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SUMMARY & REFLECTION 1. How could you demonstrate that the use of technology helped student learning occur that would not have been possible otherwise? Student
learning is always possible, however; technology allows instructors to
increase the number of students who are interested in learning, and
aids all students in having a better understanding of the material
being explored. My applications of technology provided the students with the ability to learn at their own pace and in a more interactive nature than a lecture method. Students who showed little interest or motivation to learn, worked as active interested participants during the course of technology lessons. Additionally, in cases where I replaced traditional lessons with technology applications, the students demonstrated greater retention of the content. This was demonstrated most dramatically when I used a discovery lesson on Function Families with Algebra One and another with Calculus on Sketching Derivatives. In the case of Algebra One, the students were encouraged to use higher order thinking skills, synthesizing and evaluating, by having to discover a method for categorizing each function family. Calculus students were required to identify characteristics of the graph of the derivative of a function when looking at the graph of the parent function. In the Function Family and Sketching Derivatives lessons the students could observe changes in the graph and make their own conclusions; thus encouraging Higher Order Thinking Skills. Three month later, I can still refer to that lesson with the students and they will recall the information. That is rarely the case with a traditional lesson. Technology
also increases interest in the different learning styles. Visual
learners have the opportunity to see changes in
mathematical
structures and observe patterns that they would not have been able to
do with lecture type instruction. Kinesthetic learners thrive on
the activity and use of the technology, and Audio learners benefit by
the sounds they are hearing on the programs and are able to associate
those sound to later recognition. 2. What worked and didn't work in the lesson you planned? What would you change to improve the lessons in the future? I worked with a student teacher, Kathy Huber [email], on the first semester of this project. That allowed me to discuss ideas and procedures with another person in the classroom and greatly helped to minimize the problems. I had concerns second semester when I would be completing activities without another teacher available, but instead I found lessons to be accomplished with no more difficulty then prior. If fact, I utilized students I had first semester to aid in teaching the new students how to use various programs such as GSP and Inspiration. I would encourage teachers to take on a partner in their content area to help plan lessons, then each apply to their own classes. You will benefit from the experience, ideas, and inspiration of both people.Most of the lessons went very well. Timing seemed to be the only major issue. The Probability lesson took much more time then expected. I had planned two days, and we would have needed a week. We had to cut it short. This resulted in having to go back and teach traditionally what some students were not able to get in the lab. Other lessons took longer or shorted than expected, but I am finding that I am improving on that point with practice. Another problem is that the students really need to learn to read and follow directions. On many lessons where the steps of the lesson were provided to the students, the students did not read the instructions but rather continued to ask what to do next. That was expected and will improve with practice. The Probability
Lesson will need to have more time alloted. I really want
the students to be able to work the simulations, Java Applets,
more. I also think that they did not get enough from the notes
part of it and that may be switched to a class discussion then use the
lab for the simulations. In the Matrix
lesson, I want to put more emphasis on the use of the matrices,
this may require more time in the lab, because I do not wish to cut out
the other parts; I believe there is value in them. The Communications
Lesson is ongoing and needs to me more closely monitored. I
had the students save their journals to a drop box on the network, but
I
found it difficult to check and leave comments in this manner. I
may have them print them out in the future. 3. In the course of the teaching that you highlight in your portfolio, what did you learn about your students as learners that you didn't know or appreciate before? I
realized that the students are more likely to remember lessons that
they did with technology. I also found that although I knew that the
students I taught, grades 9 - 12, would be comfortable with using
computers, I was surprised at how quickly and with little effort they
learned programs they were not familiar with, such as Inspiration and
Geometer Sketchpad. I thought I would have to spend days of
class time teaching how to use a program, whereas in reality it was
just a few minutes and did not take away from learning time.
Moreover, they readily shared information with the class about how to
do things on a program. For example, I didn't know how to add an
item to an Inspiration web and I just asked the class if anyone has
figured it out, and students answered. Sometimes one student
would hear another student ask me how to do something and they would
just answer the question before I got to it. It was a very
friendly learning atmosphere. I have never had that before and
really enjoyed it. I find myself thinking about how to
use
technology with my next lessons and have plans and goals for things
that
I would like to try in the near future. It is becoming a regular
consideration in a lesson, not an extra activity. 4. In the course of the teaching that you highlight in your portfolio, what did you learn about yourself as a teacher and as a professional that you didn't know or appreciate before? I have always enjoyed technology and incorporated it into my lessons. However, I applied technology lessons maybe 2-3 times a semester and that was all I thought I had time for. I also believed that technology was an extra thing to be incorporated into a lesson if there was time; and there rarely is time! I have learned that I can incorporate technology into the lesson and make it a part of the regular lesson without having it as an "add on". I have also experienced the students increased interest in the lesson when I use technology and want to see that regularly.As a professional I have learned that there are many more uses and types of technology lessons out there then I was aware of. For example before I did this project I had never heard of a Web Quest. Now it is something I look forward to creating and doing with my students in the near future. I have also learned that I need to attend more technology workshop and read more articles to find and apply more ideas. I have already attended some workshops through the MITTEN project, Detroit Area Council of Teachers of Mathematics, and Wayne County RESA. I intend to do more. Thanks I would like to thank my student teacher, Kathy Huber, who was certainly an equal partner in the lessons that were developed and applied during first semester of this project. Many thanks also to the Technology People, Library Media Center People, and Audio Video People at Roosevelt High School who helped me with equipment and software throughout this project, and Dr. Mesut Duran for providing the opportunity to be a part of the MITTEN Project and his support. |
Joanna Secco Roosevelt High School Topics:
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