Introduction

1. How do you use technology

now?

2. What helps?

3. What hinders?

Definition of Technology• Computers

• Software

• Internet

• Digital cameras and camcorders

• Robotics

• Audio-visual (movies, podcasts, etc.)

• Voice recorders – iPod with recorder

• AlphaSmart word processor

• Social Networking…

• Other . . . .

What Technology Has to Offer

• Authentic challenging tasks

• Active learning - students benefit from

exposure to real world problems,

scientific modeling, feedback from

peers and experts and global

communities.http://www.cofc.edu/bellsandwhistles/research/retentionmodel.html

Beyond Bells and Whistles: Affecting Student Learning Through

Technology

What Technology IS …

• Constructivist, higher level

thinking, communication, creation

of original work, and problem

solving in non-routine ways and

authentic ways

• Technology as a means of

providing support, opportunity and

meaning.

Learning and Retention Rates

Beyond Bells and Whistles: Affecting Student Learning Through Technologyhttp://www.cofc.edu/bellsandwhistles/research/retentionmodel.html

ISTE – NETS Standards• International Society for Technology in

Education

• National Education Technology Standards −Students−Teachers−Administrators

• Most states have adopted, adapted or

referenced in their own state standards

• ISTE is in the process of updating their

standards

NCTM Content Standards

• Numbers and Operations

• Algebra

• Geometry

• Measurement

• Data Analysis and Probability

• www.nctm.org

NCTM Process Standards

• Problem Solving

• Reasoning and Proof

• Communications

• Connections

• Representations

• www.nctm.org

Where Do I Start?

1. What content, topic, or lesson should I start with?

2. What technology may help students to better understand?

3. Where can technology enhance the content, process or products in my classroom?

4. What technology can assist in meeting student readiness, interests, or learning styles?

• Who will assist me?

• Who will support me?

• What more do I need to know to get started?− Resources− Information− Access

Changing the Process . . .

• Math concepts− Virtual manipulatives

Integrating Technology How Do I Do That?

• Technology can be used as a tool to differentiate

Content, Process, Product, and Environment

• Technology can be used in key components of

differentiation: readiness, interest, learning

styles

Product

Environment

Standards

Process

Readiness

Content

Learning

Styles

Interest

Content, Process, Product . . .• Content

−Everyone is learning the same concept, but using different levels of complexity, depth or sophistication

• Process −Everyone is learning the same concept,

but using different methods to learn it

• Product−Everyone is using different ways of

showing what they know.

Where’s the Content?

Steps to Designing Tiered Lessons 1. Identify the grade level and subject for which you will write the

lesson.

2. Identify the standard (national, state, district, etc.) that you are targeting.

3. Identify the key concept and generalization.

4. Be sure students have the background necessary to be successful in the lesson. Provide needed scaffolding.

5. Determine in which area you will tier.− Content, process, product

6. determine the type of tiering you will do: • Readiness, interest, learning profile

7. based on your choices above, determine how many tiers you will need and develop the lesson.− Differentiation means doing something different--

qualitatively different− Secondly, be sure each tier is doing moderately challenging,

respectful work. We don’t want one group doing blackline practice sheets and another doing Japanese cooking!

8. develop the assessment component to the lesson.− formative, summative, or a combination of both.

For more information on tiering, please contact the Center for Gifted Studies and Talent Development at 1-800-842-4251.

Technology Integrationideas for teachers

• Technology Integration for Teachers − resources for reading and doing

• A Different Place

• Tammy’s Technology Tips

• 4Teachers

• Education World – Technology in the Classroom

Bloom’s Digital Taxonomy

Mathematics• Mathematical Interactive Tools

• The Math Forum @ Drexel University

• A Creative Encounter of the Numerical Kind

Language Arts•Carol Hurst’s Children’s Literature

•Thinkmap Visual Thesaurus

The Business of Schools

• The Business of Schools Is to produce work

that engages students, that is so compelling

that students persist when they experience

difficulties, and that is so challenging that

students have a sense of accomplishment, of

satisfaction—indeed, of delight—when they

successfully accomplish the tasks assigned.

• Inventing Better Schools * Schlechty

Pedagogical Content Knowledge

Teaching requires a structured

knowledge network of specific

subject matter facts, skills, and

concepts that are intimately

connected.

(Schulman 1986, p. 9)

Mathematics Knowledge for Teaching (MKT)In the context of teaching math, PCK requires:

(1) a conceptual understanding of the core knowledge;

(2) fluency in carrying out procedures; (3) strategic competencies in planning

effective instruction;(4) adaptive reasoning in justifying and

explaining one’s instructional practices; and

(5) a productive disposition towards mathematics, teaching, learning, and the improvement of practices.

(Hill & Ball 2004, NRC 2001)

Technological Pedagogical Content Knowledge (TPCK)

Effective teaching with technology

requires “understanding the mutually

reinforcing relationships between all

three elements taken together to

develop appropriate, context specific

strategies and representations”.

(Mishra & Koehler 2006, p. 27).

Research Questions

1. What are the perceived benefits relating to the development of participants’ technology, pedagogy, and content knowledge through designing digital learning objects for mathematics?

2. How does the Math Through Computers class depict the nature of preservice teachers’ Technological Pedagogical Content Knowledge for teaching mathematics?

3. In which ways do the specific components of the digital learning objects reflect preservice teachers’ Mathematics Knowledge for Teaching?