EDTC6433 Module 1 Blog Post(Exploration in Math)

Module 1 Blog Post: Exploration in Mathematics

While being at Spanaway Lake High School (SLHS) I found the technology in our school is rapidly increasing and to be a proficient educator I must push myself further with influencing more of it into my classroom. Mathematics tends to be considered a boring subject. You learn about equations, write notes, do homework, go over it the next day and repeat. During my four years of being a teacher my school district has taken the initiative to incorporate iPads for each student to use. My ultimate goal, based from Bloom's Taxonomy, is reaching the highest potential possible of student learning. As I focus on the ISTE Standard One: Facilitate and Inspire Student Learning and Creativity, I was able to reflect on how much technology I was using and how to increase the amount of technology used by asking myself, “How can I easily create engaging exploration activities for my algebra and geometry students?”

            After completing a bit of research I found ways to solve my query. I looked at the article, “Innovative Schools in Michigan Connect: Making Learning Personal” for their version of a “flipped” classroom. The teachers cited in the story use a program known as “20-Time”. It is a system that allows students to use twenty percent of class time each day to explore a topic of their choice that pertains to the subject, then present on it at a later date (20-Time, n.d.). The website includes strategies for teachers as well as blogs from others who have been committed to “20-Time”. For the classrooms mentioned in the Michigan Schools article they use technology for their exploration. One teacher starts the research project at the beginning of the year by students choosing a topic, then they spend the year pursuing their research or goal with the occasional reflective blog posts about their project (Page, 2015).

            Another article that peaked my interest was “50 Alternatives to Lecture” written by Alexandra Pickett. In the reading Pickett described other engaging activities that are great to use instead of direct instruction. One was using online student-led discussions. The goal would be to challenge student thinking and let others propose their alternatives to the class. Pickett (n.d.) stated, “Teaching by online discussion can be an extremely effective means of helping students apply abstract ideas and think critically about what they are learning and how to use and evaluate online and other resources to support their position” (p.1). As a geometry teacher, I teach abstract concepts that students have to think carefully about in order to produce a solution. By creating that style of instruction I can have an open space for students to research solutions then discuss it with the others online by responding with alternatives. Using SLHS’s Learning Management System, “Canvas” I can create those discussions in my online classroom for students explore major concepts then come back and report their findings.

Similar to the alternative of lecturing was the use of “Buzz Groups”. The students are placed into small sub-groups with each student working on a problem or concept, then a representative presents their finding to the entire class (Pickett, n.d.). This method would work great for topics I teach in algebra on real-world applications on a certain formula or geometry with its vast amounts of different proofs that can be solved. These collaborative discussions have major benefits. A fellow classmate, Vanessa Ho found an article as she was researching her question that affirmed my reasoning to want to use online discussions in my classroom. It has been found there is improved academic performance when there is collaboration in short-term, problem-solving projects (Kim & Hannafin, 2011). After looking through the readings I found more strategies to expand my classes and create more exploration activities for my students to discover.

While I want to be inclusive of modern technology in an urban school I find that there can be problems. The school has a vast range in the socioeconomic climate. Some students cannot afford internet at home which can cause issues if I strive to create online discussions for students to complete outside the classroom time. Also there are students whose parents cannot afford the coverage plan so they refuse to sign the proper paperwork for the student to receive the iPad. Even if they choose to decline the insurance they do not want the risk of being charged with replacing an iPad in the event it might get damaged. If those are put aside, there are problems with pushing for more technology use in the classroom. Another classmate Cleo Hagan, found an autobiographical article by Kate E. O’Hara (2014) that explains about technology in an urban school environment during her time teaching in New York. “However, despite the positive potential of technology use, technology itself is not the panacea for the ills plaguing urban schools… It can be used to perpetuate the status quo; an aid in scripted and narrowed curriculum, and the deskilling of teachers” (p.14). After looking at the difficulties that might arise, I still believe that creating those online discussions and research projects will still benefit my students’ level of understanding. As I continue with creating an online classroom I must make sure I am looking toward making a positive impact on my students.

           

Works Cited

20-Time In Education Inspire. Create. Innovate. (n.d.). Retrieved October 05, 2016, from http://www.20timeineducation.com/

Kim, M. C., Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments  (TELEs): Bridging research and theory with practice. Computers & Education 56, 403–417.

O'Hara, K. E. (2014). Traveling the Road of Research : Stories of Teaching and Technology. Brock Education, 24(1), 12-14.

Page, S. F., Ed.( 2015). Innovative Schools in Michigan. Connect: Making Learning  Personal. Center on Innovations in Learning, Temple University, 2-4.

Pickett, A. M. (n.d.). 50 Alternatives to Lecture. SUNY Learning Network, 1-2.