resources

I'll try and post the whole powerpoint, but for I'm trying to figure out how.

—http://wiimote.flosscience.com/

—http://www.teachertube.com/viewVideo.php?video_id=83213

—great for Mac users, but still helpful for PCs

http://johnnylee.net/projects/wii/

Wiimote (the first version)

Wii Smartboard

I was able to make the Wii Smartboard! Just two years ago, my friend from England called me a "tech-phobe". He makes video games for a living, so he's obviously more tech savvy than myself. At the time, I had just got a cell phone and was anti-facebook. I was also complaining about video cameras. I'd rather have still shots and just don't have a desire to shoot videos, even after having a kid.

I say all this, because I want people know I'm not very tech-savvy and I was able to do it. Now, I worked on it until three in the morning and with no success, but this morning I was able to get it up and running.

I'll present this to your class along with a video of how to do it and problems you may encounter. For now, I'm just excited to have it up and running and wanted to tell somebody.

Reflection on Preparing Math Teachers for using Technology

The article Preparing Mathematics Teachers for Technology-Rich Environments focuses on what is needed to provide meaningful and useful training for teachers, so technology can be properly implemented into a classroom. Technology encompasses everything from hardware to software that may be used for a variety of purposes from building new knowledge to assessments. However, this article focuses more on technologies used to enhance learning, reasoning, and problem solving. Examples of these technologies include graphing calculators, spreadsheets, computer algebra systems, and applications. The authors’ suggest the same approach for training teachers despite the specific technology desired to be used in the classroom.

Training for the teachers should include specific to teachers’ needs and grade level. Teachers should be provided concrete examples and content-specific examples to assist teachers in seeing the importance of using technology in the classroom. Training should provide time for teachers to engage in hands-on learning with the given technology. Training should also provide teachers with help on how to structure lessons so that students begin to develop problem-solving skills and reasoning with the assistance of technology.

In order for these goals to be reached during teacher training and preparation, the training must be more comprehensive than the usual one-day workshop. Training should be on going, and time should be allocated for teacher discussions.

A variety of resources are essential for preparing teachers to use technology in the classroom. This includes collaboration of novice and veteran teachers sharing ideas of how to implement technology into lessons.

Lastly, lessons should be developed by first preparing the lesson and then how to incorporate technology into the lesson. Focus must be on the math concepts and not on the technology.

I find it hard to believe any teacher would contest what the authors suggests as being fundamental for teacher training. It would be nice if the districts trainings would align with these same principles. Too often, CCSD provides little to no training for teachers when it comes to technology or new programs to be implemented by the classroom teachers. In addition, the districts new buzz phrase is “teach with fidelity”. The district is constantly changing programs and demanding we teach the new program with fidelity. Well, it’s quite difficult to learn a new program every two years and teach that program exactly how the publishers intended it to be taught.

When it comes to learning how to incorporate new technology into the classroom, the lack of training is more prevalent. The district and more specifically individual schools, fund new technologies for teachers to use by a variety of grant money. This is a positive, however training is usually non-existent. Teachers are learning on the job. Sometimes, a PDE will be offered for certain technologies. However, the trainings aren’t compulsory, cost the teachers money, and don’t go beyond the basics of implementing the technology in the classroom. For example, loads of schools have Smartboards and training is available, but the training is mostly useful for the novice and doesn’t provide much past the basics.

More time should be allowed for teachers to share their specific knowledge of given technologies. However, most planned teacher preparation time is designated for test preparation. Teachers spend this time breaking down test scores, looking at specific strands and standards, and crunching numbers related to test scores. This is even the case at the elementary level.

Unfortunately, our time at school is driven by improving test scores and not on improving teaching.

If proper training was given to teachers, attitudes could be changed and the fear of technology, that some teachers have, could be alleviated. I currently teach at the elementary school level, but I have the impression that middle and high school teachers don’t have the time for lots of interaction with their colleagues. I believe if more time was set aside for teachers to collaborate on the ways technology can be implemented, that it would greatly benefit teachers level of comfort with technology and enhance student learning. I know after working in the district for ten years and taking different course, there are many people in the district who have a vast knowledge on how to effectively incorporate different technologies into the classroom, which would help students to become better problem-solvers. However, the district doesn’t see the value in setting time aside for teachers to pick each other’s brains for ideas. In theory, they would probably disagree with this last statement, but as mentioned before our planning time is to maintain a focus on testing.

Testing Things Out

Up and running with more to come.