My Prezi

Copy of 9th Grade Math on Prezi

Technology Reflection: Instructional Use of the Smart Board

Technology Reflection Assignment

Description/Experience

In the last seminar, we learned about the smart board, the mobi, and also portaportal. All three of these are great resources for teachers of all grade levels. I learned about various ways to include technological activities in the classroom using the mobi and smart board. The activities are very hands-on related, which gives the students more opportunities to be really engaged in the material. With the smart board, you can just walk up and use your finger to complete the activities. On the mobi, you use this electronic pen device to work on in it to complete tasks from the smart board. Smart boards are much more expensive than mobis. Therefore, it may be realistic to get a set of mobis for the classroom opposed to multiple smart boards. All of these new technological resources can be used for every subject area, and seem very engaging and motivational for students.

Application

Considering I am doing my tutoring hours at University High School, my learners are in high school. The majority of the students I work with are in the ninth grade. The students are now working on plotting points by looking at a linear equation with slope intercept form. In addition, they are learning how to find the slope. Before introducing the smart board, I will state the learning objectives for the lesson. I will express the significance of understanding the slope intercept form and the concepts behind it. To begin working with the smart board, I will bring up an interactive grapher from a website in the portaportal. Once I accentuate and explain how to plot points given the slope intercept equation, I will allow the students to interact with the smart board in groups of three. Because there are twelve students in the class, there should be ample time for each group to work with the interactive smart board. The smart boards will allow my students engage technologically. Therefore, they will not be required to stay in their seats and work with pencils and paper. I have learned that it is possible to save your work done on the smart board. So this will help me monitor the students’ work, and review it to see how well they are doing. I believe they will strongly enjoy this type of activity, because it is completely hands on and extremely interactive. The idea of this technology will allow the students to be very involved in their learning. Consequently, the students may become more motivated in learning their math.

Through the activity involving the smart board, the students should gain more knowledge about the smart board and the concepts and skills for understanding how to plot points and find the slope. The students will all actively participate with the smart boards, so a teacher will be able to recognize if the student it fully involved in the activity. This may help eliminate the idea of mock participation. After completing the smart board activity, the students should understand the significance of the x and y axes. There are many underlying concepts involved in working with linear equations or any equations for that matter. So, it will be very important to provide ample time for the students to work with the smart boards to become fully engaged and actively learning. By the end of the activity, the students should be able to graph points on a graph given a linear equation in slope intercept form.

To make sure my students fully understand the objectives, I will assess them a variety of ways. I will conference each of my students individually at the end of the week to see where they stand in regard to the other students; therefore, I will make norm-referenced interpretations. But also, I will assess them by criterion-referenced evaluations to see how well they are mastering this specific material. I may present a short quiz at the end of the activity, or listen why they have small-group discussions to answer essay questions about the graphs. I may also assess them from looking at their saved work on the smart board. This will be a very convenient way to see how they are learning this graphing material and how well they understand how to use the smart board.

• First, I will start by listing key information about plotting points using slope intercept form and finding slope.
• Then, I will clearly state the learning objectives for the lesson and activity.
• Next, I will present several examples using the smart board; this will help introduce how to use the smart board in general.
• After I present these examples, I will separate the class into four groups of three students.
• I will then assign numbers to the groups to decide which group goes first.
• While the students work in the groups, the other students will work on small dry erase boards to practice plotting points on a graph.
• I will monitor all of the students as they work on the smart board and work with the dry erase boards.
• At the end of the activity, I will pass out a paper listing a few questions for the students to discuss in their groups.
• Before the end of class, I will assess the students with a five question quiz to interpret if they have fully attained the learning objectives.

Reflection

-- Pedagogical-Content:

I will use various teaching strategies specific to the mathematical content I am presenting. I could use the smart board as an instructional tool to help present the new information involving the slope intercept form. In addition, I can use the smart board as a way for my students to become discovery learners. This also helps the students learn through cooperative learning by having the students work in groups of three for this activity. I believe this way will help my students better understand this mathematical material, because it allows them to critically think and problem solve. The students can help the student working on the smart board by talking them through it and explaining why you plot points using the slope intercept form. By instructing using the smart board, the students can learn in a more kinesthetic way. Therefore, the students may learn the mathematical content in a more new, exciting manner. So, this approach may enhance their motivation.

I would be very concerned about students’ pre-conceptions and motivations with mathematics. Because math is a more difficult and more conceptual than other subject, the students may already have the idea that learning math can never be fun. In addition, I will be nervous that the students have not learned the necessary prerequisites for learning these linear equations. I will have to begin teaching all of the mathematical content in a very fun, exciting way. This may help increase the students’ motivation to learn. In addition, I will teach this graph material by using many instructional strategies. I will use the smart board to approach the students in a more technological, 21^st century way. I feel the students will better relate to the subject, if I teach using more technology. To increase their motivation and engagement, I will provide several examples, demonstrations, and illustrations with the help of the smart board.

--Technological-Pedagogical:

            I will use the smart board to present the learning objectives for the lesson or activity. Also, I will use the smart board as a way for my students to really engage in the material. They will be able to learn and discover the new skills and concepts that the smart board has to offer. The interactive games and activities on the smart board will help the students get immediate feedback, so the students will be able to correct their mistakes as soon as the smart board recognizes they are incorrect. The smart board will support the way I teach this lesson, because it is very difficult to draw a straight and perfect graph on a chalk board. Therefore, this gives the students a more precise and accurate approach to graphing. So, this idea of presenting the material will enhance the students’ learning.

            To allow the use of the smart board, we may need to designate a wall to put up the smart board. I will have to rearrange the classroom to better suit the new technology. I will have to make sure the students understand that this is an instructional tool, not just for playing games. Therefore, I will have to designate rules for the smart board. However, I can also use the smart board as a positive reinforcer. If the students complete their work on time are doing very well with staying on task, I will allow them to play educational games on the smart board as an extrinsic reward. During the activity, I will to make sure they understand that this is an assignment, and I will use their work as an assessment of their knowledge. I will have to consider many classroom management strategies to incorporate this new technology in my math classroom.

--Technological Pedagogical Content:

The smart board could enhance the students’ learning of slopes and the slope intercept form. The students will benefit from this technology, because at their age it is very important they somewhat learn to have self-regulated learning strategies. So, this technological approach will enhance the idea of individualized learning, but also group or whole-class learning. From the activity, the students will be provided with several examples and demonstrations for working with the graphs. While the students are involved with the smart board, I will restate the learning objectives. This may enhance their learning, because they will be reminded of what they are learning and how the technology activity is helping them reach these objectives.

The students will be more interactive and hands-on with this technology. They will not have to write things down or just click answers. They will be able to literally plot the points on the graph using their fingers. In addition, they will be able to make little notes to themselves on the side of the graph to help them work through the problems. The smart board is a strong an effective way to keep the students engaged in mathematics. The students are also benefitting from the smart board, because they are learning about technology in general. As we all know, technology is always advancing and changing. So, as a teacher, we need to use technology in the classroom to help them keep up with the learning of it. For students in high school, math or doing any work can be devastating to them. By introducing this new instructional tool, the students may be more open to learning the material. It is important to be consistent and understanding of technology, also. It may be important to assess students with paper materials, because technology can lose the work. Therefore, it is very important to maintain differentiated instruction in all classrooms and subject areas. 

Comment to Blog Post 2

This would not post on your blog so I tried it this way until its fixed...

The outline of your lesson seems like a great idea. Using technology can definitely help students better understand information mostly because technology is so well liked by children of this era. I like how you mentioned what you would do if you did not have enough Ipads for each student. This is something I did not think about in my blog but is a very good possibility. Sometimes schools don’t have enough funding to supply technology for every single student but that does not mean we should not use the technology. Also some of the Ipads could have technical problems that day, which is something I have seen a lot in my classroom. By having an alternative you can save classroom time and in turn better manage your classroom. Assessing the students work in so many different forms is a good idea. You want to be sure the students completely understand the information. By gathering different forms of assessments you can tell which ways they understand and perform best and also how well they understand the information as a whole. You did a great job with your lesson and explained it well in terms of pedagogy content, technology pedagogy and technology content.

The Instructional Use of the iPad

 Description/Experience

The technology demonstration presented in the last seminar was related to the iPad. We were taught that iPads can be useful in almost any classroom. We were shown how it can be used in a Spelling class, Math Class, and a Science class. Because there are many downloadable applications, the iPad can benefit students of all ages. The iPad offers many applications for teachers to offer to their students. It can help increase student learning and engagement. A student can get on the iPad and take tests, review material, and also play games. The iPad offers a more exciting way to learn new information. The iPad can be used as a reward to students. Even as a reward, it is still educational for the students. When I become a teacher, I will definitely implement the iPad in my secondary education math class.

Application

In my classroom at University High School, I am working as a tutor in a ninth grade, special education classroom. The students are continuing to work on the process of solving inequalities. They have completed working through one and two-step inequalities, and are now working on compound inequalities. Before working with the iPad, I will provide clear learning objectives to the lesson. Then, I will use the iPad to present an activity on how to understand the “or” and “and” in compound inequalities. Continuing, I will use an “app” on the iPad to demonstrate use of an interactive number line. I believe working on these inequalities interactively on the iPad will help the students gain a better understanding of how a number line works and its relation to the explanation of inequalities. Because the iPad is an electronic device, the students do not have to worry about paper and pencils. They can just use their fingers to work out the inequalities on the iPad. This will be a much more thrilling way to work with mathematical problems. Since it electronic, all of the work completed on the applications can be saved. Therefore, the students can return to the work at anytime. If there are enough iPads for each of the students, then I can have them each work with one on the inequality activity. If not, I could have my students work in pairs and have a limited time on them. I would have them save their work, so that I could use this activity as a way of assessment.  The idea of bringing more technology into any classroom can really enhance the students’ motivation to learn and increase the amount of information they are actually learning.

Through this activity with the iPad, the students will gain more knowledge of compound inequalities. Moreover, the students will learn more about the iPad itself. By working with technology, students can become more engaged and more hands on with the material. Therefore, the students may become more intrinsically motivated to learn in the classroom. At the end of the activity, the students should be able to understand the importance and usefulness of the number line. Also, they should be able to differentiate between an “or” and an “and” inequality. Not only will this enhance their mathematical skills, it may also build up their social skills if they work in pairs. Completing activities with the iPad have several advantages as you may see.

To know that my students are acquiring the learning outcomes, I will assess them in several ways. One idea is to assess them on how they performed on the iPad application. I will have the students save their work, so I can see how well they understand the inequalities. At the end of the week, I will have the students complete a short quiz to check for learning and understanding. I could also assign small individual homework assignments. Another way I might assess the students is to have ten minute conferences with each of them. I may watch how each student works with the application on the iPad, and take notes on how their performance with the number line and inequalities. By using these variations of assessment and discussing the use of the iPads with my students, I will be able to determine if the activity is actually successful.

• ü  First I would provide an example of a compound inequality on the board.
• ü  Next, I would introduce the iPad and the specific app that we will be using.
• ü  I will explain the learning objectives for using the app.
• ü  I will pass out the iPads and have them work in pairs.
• ü  During the activity, I will observe how each pair is working with the iPad.
• ü  After the short activity, I will remind them to save their work.
• ü  We will come together as a whole and discuss the inequalities.
• ü  Before the end of the class, I will assign individual work for each student to complete for homework.

Reflection

--Pedagogy-Content:

            To best represent the content of solving compound inequalities, I will provide several illustrations, demonstrations, examples, and explanations to help my students comprehend the material. For example, I will demonstrate how to work through a compound inequality prior to working with the iPad. After, I will illustrate how to draw out the number line and correctly fill it out. Once I complete this, I will demonstrate how the application on the iPad is used. I will explain how to work out each compound inequality in an organized fashion. Once the activity is completed, I will review the inequalities by discussing several examples from the iPad activity. Some students have the preconceived notion that math is the worst subject. Therefore, it is important that I create interesting activities to help keep them engaged. It is important that the students have learned the prerequisites of inequalities such as multiplication, division, and algebraic concepts. I would be concerned that not all students have all the necessary understanding to move on to compound inequalities. Some of the students may lack motivation in a mathematics classroom, because they do not like math or they feel inferior to math by learned helplessness. In addition, some of the students may not have as much access to technology as others. Therefore, this may be a challenge for me to help them become more familiar with technology. However, I believe the iPad is very simple to use, so the students may not have that many difficulties with the activity.

--Technology-Pedagogy:

            For the activity, I will incorporate the iPad by having the students use an app to interact with inequalities and the number line. Instead of the normal direct instruction of inequalities, I would provide hands on activity with the iPad. It will allow the students to become more self- learners, and it will offer computer-assisted instruction. This type of technology would support the way I teach inequalities, because it reemphasizes the process and understanding of inequalities. After I do a short example on the board, I will pass out the iPads and explain how the app will help us better learn the inequalities and number line. The students will work with an interactive number line to emphasize how the number line is related to the compound inequalities. My teaching strategy is to use differentiated instruction to relate to the many diverse learners in my classroom. So, at first I do a short lesson on the board, then we bring in the iPad, and then I assign work to do at home. I am trying to interconnect many different ways of learning into the classroom. I will have to make sure my classroom is able to be adjustable, so my students can conveniently move around to work in pairs. I will have to make sure each of my students is comfortable working with the other student in their pairs since the activity may involve grouping in pairs. I might need to find a way where just the two people in a pair can see their iPad, so others are not distracted by the other iPads in the room.

--Technology-Content:

This technology would enhance this mathematical material in numerous ways. By including the iPad in a mathematical lesson, the learning becomes student-centered. Therefore, they may feel more responsible and interactive for their learning with the iPad. Continuing, the app would already provide an illustration of the number line. Therefore, the students can just focus on understanding the application of it. Instead of presenting the entire lesson of compound inequalities on the board, the iPad allows the students to engage in an activity which is probably more exciting to any student. The iPad would enhance the way the students practice and understand compound inequalities, because it offers a lot of interaction. While taking notes from a board, is not as interactive with the students. Math is a difficult subject for some students to learn. Therefore, the iPad can help create curiosity and interest in students which in return can help them better understand mathematics. The students could engage in drill and practice to help gain stronger skills for working with compound inequalities.

--Technology-Pedagogy-Content:

            Mathematics can be effectively taught by the strategies used in this activity while incorporating the iPad. The students are really engaging the material, because they are getting to interact with this technology in their pairs. By incorporating the different styles of teaching such as direct instruction, technology integrate instruction, and constructivism instruction, the students are able to learn in multiple ways. Technology is very intriguing, and can be very educational in a sense of the specific content area being taught and just in itself. The iPad has a lot to offer the classroom. It allows me to have a differentiated style instruction. The iPad will enhance the compound inequalities and number lines and the way I teach, because it adds variety to the lesson. The students may be able to pay attention longer. Therefore, they will probably learn the material better. By using the iPad, I will be able to better express the importance and understanding of compound inequalities. So, it will build upon the short lesson I will present before the activity. I would choose teaching strategies such as experimental-learning, student-centered learning, and cooperative learning to interconnect mathematics with the iPad. It is important to recognize the various teacher strategies to enhance both the content and the technology.

Technology Reflection: Instructional Use of Edmodo

Technology Reflection Assignment

Description/Experience

                During our last seminar, we were introduced to the website and communication program called Edmodo. This website provides the opportunity for students and teachers to connect online wherever they are. I learned that Edmodo can be useful tool for all teachers and students to use. However, it is more age appropriate for middle school or high school students. The students are able to work together and communicate about class assignments and activities. Edmodo allows a teacher to upload assignment, and the assignments can just be posted straight up to the teachers “page.” In addition, the teacher can categorize his or her students by classes for organization. Edmodo is a new, fun way to incorporate technology into our 21^st century classrooms today!

Application

            In my classroom at University High School, the students are working on solving inequalities. After creating a teacher Edmodo account, I could upload a video or website link for all of my students to see. First, I would introduce the main objectives of the video, and then I would show them the three to five minute video. After watching the video, I will explain more in depth the process of solving inequalities. Then, I will assess my students by asking questions and assigning group work. At the end of the class, we will come together again and I will assign individual homework posted on the Edmodo website. Because it will be online, it is available to them almost anywhere! The homework assignment will include a simple worksheet and a website link to help them work through the problems. Since it is on Edmodo, the students can converse if they are confused about the assignment or have an issue working out one of the problems. This will be more convenient for them in cases where the teacher may not be available to answer the question when other students are already on the site. Everything done in class, such as notes, in-class assignments, and activities, can be uploaded to Edmodo for the expediency and reference for the students. Their grades will be posted as frequent as possible, so that they know always know what their grades are. The homework assignment will be posted straight onto the Edmodo website. So, there is no need to bring in papers and such to turn in. Edmodo is an enjoyable, environment friendly way for students to complete assignments, calculate their grades, and be interactive with other students in their class.

                Through this activity, the students can learn more about technology and math at the same time. The student will learn about solving inequalities by watching a simple video and collaborating with other students to create ideas to help them solve the inequalities. The students will gain a better understanding of the Edmodo website and the math content presented. They will learn how to post their assignments, discuss the assignments with the teacher and classmates, and locate specific things on the Edmodo site. By using Edmodo, the students may be more entertained and intrigued to complete their assignments. This activity is designed for students between seventh and twelfth grades. Students below this age group may not be familiar enough with technology or the content being presented.

            I will use several methods to make sure my students are acquiring the learning outcomes. First, I would post questions for discussion on Edmodo. I will check over their profile pages to make sure they are interacting and becoming familiar with the Edmodo site itself. To know if my activity was successful, I will grade the assignments given to them on Edmodo. In addition, I will look over the in-class assignments and activities given in class. To see if they are grasping an understanding of Edmodo and the inequalities, I will check to see if there are multiple questions on the Edmodo site concerning the both of them.

Timeline

-Provide an introduction to the Edmodo website

-Introduce the topic: Solving Inequalities

-Watch the video on the process and tips of solving inequalities

-Go over the process solving inequalities more in depth

-Assign group work for the students/ Worksheet of inequalities and number lines

-Groups will present their process of solving and the solutions on the board (Have one group go up at a time to do complete one problem.)

-Make sure complete assignment is uploaded with the video and other website links for additional help

-Assign individual homework on Edmodo

-Get on Edmodo to see if there are discussions up and answer the students’ questions

-Provide guidance to the questions

Reflection

Pedagogy-Content:

            I would represent the content of solving inequalities by providing many examples and explanations. I would demonstrate how to solve and inequality and explain while I do so. I would illustrate how to create a number line and how to fill in the correct numbers under the line. I would give an example of a greater or less than inequality and also a greater than or equal to and less than or equal to inequality. In addition, I will explain to them when it is important to have an open circle over the number and when it is important to have the closed circle. Some conceptions might be previous content learned of solving equations. By knowing how to do these, it is an easier learning process of solving inequalities. The students have to be further advanced in math to understand this material. It is important for the students to erase the pre-conceptions of the equal sign to integrate these new symbols, like greater than or equal to.

Technology:

            There are many prominent functions of Edmodo. Assignments can be uploaded and submitted on it. In addition, class discussions are possible. Links and videos can be uploaded for the teacher and students to make reference. Edmodo allows the teacher to have a grade book online. This site is very dedicated to making teachers and students very connected. This allows them both to be active and involved in the students’ learning. Edmodo is like a social network that is safe for the students to use. The teacher has full access to the students’ accounts. So if a student puts inappropriate information on the site, the teacher can block his or her account. In the world today, technology is ongoing and always changing. Therefore, it is important as a teacher to integrate technology into the classroom. Edmodo helps us do this.

Technology-Pedagogy:

            I would use Edmodo in my activities by bringing it up on a projector, and show videos and websites. I would also include discussion posts to help guide my students through their assignments. Instead of showing the students how to solve inequalities by writing on a chalkboard, I will bring up a video on Edmodo to help give them a different perspective on how to solve them. Then from that, I will assign group work to help them gain individual knowledge on the material. The students will be able to reference the videos and material from class on Edmodo anytime they may need. I will have to explain to the students that I have full access to their accounts. Therefore, I can see everything that they put up. From this, they should understand that they are mature enough to know what is appropriate for Edmodo and what is not. I will have to be more thorough about the deadlines for the online assignment. It will be important that I remind them often when assignments are due. Even though Edmodo is a social network, I will remind my students that this does not change my professional level with them.

Technology-Content:

            By using videos and referencing scholarly websites, Edmodo will allow me to show mathematical concepts using various demonstrations, explanations, and such. Instead of just providing examples from my perspective, they can see the differences in others examples with solving equations. This may better represent the mathematical content, so the students can learn more efficiently. I would upload interactive activities and videos on Edmodo, so my students can have more visual and kinesthetic practice to understand inequalities. For example, I could upload an interactive number line, so the students can interchange numbers and make open or closed circles to represent specific solutions to the inequalities. Edmodo can be very effective in helping students learn.

Technology-Pedagogy-Content:

Solving inequalities and math alone can be effectively taught by using appropriate instructional methods and Edmodo. The content can be introduced using a video uploaded on Edmodo. Then, cooperative learning can be demonstrated in the classroom based on the information presented in the Edmodo video and extra information given from the teacher. Then after class, discussion on Edmodo may take place to help with further questions or homework. Through Edmodo, the teacher can analyze the students’ discussions and work to see if they are fully grasping the material. Edmodo can enhance the process of solving equations by providing several thorough examples. From the video on inequalities, the teacher can reference it to help form another activity associated with the content such as group work, individual work, or whole-class work. I would keep updating material from class, extra website links and videos, and grades to help the students stay on task. By staying organized and offering help and discussion, the students may be more motivated to work and learn better in class. Edmodo will be an exciting way to integrate technology and content in the classroom. Therefore, Edmodo may be the key to helping students learn imaginatively and efficiently.

testing