Muschetteesmie.files.wordpress.com
In today’s society, everything that humans engage in has some technological experiences; whether it is at home, school or work. Technology has developed a comfortable niche and plays a vital role in our lives. Incidentally, some educators and researchers believe and encourage the integration of technology in the teaching and learning of Mathematics while others believe that students’ do not need technology and that what is needed are teachers who are enthusiastic, talented and perceived teaching Mathematics as a calling and not as a job. Whether some persons believed that technology does not belong in the Mathematics classroom or that technology should definitely and enthusiastically be used and is beneficial to the teaching and learning of Mathematics; each person is entitle to their choice. The ideal is somewhere between; that is there needs to be a balance between these dichotomous positions. In the end, the goal should be to improve and enhance the teaching and learning of Mathematics. The decline of students’ performance in mathematics and the increase in the educational use of technological gadgets has become a major concern. Reid (2011) posits that the performance of mathematics at the Caribbean Secondary Education Council (CSEC) level in Jamaica is of major concern to government, teachers and parents. It is evident that the way Mathematics is being taught needs something to propel and aid its delivery and understanding. It is evident that ‘so many people find mathematics impossible’ (Delvin, 2000, p.1) and many persons will openly admit that they strongly dislike the Mathematics (Paulos, 1998). There is no doubt that educators and other stakeholders need to find a way to integrate technology in the lessons to stimulate interest while motivating the students to learn. The traditional teacher centered methods of teaching does not stand a chance in today’s classroom. The notion that a talented, creative and enthusiastic teacher can be effective in the Mathematics classroom is begging for help. For many years, Mathematics teaching and learning have been ineffective and the mathematics performance has been poor. In addition, (Akpan, 1998) as cited in Obomanu (2011) identified poor knowledge of mathematics as one of the major problems affecting students’ progress. It is now evident that as an educator I strongly support the integration of educational technology in the teaching and learning of Mathematics. Technology has caused a ground-breaking change in the mathematical classroom and the methods of teaching Mathematics all over the world. Technology is a combination of hardware and software (Isman, 2002). Educational Technology can be defined as "the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning" (Seels and Richey, 1994, p. 1). Educational Technology is tool that is used to enhance the teaching and learning process (Bordbar, 2010). Educational technology has an extensive perception, it plays an important role in enhancing the Mathematics teaching and learning process. Educational technology has to do with the integration of the internet and other types of information technologies into the teaching and learning experience of the learner. Educational technology can be used inside and outside of the classroom. This type of technology has successfully changed the conventional representation of the classroom into contemporary and more motivating one. Thanks to educational technology, the mathematical classroom is no longer a boring place to learn but a fun place to acquire the mathematical learning experience. Isman (2002) posited that educational technology can combine computer hardware and software so that there is an integration of text video, animation, audio and graphics. In addition, Attewell (2005) claimed that as the number of handheld devices increase globally, technology is becoming a part of the digital life of many individuals. It is imperative that in keeping with the global trend, the lessons in today’s classroom must be aligned to the use of these devices. It is not uncommon to belief that the word technology is only link to the use of the computer. Technology is not only electronic instruments; it includes new teaching-learning methods that can be used in a beneficial way in education (Isman, 2002). Some educational technology that are available and can be used in today’s Mathematics classroom include manipulative, calculators (programmable and non-programmable), interactive white board and presentation technologies, Mathematics software ( geogebra, omni - graph and geometers sketch pad), computers and computer-related technologies such as laptops, workstations, servers; PowerPoint, blogs; wikis, social bookmarking; podcasts, web quest, multimedia-based learning objects, multimedia-based presentations, simulations, Internet-based applications and systems, office productivity software, textbooks, document readers, and cell phones; media projectors; just to name a few. Potentially, technology increases productivity in educational activities and affects the quality of education in terms of meaningful learning and effective teaching. It offers the opportunity to solve problems and develop the stability and quality of learning in a logical manner (Isman, 2002). Mathematics teaching is very much affected by the rapid advance in educational technology and Mathematics teachers have been looking at ways to integrate them into the teaching of Mathematics. Five ways to effectively integrate technology into the mathematics classroom include using hands on manipulative, presentation tools, pod cast, computer and internet, and the interactive white board. Manipulative in the Mathematics classroom involve materials that are concrete objects which permit students to explore a Mathematical idea in an active, hands-on approach. For example, blocks, shapes, spinners and paper that is cut or folded. Drake (2006) advised that students become more excited when teachers become more flexible and incorporate more fun into the learning process. Manipulative provides students with the power to connect mathematical ideas and symbols to physical objects while promoting conceptual understanding. Manipulative can be used as a major motivating tool for students (Moyer, 2001). Presentation tools also aid the integration of technology in the mathematics class. Allen (1997) reckoned that students learn from a teacher two main ways; students learn from power point and they learn from creating their own visuals mentally. The presentation is only as effective as the person using it. Heinich, Molenda and Russel (1989) postulated that the primary function of visuals, for example, power point presentation as a communication device is to provide more concrete referent to meaning than the spoken words. Presentation tools help to concretize abstract concepts and empower learners.Podcast is another effective way to effectively integrate technology into the mathematics classroom. Podcast involve audio, and or video as well as PDF files; these recording of a lesson are made available on the internet where students can subscribe. The uses are limitless, example tutorials, discussions, interview, and movies. This allows the explanation and the class activity using different modalities. The teacher role is to facilitate and the students are responsible for their learning. It can be hands on as well at interactive. It also allows critical thinking to be harvested as well as the mathematical writing to be improved. Additionally, students can access podcast in their own time and leisure, placing learning at their finger puter and internet together can help integrate technology into the mathematics classroom. The tools found on the computers and the array internet sites and free software can effectively assist in the mathematics teaching process. Alessi and Trollip (2005) have divided educational software into five different types such as tutorial, drill and practice, simulation, educational games, and hypermedia type. These educational software in the hands of students and teachers can only improve the teaching and learning of mathematics. This will bring limitless class activities and practice to the learners; they can get immediate feedback for task from some software. Students can learn at their own pace while the teacher facilitate. The interactive white board is the fifth way technology can be integrated into the Mathematics class room. It provides a fun way to learn. The interaction allow student to be directly involve in the learning process as well as taking responsibility for their learning. The teacher needs to plan effectively and facilitate the learning process. The interactive white board will allow students to be exposed to more teaching time and class activity, the students will be actively involve and engage in the learning process and the teacher role will reduce to only facilitator. Although the advantages of effectively integrating educational technology in the Mathematics classroom have outweighed the disadvantages, educational technology in the Mathematics classroom comes with many drawbacks. ?The inappropriate selection of the hardware and software programs will seriously affect the integration of educational technology in to the Mathematics classroom. Furthermore, the incompatibility of the educational technology can be an issue too. When educational technologies are integrated into the classroom both the teachers and the students need to become familiar with it before they can fully reap the benefits. Often it takes a few years until teachers can use technology effectively in core subject areas (Goldman, Cole, and Syer, 1999). Teachers and students need to learn how to use educational technology effectively and appropriately. According to Woronov (1994), educational technology do not automatically change the nature of teaching and learning; if computers are not used effectively then students lose out on a promising educational experience. It is often difficult to motivate students, since the integration of educational technology requires great self discipline and self motivation; this is lacking in our mathematics learners’. Boyle (1998, p. 618) argued that educational technology “may actually be making us stupid.” He argues that educational technology takes the thinking process away from the students as well as robs their emotional needs. Finally, the effectiveness of educational technology on students’ achievement is unclear and teachers may sometimes misuse this technology.On the other hand, integrating educational technology into the Mathematics classroom prepares out students for the future. Educational technologies can be powerful, enabling, empowering, compelling, engaging, effective, useful, beneficial, enjoyable tool. The use of educational technology in the mathematics classroom is very advantageous. Besides keeping students focus for a longer period of time, it also makes the learning of Mathematics more excited. The time saving aspect of using technology keeps students engage longer than they would if they were using the textbook. Koedinger, Anderson, Hadley and Mark (1997) are confident that educational technology can provide immediate feedback which leads to the reduction in learning time. Educational technology helps students to develop high level of learning through exploration and research. Bgaskins (2010) believed that educational technology motivates students to learn in today’s’ Mathematics classroom. In addition, it enables students to learn at their own pace. Students can get direct and individualized instruction from educational technology. Furthermore, it helps to improve the students’ capability. The dynamism educational technology brings also allow the information to be presented in various ways that will help the learner to understand.Together with the internet, educational technology enhances the learners’ potential. A huge wealth of knowledge along with explanation is accessible to the students; thus preparing the students for the future. Moreover, education technology has made teaching much easier for the teachers as the technology can sometime function as a tutor. The inclusion of the educational technology also makes the teaching and learning of Mathematics an enjoyable and beneficial experience for both teachers and learners. Bennett (1999) declared that the use educational technology in the teaching and learning of mathematics will ensure the students are not be left behind or overwhelmed since the computer will repeat the process until it is mastered. Although educational technology is an agent of change, there are several issues that the teacher faces in the Mathematics classroom. Some of these issues are class size, lack of educational resources, lack of motivation and inability to connect the mathematics concepts to real life. Class size has always been a problem in the Jamaican classroom. The average class ratio is 45:1; this makes it very difficult to teach effectively. In large Mathematics class, the learners are likely to be passive listener to the teacher where as in smaller classes students will interacted in an active way by initiating, responding, and sustaining contact (Blatchford, Bassett, and Brown, 2005). Having a smaller teacher student ratio is not likely in our education system any time soon. However, Pannozzo, Finn and Achiles (2003) concluded that students in small classes in the secondary schools are more engaged in learning behaviors, and they display less disruptive behavior than do students in larger classes. Small classes offer opportunities for teachers to teach better (Anderson, 2000) similarly, they can create facilitating conditions for teachers to teach and students to learn (Wang and Finn, 2000). Some recommendations can help to cushion the effect of large class size requires the teacher to make effective use of the interactive white board. Students are savvy with many technological gadgets and the interactive white board is no different. This will allow students to interact with technology while acquiring conceptual knowledge and lifelong learning. The teacher could also use group setting with manipulative to enhance and stimulate learning. Additionally, the teacher could tap into the programmed learning teaching method.Another issue the mathematics faces in the classroom is lack of mathematics teaching resources. Mathematics learning can affected if technological resources are not available to students and teachers. Technological resources could improve the quality of learning in and out of the school. It is believed that when technological resources are selected and used effectively, learning retention is made longer; learning becomes more interesting, effective and meaningful. The lack of technological resources issue can be address by allowing student to bring and use their cell phones educationally. They will learn more about the powerful gadget that can be use for lifelong learning instead of playing games and passing time. Additionally, the teacher can use Power point presentation and Mathematics videos with the aid of the projector or smart board. Students enjoy classes that are activity base and fun. Furthermore, the school can seek funding for mathematical resources from private sectors and associations. A further issue the Mathematics teacher faces is the lack of real life connection in the teaching and learning of Mathematics. Yoony, Dongsheng, Kwong, Ming, Yee, Peng, Chong, Seng, Huo, and Hyo-Jeong (2012) supported the claim that teachers should teach mathematics in a way that have embedded real life context. Zhao, Cheang, Teo, and Lee (2011) believed that the quality of authentic mathematical tasks should include links to real life and make use of real life and relevant data when delivering the mathematics lessons. This problem can be addressed by using the internet to bring the world to the classroom instead of the class to the world. Another suggestion is to create authentic assessment that allow the learners to create technological manipulate based on the concepts being delivered. A final issue a Mathematics teacher faces in the mathematics classroom is the lack motivation to learn on the part of the students. This is a challenging issue as our students are all different. The teacher can motivate the learners by allowing the learners to be a part of the teaching and learning process. This can be done by including technology via real life applications while making it interactive. The teacher can also provide additional activities on a podcast for students to access from anywhere. These activities must be rewarded. It is essential that parents, teachers, and school administrators devote themselves to maintaining, and replenish students' motivation to learn.In conclusion, the integration of technology in the Mathematics classroom is important. It is even more important that the teacher is competent and comfortable with the Mathematics knowledge in order to effectively integrate technology and enhance students’ conceptual understanding. The learning experience becomes enjoyable and motivating. Technology integration bridge the gap between education and the technological world; it is clear that the focus is not on whether or not technology must be integrated in the Mathematics classroom but how can we break down the barriers to promote educational technology. ReferencesAlessi, S. M., & Trollip, A. R. (2001). Multimedia for learning: Methods and development. Massachusetts: Allyn and Bacon.Allen, K. (1997). Technology in education: An introduction. Kingston.Anderson, L. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best (pp. 3–24). Philadelphia: Temple University Center for Research in Human Development and Education.Attewell, J. (2005). Mobile technologies for learning. London, UK: Skills Development Agency. Bennett, F. (1999). Computers as tutors: Solving the crisis in education. Sarasota, FL; Faben Inc. Publishers.Bgaskins (2010). (2013, December 20). Creating a Path for Learning in the 21st Century Retrieved on December 20, 2014 from , P., Bassett, P., & Brown, P. (2005). Teachers' and pupils' behaviour in large and small classes: A systematic observation study of pupils aged 10–11 years. Journal of Educational Psychology, 97(3), 454–467.Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 179-206.Boyle, F. T. (1998). IBM talking head’s, and our classroom. College English, 55 (6), 618-626.Devlin, K. J. (2000). The math gene: How mathematical thinking evolvedand why numbers are gossips. New York: Basic Books.Drake, C. (2006). Turning points: Using teachers’ mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education, 9(6), 579-608.Goldman, S., Cole, K., & Syer, C. (1999). The technology/content dilemma. Retrieved on July1, 2014 from HYPERLINK "" , R. M., Molenda, J., & Russel, J. (1989). Instructional media. N. Y: Macmillian Publishing Company .Isman, A. (2002). Using educational technologies. The Turkish Online Journal of Educational Technology, 1 ( 1).Koedinger, K., Anderson, J., Hadley, W., and Mark, M. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education (8), 30-43. Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulative to teach mathematics. Educational Studies in Mathematics, 47, 175-197.Obomanu, B. J. (2011). Factors relating to under achievement in sicence, technology and mathematics education(STME) in secondary Schools in rivesstate, Nigera . World Journal of Education, 1 (1 ) .Paulos, J. A. (1998). Innumeracy: Mathematics literacy and its consequences. New York: Hill and Wang.Pannozzo, G. M., Finn, J. D.,and Achiles, C. M. (2003). The ‘why's’ of class size: Student behaviour in small classes. Review of Educational Research, 73(3), 321–368.Reid examines Jamaica's poor CSEC results. (2011, Februay 23). Retrieved on July1 , 2014 from . Seels, B., & Ritchey, R. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Associations for Educational Communications and Technology.Wang, M. C., & Finn, J. D. (2000). Small classes in practice: the next steps. In M. C. Wang and J. D. Finn (Eds.), How small classes help teachers do their best. Philadelphia: Temple University Center for Research in Human Development.Woronov, T. (1994). "From the Harvard education letter: Myths about the magic of technology in schools," Education Digest, 12, 15.Yoony, W. K., Dongsheng, Z., Kwong, C. W., Ming, T. M., Yee, L. P., Peng, Y. Y., Chong, T. B., Seng, Q. K., Huo, F. L., and Hyo-Jeong, S. (2012). Real life mathematics tasks: A singapore experience. Singapore: Centre for Research in Pedagogy and Practice.Zhao, D. S., Cheang, W. K., Teo, K. M., and Lee, P. Y. (2011). Principles and guidelines for designing mathematical disciplinary task for Singapore school. Adelaide: Australian Association of Mathematics Teachers. ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- wordpress passing data between pages
- wordpress business templates
- wordpress rss feed not working
- wordpress jquery is not defined
- create wordpress blog
- wordpress roles editor
- wordpress full rss feed
- wordpress rss feed settings
- wordpress rss feed plugin
- wordpress display rss feed
- wordpress rss feed link
- wordpress rss feed to post