Using Appropriate Technology to Enhance Learning and Appreciation of Mathematics

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Using Appropriate Technology to Enhance Learning
and Appreciation of Mathematics
Erin Mason Jackson Public School
District Director of Instructional Technology

• Quality Education for Minorities Network
• Strengthening Teacher Education in Mathematics at
  Historically Black Colleges and Universities

August 28-29, 2009
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Are We Still Teaching the Way We Were Taught?
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Erinism - 2009

• Do as I do, not as I say.

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What is Instructional Technology?
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If the only tool you have is a hammer, you tend
to see every problem as a nail. -Abraham Maslow
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The value is in the content and how you use it.
Not in the technology itself.
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Just because you can do a thing, doesnt mean you
should
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What Do Teachers Want?
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What Do Teachers Love?
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So What Do They Really Need?
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They need the proper tool to do whatever they
need to do.
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Zoombinis
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What About Computer Science?
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LOGO
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Erinism - 2009

• We cannot accept that teachers cant and/or wont
  use available technology to improve teaching and
  learning.
• They cant or they wont use technology is
  not OK anymore.

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Collaboration and communication are the keys.
Not the technology.
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Erinism - 2009

• Dont project your (our) technology inadequacies
  on the students.
• They are not us.

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TPACK http//www.tpack.org

• Technological Pedagogical Content Knowledge
  (TPACK) attempts to capture some of the essential
  qualities of knowledge required by teachers for
  technology integration in their teaching, while
  addressing the complex, multifaceted and situated
  nature of teacher knowledge. At the heart of the
  TPACK framework, is the complex interplay of
  three primary forms of knowledge Content (CK),
  Pedagogy (PK), and Technology (TK). As must be
  clear, the TPACK framework builds on Shulman's
  idea of Pedagogical Content Knowledge.
• The TPACK approach goes beyond seeing these three
  knowledge bases in isolation. On the other hand,
  it emphasizes the new kinds of knowledge that lie
  at the intersections between them. Considering P
  and C together we get Pedagogical Content
  Knowledge (PCK), Shulmans idea of knowledge of
  pedagogy that is applicable to the teaching of
  specific content. Similarly, considering T and C
  taken together, we get Technological Content
  Knowledge (TCK), the knowledge of the
  relationship between technology and content. At
  the intersection of T and P, is Technological
  Pedagogical Knowledge (TPK), which emphasizes the
  existence, components and capabilities of various
  technologies as they are used in the settings of
  teaching and learning.

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TPACK http//www.tpack.org

• Finally, at the intersection of all three
  elements is Technological Pedagogical Content
  Knowledge (TPACK). True technology integration is
  understanding and negotiating the relationships
  between these three components of knowledge. A
  teacher capable of negotiating these
  relationships represents a form of expertise
  different from, and greater than, the knowledge
  of a disciplinary expert (say a mathematician or
  a historian), a technology expert (a computer
  scientist) and a pedagogical expert (an
  experienced educator). Effective technology
  integration for pedagogy around specific subject
  matter requires developing sensitivity to the
  dynamic, transactional relationship between all
  three components.

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TPACK
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So How Do I Know If What is Going on Is Good?
Technology Integration Matrixhttp//fcit.usf.edu/
matrix/
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Are We Ready to Teach Everyone?
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21st Century Classroom Clemson University
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Are we preparing students for the world we lived
in
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Or the world they will live in?
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Using Appropriate Technology to Enhance Learning
and Appreciation of Mathematics
Materials will be posted within 7 days on
http//www.wiki.jackson.k12.ms.us

• Quality Education for Minorities Network
• Strengthening Teacher Education in Mathematics at
  Historically Black Colleges and Universities

August 28-29, 2009