Using Appropriate Technology to Enhance Learning and Appreciation of Mathematics

1. Using Appropriate Technology to Enhance Learning and Appreciation of Mathematics Quality Education for Minorities Network Strengthening Teacher Education in Mathematics at Historically Black Colleges and Universities Erin Mason Jackson Public School District Director of Instructional Technology August 28-29, 2009

2. Are We Still Teaching the Way We Were Taught?

3. Erinism - 2009 Do as I do, not as I say.

4. What is Instructional Technology?

5. If the only tool you have is a hammer, you tend to see every problem as a nail.-Abraham Maslow

6. The value is in the content and how you use it. Not in the technology itself.

7. Just because you can do a thing, doesn’t mean you should…

8. What Do Teachers Want?

9. What Do Teachers Love?

10. So What Do They Really Need?

11. They need the proper tool to do whatever they need to do.

15. Zoombinis

19. What About Computer Science?

22. LOGO

23. We cannot accept that teachers can’t and/or won’t use available technology to improve teaching and learning. “They can’t” or “they won’t” use technology is not OK anymore. Erinism - 2009

24. Collaboration and communication are the keys. Not the technology.

37. Erinism - 2009 Don’t project your (our) technology inadequacies on the students. They are not us.

38. 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), Shulman’s 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.

39. 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.

40. TPACK

42. So How Do I Know If What is Going on Is Good? Technology Integration Matrixhttp://fcit.usf.edu/matrix/

43. Are We Ready to Teach Everyone?

44. 21st Century Classroom Clemson University

45. Are we preparing students for the world we lived in…

46. Or the world they will live in?

47. Using Appropriate Technology to Enhance Learning and Appreciation of Mathematics Quality Education for Minorities Network Strengthening Teacher Education in Mathematics at Historically Black Colleges and Universities Materials will be posted within 7 days on http://www.wiki.jackson.k12.ms.us August 28-29, 2009