According to Roblyer (2016), There are are several more major obstacles to technology integration in mathematics. Some of those challenges are listed here along with some tools and strategies that could serve as potential solutions for these challenges.
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Obstacle: The need to allowing representations of mathematical principles. Technology like graphing calculators can help enhance the way students represent mathematical concepts and equations. Desmos is an example of a free online graphing calculator that is helping students understand problems and equations with a host of virtual tools.
Obstacle: The need to support mathematical problem solving. Students need opportunities to engage in problems without having the solution path outlined for them. Technology tools like the Geometer's Sketchpad allow students to interact with the principles of geometry in ways that are not possible with paper and pencil.
Norton, S., McRobbie, C. J., & Cooper, T. J. (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five case studies. Journal of Research on Computing in Education, 33(1).
Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon.
3 comments:
I chose to write about integrating technology into the math classroom as well and found many similar obstacles for integration. I think many educators run into the obstacle of not wanting to give the student the answer and finding technology that won't solve the problem for the student. I really liked the link you provided for that solution! We need to use those modeling strategies to keep our kids thinking while using technology!
I think that many of the obstacles you've listed are related to pedagogy and a belief about the way math should be taught. If one believes strongly in memorization of facts and algorithms, then it's tough to use technology in any greater depth than virtual flashcards. If, however, one believes in concept development, modeling, and problem solving, I think that there is much less resistance to the technology, because the relative advantages are so clear. I hope that those relative advantages help to convince the more resistant teachers to adopt some new teaching practices!
I agree that there is a huge resistance to technology in mathematics curriculum. In my high school special education algebra class, I often use calculators for my students. I care more about them understanding the concept than seeing that they still can't add or subtract 2-3 digit numbers. I often get scoffed at in the lunch room for using calculators, but I defend my position and know I am making the right choice for my students. After reading the text, I plan on using more virtual manipulatives in my classroom. I often relied only on the virtual manipulatives that came with our adopted curriculum, but I didn't realize how many free resources are really out there.
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