looza video. It provides a great resource for math teachers to help student understand mathematics on a deeper level.
With a simple input of sin(pi/5) = ?, students are directed to a page in which they are given 3 different answers and 9 other mathematical representations of sin(pi/5).
"Wolfram|Alpha introduces a fundamentally new way to get knowledge and answers—
not by searching the web, but by doing dynamic computations based on a vast collection of built-in data, algorithms, and methods..... Wolfram|Alpha's long-term goal is to make all systematic knowledge immediately computable and accessible to everyone." (http://www.wolframalpha.com/about.html)
An engaging app consisting of a multi-functional 180 degree protractor that enables the user to measure and understand the relationship between different objects and varying angles. Choose from 12 shapes/objects to resize, rotate and measure. Students in grades 3 and up can practice Geometry as outlined in the NCTM and Common Core State Standards for Math. Ideal for learners age 8 and up
Math Ref is an award winning education app. With it you can browse over 1,400 formulas, figures, and examples to help you with math, physics, chemistry and more. Use an expanding list of helpful tools such as a unit converter, quadratic solver, and triangle solver to perform common calculations.
As I said before now that technology has put the knowledge of the world at our fingertips, I feel it is more important to teach students to apply this knowledge rather than memorize facts. In the real world if for some reason you need to know how to find the volume of a cylinder a quick google search will return the formula needed for the calculation. So, I ask is it necessary that we require students to memorize formulas and equations, or should we show them how to utilize, understand, and apply the resources that are available. A math formula reference list is a great tool that I would encourage students to use for problem solving.
Paid iTunes App ($7.99) I would use this app for discovery learning to help students better understand complex algebraic and trigonometric functions.
Inside this intuitive, real-time app, students can manipulate twelve different functions, interact with graphs and plots, copy and export their work into other applications, even view examples for deeper understanding. Everything from basic linear equations to quadratic equations in vertex and generic form is covered, as well as sophisticated trigonometric functions. All of these to be explored at the touch of a button or the moving of a few sliders.
Paid iTunes app ($1.99)
Graphing Calculator HD turns your iPad into an intuitive high-resolution function plotter and scientific calculator.
Computer Programming/Coding Resources
There is a big demand for computer programmers and app developers. Since these mobile technologies are the future, more people are needed who can develop the software programs for them. Programming/Coding envelops all aspects of mathematics. Programs are wrote using logic and algorithms (fundamentals of mathematics). This is the answers to the question "When am I ever going to use this in Real Life?" As the ITM video below says, the people who can code seem to have super hero powers compared to those who do not. For my math degree I was required to take two Computer Programming classes. This shows that understanding how codes are written is an integral part to the future of mathematics education. I would love to be able to implement lessons on developing and writing computer algorithms into my curriculum. Below are links to resources/programs for coding and a video from ITM.
