Chapter 11 – Teaching and Learning with Technology in Mathematics and Science Instruction Cullen Byrne and Abby Harnack.

Chapter 11 – Teaching and Learning with Technology in

Mathematics and Science Instruction

Cullen Byrne and Abby Harnack

Mathematics Principles

Six Principles Fundamental to all School Math Programs

1) Equity

2) Curriculum

3) Teaching

4) Learning

5) Assessment

6) Technology

Mathematics Standards

Five Content Standards

o Numbers and Operations

o Algebra, Geometry

o Measurement

o Data Analysis

o Probability

Five Process Standards

o Problem Solving

o Reasoning and Proof

o Communication

o Connections

o Representations

Technology in the Math Classroom

Teachers should:

balance off- and on-computer activities

consider technology as a mathematical tool rather than a pedagogical tool

view technology as a tool for developing student thinking

Technology Integration Strategies in the Math Classroom

Bridging the gap between abstract and concrete virtual manipulatives

Allowing representation of mathematical principles

Supporting mathematical problem solving

Implementing data-driven curricula

Supporting math-related communications

Motivating skill-building and practice

Other mathematics resource websites for teachers

Technology Representation of Math Principles

Virtual manipulatives

Graphing calculators

Interactive/dynamic geometry software

Computer algebra system (CAS)

Calculator-based laboratories (CBLs or probeware)

http://www.youtube.com/watch?v=h9b7lwC8aMU

Science Process Skills

Collecting

Sorting

Cataloguing

Observing

Note-taking

Sketching

Interviewing

Polling

Surveying

“in many inquiry-based classrooms, students are using innovative technology tools and resources such as Internet search engines and databases, model building software, handheld technologies, and a wide array of data collection and communication tools to engage in real-world investigations and communicate findings. Increasingly students are using the same technology tools that are used by participating scientists.” – Harris and Rooks

The Narrowing Pipeline

There is a declining number of students (especially female and minority students) pursuing studies in the math, science, and engineering fields

This trend could lead to serious consequences for the long-term economic and national security of our country

Great need for all students to be scientifically literate

Our economy and environment depend on the character and quality of the science education that the nation’s schools provide

Hands-on/Minds-on Science

“engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences.” – Haury and Rillero Karen Worth

Focus is placed on emerging students in authentic learning experiences

Simulated labs keep with the idea of hands-on learning – such labs allow students to spend more time focusing on the “science” of the activities when danger and sensory unpleasantness are removed

There is debate over the acceptance of computer simulations as a substitute for real-life laboratory experiences

Technology Integration Strategies in the Science Classroom

Involving students in scientific inquiry through authentic online projects

Support for specific processes in scientific inquiry

Supporting science skills and concept learning

Engaging students in engineering topics through robotics

Accessing science information and tools

Other science resource websites for teachers

Technology Representation of Science Principles

Virtual science labs

Data loggers

Hands-on/minds-on science

Webcasts

Specific Processes in Scientific Inquiry

Locating information to investigate scientific issues and questions

Collecting data

Visualizing data and phenomena

Analyzing data

Communicating results

Math and Science Content Knowledge

Content change is a constant in both math and science

The concepts do not change, but the set of concepts and skills that students are required to know consistently grows and changes

Some states are beginning to require higher-level math and science courses of all students

Elementary teachers face a special challenge because the number of math and science skills young students must master is increasing

Math and Science Pedagogical Knowledge

Teachers are challenged to know the most effective ways to have students “do” science and math

Learning by doing requires a constructivist mindset that is new to many teachers

Teachers must teach in ways that are engaging and motivational

Online pedagogy is especially challenging (hands-on teaching and assessment methods are more time-consuming than simple lecturing and rote learning)

Math and Science Technological Knowledge

In order to teach students to use the technology tools of math and science, teachers must become masters of these tools

Math and science teachers must be expert users of virtual manipulatives, spreadsheets, calculators, graphing calculators, data loggers, and simulations (depending on the topic and grade level being taught)

Teachers must be well-acquainted with the growing number of online tools that can help support hands-on lessons

Teachers must know how to employ distance education tools that can help them keep in touch with their students and updated on their content and pedagogy

Strategies for Improving Tech-PACK in Math and Science Instruction

Do I have the math and/or science content knowledge I need to assist my students in meeting the standards within my classroom?

Do I have the technological knowledge needed to teach the math and/or science content within my classroom?

Do I have the pedagogical knowledge needed to teach the mathematics and/or science content within my classroom?

Math and Science-Related Websites That Reinforce Chapter Concepts

www.nms.org The National Math and Science Initiative website posts creative ideas to integrate technology into your math and science classroom. One post specifically covers the benefits of integrating technology into the classroom.

http://www.nctm.org/about/content.aspx?id=14233 The National Council of Teachers of Mathematics website is a website dedicated to mathematic education. This link communicates the important role that technology plays in the learning and teaching of mathematics.

http://nstacommunities.org/blog/2011/12/23/technology-integration-in-science/ The National Science Teachers Association website is devoted to science education. There are educational resources, standards, and professional blogs located on this site. This link talks about the importance of technology integration in the classroom.

http://www.glencoe.com/sec/teachingtoday/subject/int_tech_math.phtml Teaching Today has posted this article on integrating technology in the mathematics classroom. It covers topics such as calculators, computer software, The Internet, interactive whiteboards, etc. and the important role that each play in teachers’ and students’ lives.

http://www.janinelim.com/jae/02summ.htm This website, Out On A Lim, created by Janine Lim, PhD has created a list of ideas to integrate technology into the science classroom. Lim argues that technology is such a valuable resource to teacher, that it is important to find creative ways to integrate technology in your classroom.