Technology Supported Learning

Use of Technology & Digital Tools for Math Learning

Incorporating technology in mathematics classrooms enables educators to craft powerful collaborative learning experiences that support problem solving and flexible thinking. With strategic integration of both content-specific and content-neutral technology, students and teachers can construct their learning together in authentic ways that elevate mathematics learning.

Content-neutral technology includes tools such as virtual whiteboards, handheld clickers, and student collaboration apps. Virtual whiteboard and websites, such as Explain Everything, promote self reflection, enable students to make their learning visible and share and connect ideas, and have been linked with high-level student thinking and teacher questioning.

Technology that Fosters Deep Mathematical Learning: When used appropriately technology can be effective in the math classroom. Research indicates that content-specific apps and websites that focus on math learning with the use of virtual manipulatives are highly effective, and in some cases more efficient than physical manipulatives.

Virtual Tools: Virtual manipulatives can be used as a part of the Concrete-Representational-Abstract (C-R-A) learning cycle. These manipulatives are important tools for teacher modeling and demonstration, and provide students access to manipulatives both inside and outside of the school day via computers and other mobile devices (NCSM, 2013).

BEING A CRITICAL CONSUMER OF TECHNOLOGY

The educational technology market is flooded with new apps, tech tools, and gadgets, and in some instances, teachers are commended for increased technology use whether it supports healthy math learning or not. Technology can have a truly positive impact on student learning, but it should not replace teaching or ignore research-based best practices for math instruction.

If we believe that students of mathematics need opportunities for discussing math, creating and connecting visuals, analyzing models, discovering patterns, and making generalizations, the technology that we introduce into our classrooms should match those values.

There was a time when simply getting technology into the hands of our students was a goal, but the time has come to slow down and plan for technology integration that truly supports healthy and productive mathematics learning.

Tapping into Tech for Readers & Reading Response

iPad (tablet) and app-enabled devices: The iPad has a number of unique features that provide for interesting possibilities in teaching and learning. The motion sensor of the iPad / tablet device has a number of intriguing applications for bodily-kinesthetic learners as well as capabilities as a digital reader. I think as far as promoting home use of app-enabled devices, iPads or tablets parents would also be able to adopt certain app-based literacy practices for oral reading and comprehension support quick easily at home especially are very similar to digital based supports on their PC or smartphones etc.

Research tells us there is compelling long-term evidence that student achievement can be improved through the appropriate use of technology. If efforts are made to implement assistive technologies effectively for student use, they can enhance: • literacy acquisition • flexible and differentiated learning experiences• student engagement.” Technology enabled learning may initially emerge as a “good for some” strategy that often becomes a “good for all” strategy when in service of access to reading and writing

Speech recognition programs: Speech recognition software works by the student speaking or dictating into a microphone, the software translates the words, speech sounds and speech patterns into a written text. I have had firsthand experience with Dragon Naturally Speaking software (OSAPAC) on the PC in my classroom, though it was originally set up as a tool for a student, who had identified fine motor needs, Dragon became a part of our classroom as a resource for him and others to document their ideas during critical literacy and group work. During a poetry café we even used it to group-compose a spontaneous poem! My student's parents used the voice controls on their cell phones at home to help him complete homework and he often used his iPod’s speech recognition (Voice Dictation feature on the keyboard, Siri,) to dictate ideas for his responses to reading, writing and to add onto the pictures he took of anchor charts in the room.

Word Processing and multimedia software: In addition to making writing legible, relevant features of standard word processing and multimedia software that could assist students with a range of difficulties are: sizable fonts, line spacing, spell and grammar checking, opportunities for outlining, use of tables to organize information, and incorporation of media to present ideas. I have had the opportunity to use WordQ (OSAPAC) which is a word predication and feedback software application for composing text and evaluating in the editing process of writing. WordQ allows students who do not usually engage in writing to access predictive text, to hear what their writing sounds like (speakQ –sound output), to select words from themes, to learn about grammatical and syntactical structures through suggestive vocabulary expansion, to spell check words etc. In terms of supporting this intervention at home and in the community, learning the word processing features as spell check, synonyms, grammar check will only increase a learner’s general knowledge of tech tools for self-expression in written form.