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The Transformation of a Luddite:

Explore the journey of a math educator embracing technology, from Smartboards to Interactive Television, enhancing student engagement and accessibility. Learn how tools like Lecture Capture and ZOOM are reshaping teaching methods. Discover innovative ways to connect with a diverse student body using email communication and interactive platforms. Join the revolution in education technology!

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The Transformation of a Luddite:

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  1. The Transformation of a Luddite: Using Technology Outside of the Classroom Setting John Prather, Ohio University’s Eastern Campus

  2. The Starting Point • While there are certainly exceptions, I am a firm believer that calculators have generally damaged mathematics education. • As a result, I use relatively little technology inside the classroom.

  3. Beginning of the Transformation: Smartboards • About ten years ago, I first saw a Smartboard. • Big obvious advantage: Class notes can be downloaded as a pdf, and put in course management system (in my case, Blackboard). • Students can go back and look at these if they miss class, if they are unsure about something, or can not take notes themselves. • Less obvious advantages: • Colors are easier. • Can go back easily to material from earlier in class. • Minor disadvantage: Board is a little smaller than normal classroom boards. • I would categorize the Smartboard as a gateway technology • These days only a handful (enough to be worth the couple of minutes it takes to upload the pdf) of students will download the pdf because …

  4. The next step: Lecture Capture (Panopto) • To see what this looks like, see next slide or link below: • https://ohiouniversity.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4ff880b1-a173-4ea0-b441-a9de01673874&instance=BlackboardProd • Notice, the lecture is captured along with whatever I am writing on the board (or showing on a powerpoint) • Really good for students who cannot attend class, but not as good as being there. • Gives students a chance to re-watch lecture if they need a refresher. • Most students will take advantage of this at some point in the course (hard to be precise, but about 1/3 of students spent more than 100 hours in the course Blackboard site)

  5. One More Step: Teaching Using Interactive Television • As one of five regional campuses, we often do not have sufficient enrollments on any one campus to justify a course. One solution is to share courses using interactive television. • Instructor is at home campus, but students can be at any campus. Interaction is live, similar to Skype, but way better quality. • Students can see instructor or students at another campus on one monitor, and document camera/computer screen on the other. • A limitation: Students can’t always see other students. • Another limitation: If there is more than one other campus, instructor can only see students at one other campus at a time (others are little picture similar to Google Hangouts). • Recently, I have taught Number Theory and History of Math using this system to at most three other campuses. Next semester, as part of Ohio’s idiotic dual enrollment program, I will be teaching College Algebra to five remote sites (and my campus students).

  6. Teaching Using Interactive Television: Connecting With Students • Require some email every class day prior to class. Some ideas: What did you find important in this lesson and why? What problems are you having with this material, if any? • Gets students in the habit of sending emails. • Last semester, class of 14 (458 required emails, 225 questions from students). • If students have questions about HW, they can take a picture of their actual work. • HW also sent by email. Graded work is printed, scanned, and emailed back (Could use course management software, but I found that more cumbersome/less habit forming). Require a specific subject line so that the emails can be filtered out of normal inbox. If students need, a response, they use a different subject line. • Can meet with students by phone or by using Skype-like technology.

  7. Next Steps: ZOOM class • ZOOM is another Skype-like program, but better. • Plan is to teach History of Math next spring using it. • Synchronous class meetings, unlike online classes. • Should facilitate discussion as students should be able to see each other (view is Brady Bunch style). • Will use a document camera as a board, when necessary. • Will have to figure out some administrative details (i.e. tests), but otherwise should work like interactive television classes.

  8. Questions? • John Prather • prather@ohio.edu

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