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
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.
