Teaching with Technology

Since 2013, I have taught mathematics through various roles, from tutoring to university professorships, at institutions including Temple University and Adelphi University. Witnessing students' “aha” moments is one of my greatest joys. I use technology to enhance education, making learning more interactive and accessible. Tools like polls and Desmos projects make content engaging, while multiple submission options ensure accessibility for all students.

The shift to online education in March 2020 introduced me to a range of technologies, including grading software like Gradescope, which provides immediate feedback and accurate grading. This experience led me to explore new tools, such as Mentimeter for polling and video lectures for flipped classrooms, which foster student independence and interactive learning.

I continue to adapt and integrate emerging technologies, including AI, to enrich student learning and prepare them for future careers. Exploring platforms like LinkedIn for professional growth and teaching students to critically evaluate AI’s output are just a few ways I aim to enhance their educational experience. I’m excited to keep pushing the boundaries of technology in education and look forward to future innovations in mathematics teaching. 

The framework I focused on while creating this interactive slide set was the SAMR method. I made sure that the polls I created brought in something that redefined the content, asking questions I would not normally ask in a lecture. For example, ranking statements, clicking on answers, and even seeing the average response was very engaging for the students, and me! The variety and novel abilities of the polls introduced some good energy in class for the day. Additionally, asking them for feedback seemed to make them comfortable, and that their needs were being listened to.

My first item in making a choice of technology is its utility. If it does not fit the course well I will not use it. I am not completely satisfied with mentimeter, and am still considering how to mitigate its limitations. I make sure that emphasizing technology does not shoehorn my teaching to fit the technology, instead of vice-versa. Because, at that point, it would be better to teach with nothing more than board and chalk!

Video lectures are becoming increasingly important to increase engagement with material outside of class, supplement student review and study, and in covering material that is best done via reversing the classroom. One example of this is applications in Calculus I. We can have students research applications to their major, watch a short lecture inspiring them with some ideas, then cover examples in class supplemented with example from my research in fluid dynamics.

Assignment:Online Quiz: Two lies and a truth--The following is an assignment to help you practice your proofreading. This will count as two quizzes.

Below, please comment to claim three problems you would like to submit from sections 3.4 Chain Rule, 3.5 Implicit Differentiation, 3.6 Derivatives of Logarithmic functions. One from each section. I will keep a list of problems that have been chosen, try not to choose one already taken. The assignment will have two parts:

Part 1: Initial post

For this assignment, one problem should be worked out correctly, and the other two should have an intentional mistake for other students to find. Make a mistake that is not obvious nor algebraic, and preferably one you have made before or one you imagine is a common mistake among other students, i.e. a fundamental misunderstanding of the topic. 

Next, edit your comment and submit photos of your work for the problems. Include a graph from desmos which models the graph of the function/relation and the derivatives asked for in each problem. Do not make the error in desmos, but in your calculations.

Make sure your post has the following

1. Statement of the problem and problem number

2. Pictures of your work, correct or incorrect, for all three problems

3. An accurate desmos graph of the function/curve and its derivative for each problem

Part 2: Replies.

Next, reply to two problems, first claiming that you are replying, then edit your comment to post your work pointing fixing the mistake. You should not reply to a comment already fixed by another student or to your own post.  In your reply make sure you:

1.  State what the error is in their work

2. Describe why it is an error

3. State and post the correct work. 

This is due Sunday  by midnight.

I am aware that a large concern about technology is the distraction aspect. I understand many professors will ban technology in their classroom but I find this extremely inequitable. Many of my students use technology to enrich my lectures. I trust my students to apply their attention where they see fit, and make sure to engage with them one on one if I see the are disinterested in the current topic. I do not believe it is my responsibility to manage my student's technology usage if it does not negatively impact other student's learning.

One concern I do have is in-accesibility. I have many non traditional students who may be uncomfortable using technology in the classroom. Many of my students have different devices that may not access the content as well, and I will not require them to spend money on technology for the course that is not already provided by the University (e.g. a computer to submit homework).

Strategies I have to mitigate these concerns include monitoring students who are distracting others with technology and having a meeting with them about the distractions. Another would be to have students form groups to respond so that one member can submit on their device. The rest is just trial and error and ironing out any difficulties with technology use. 

Technology should only be used if it affords the student something new in its usage, and so to avoid distractions, inaccesibility, and just to maintain attention it is important that my use of technology is giving students something new, and something better than lecture.