tag:blogger.com,1999:blog-1695871120398977027.post1707320416947267371..comments2022-12-24T01:17:19.496-05:00Comments on CLIME Connections: Encouraging Effective Use of Technology at the NCTM ConferencesIhor Charischakhttp://www.blogger.com/profile/09311015215728634606noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-1695871120398977027.post-61611348127057630302016-05-22T14:29:51.142-04:002016-05-22T14:29:51.142-04:00Ihor,
I recently presented a session at the NCTM c...Ihor,<br />I recently presented a session at the NCTM conference in San Francisco. I used dynamic geometry to illustrate how the Pythagorean Theorem could be extended. I happened to use the TI-Nspire CX calculator for this session but I mentioned that any dynamic geometry package could do the same thing. The focus of the session was on the mathematics involved, not the technology. I can't imagine trying to do this presentation without technology. Dynamic geometry makes Transformational Geometry easy to use and immediately gets to the mathematics involved.<br /> <br />Ray KleinIhor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-69305795808324549842016-05-18T19:59:17.153-04:002016-05-18T19:59:17.153-04:00I'm going to add to the mix: I want an opportu...I'm going to add to the mix: I want an opportunity to USE the technology, not sit around and watch someone else use it. Almost every piece of technology I know really well I had access to the technology and an instructional manual (or Google) when I got stuck and I'm usually able to answer 99% of my questions that way.<br /><br />I know that most people want to know a little bit about WHY they would want to use some technology so my guess is that a tech-focused session should start with why. "Why does this help kids learn math?" "Why would I use this technology and not some other technology?"<br /><br />Then I want a chance to ignore the presenter while they show other people some basic stuff in the tool and play with the tool myself. Ideally at some point I get to see what other people have created with the tool and hear how they solved the problems they had.Davidhttps://www.blogger.com/profile/08098221991466148258noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-84710005413538128412016-05-09T18:05:53.327-04:002016-05-09T18:05:53.327-04:00Of course, I agree with all the comments. Math and...Of course, I agree with all the comments. Math and pedagogy is what it's all about. However I have to say that in my experience, many teachers want and need help with how to use specific tools, be they electronic or low tech (manipulatives). <br /><br />So for example, as an attendee at a conference, if I see a talk with "Desmos" in the title, I would be drawn to it, because this is a great tool I don't know much about. At the Northern CA meeting last December, it turned out I was not the only one: those sessions were completely sold out and I couldn't get in. That tells you something.<br /><br />Meanwhile, as a presenter, I have found that I can get a lot of ideas about math and pedagogy in a tool-centered workshop. <br /><br />All this to say that this is not an easy question to answer. I would not venture to make a list of do's and don'ts as people's needs are varied, presenters have many options in preparing their talks, and many roads lead to where we'd like to go.Henri Picciottohttps://www.blogger.com/profile/06875198126877279937noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-71717981345306475682016-05-09T14:11:37.127-04:002016-05-09T14:11:37.127-04:00Math teachers have to sell a subject that most of ...Math teachers have to sell a subject that most of their students are not fond of, so I will use anything that will create interest. At conferences, I attend sessions to get ideas to make math more interesting to my students and will help me become a better teacher. I will use any tool at my disposal to make the subject more palatable (and fun) for my students, pique their interest, and make the math come alive. <br /><br />Technology is one tool that can help me accomplish this goal and make mathematics more accessible to students. It is a means, not an end. As stated in the Standards for Mathematical Practice, “Use Appropriate Tools Strategically,” using technology is not about mouse clicks or calculator keystrokes. It should be used effectively enhance learning.<br /><br />If technology is used by a presenter, I want to know how technology can be implemented effectively, how it relates to the topic of the presentation, why it is pedagogically sound, and what the long term benefits of its use are. I am not interested in bells and whistles. As a presenter, I may mention in my opening remarks that graphing calculators will be used, but that the focus of the session is on the math, not on the calculator. I share classroom-ready materials. I include instructions (aka keystrokes or screen shots in the case of a graphing calculator) to help connect observations from an exploration to understanding the mathematics behind the situation. As teachers, we want students to be able to answer the question, “What does the tool (i.e. graphing calculator, computer) enable me to do?” <br /><br />A quality technology session will integrate the tools with the content, demonstrating how the power of visualization enables students to generalize properties and consequently understand concepts more quickly and effectively. Examples of how to interpret the output of technology to demonstrate understanding and computational fluency should be included. After all, the goal of teaching with technology is to help students what tool is appropriate to make mathematics meaningful no matter whether it is a calculator, computer, or pencil.Tom Beatininoreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-30036785138231687892016-05-09T00:02:53.065-04:002016-05-09T00:02:53.065-04:00No matter what, the session has to have as a main ...No matter what, the session has to have as a main focus, how to help students learn mathematical concepts. If technology is the tool being modeled for attendees, then it should be a tool that serves the purpose of the learning objective. The learning objective has to be the focus.Anonymoushttps://www.blogger.com/profile/06873327740187177517noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-13445857404845660992016-05-07T09:36:00.872-04:002016-05-07T09:36:00.872-04:00Couldn't agree with you more. Thanks for the p...Couldn't agree with you more. Thanks for the post.Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.comtag:blogger.com,1999:blog-1695871120398977027.post-65207743242908041002016-05-06T17:56:01.920-04:002016-05-06T17:56:01.920-04:00I appreciate your persistence here, Ihor. IMO, I n...I appreciate your persistence here, Ihor. IMO, I never feel cheated by a tech session if the tech session focuses on larger themes that transcend tech brand or even technology itself. If it's a technology session I want to know what the big pedagogical ideas /before/ you show me how a particular tool can realize them.Dan Meyerhttps://www.blogger.com/profile/11323257310042023350noreply@blogger.com