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Friday, September 11, 2009

Porposal Using Technology...!

Amateur radio is a technology and activity that offers great potential when integrated into academic or vocational curricula. Programs with electrical, electronics, and electromechanical content can benefit from the use of amateur radio, and can also enhance language and communications skills. The biggest value of amateur radio may lie in its ability to enhance a student's motivation and self-esteem. In addition to its specific vocational and technical applications, amateur radio can assist in teaching basic skills and in reducing the isolation of students and teachers as it promotes interdisciplinary education and cultural awareness. Amateur radio is distinctly different from citizens band, as it is a noncommercial service. Ham operators do not need an electronics background, although technical knowledge and skills are helpful. Several examples of the educational use of amateur radio illustrate its potential for academic and vocational education. (Contains 23 references.) (SLD)

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The use of touch-sensitive displays and digital writing tablets to augment computer resources in media equipped classrooms will lead to dramatic improvements in classroom lectures. Multi-media equipment with digital writing input will allow teachers to interactively present lessons while facing the class and will enhance and accelerate old style chalk and talk lectures. In additions to classroom presentations, this technology will automate production of digitized class notes for web access by students

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SAMPLE PROPOSAL FOR CLASSROOM TECHNOLOGY

This proposal is adapted from one written by Allison Lide, a high school
physics teacher and modeler from Ohio who now teaches in Kathmandu Nepal.
Allison submitted it to a local educational foundation and to her parents'
organization (PTA). She was awarded 4 complete computer workstations,
including the computers! Her school later added more workstations. Her
proposals included giving an oral presentation to the PTA.


Description of Proposal
This proposal is requesting funds to partially equip a science lab with lab
interfacing equipment in order to implement an innovative, highly
successful physics instruction methodology called the Modeling Method.
Traditional physics instruction generally consists of lectures, and
memorization of reams of formulas that are often meaningless to students;
students rarely achieve more than a minimal understanding or appreciation
of physics concepts or the science of physics.
A much more effective way for students to gain a deeper
understanding of physics concepts is to target the students' misconceptions
about the rules governing physical phenomena. By giving students the
technological tools for investigating and exploring, students can develop a
model of a phenomena. In the Modeling Method, very simply, students design
an experiment, and then use the computer interface to gather and analyze
the data from the experiment. The computer interface allows the taking of
data such as distance, force, velocity, time and much more, all in
real-time, through the use of sensors/probes that take the measurements.
This kind of instant feedback results in students developing a much deeper,
more realistic understanding of the physics involved.
From this data-taking and analysis, students construct an accurate
mathematical model of the phenomena. In this method of instruction,
students are dynamically engaged in their own learning, resulting in a
thorough understanding of the concepts of physics. Student involvement is
the guiding principle behind the Modeling Method, a teaching method that
has been developed and researched at Arizona State University (ASU) for the
last fifteen years. In 2000 and 2001 Modeling Instruction was designated an
exemplary K-12 science program and a promising K-12 educational technology
program by the U.S. Department of Education.

In summer 2001 I learned the Modeling Method by participating in an
intensive __-week Modeling workshop in ------ for ---- University graduate
credit. [Ex. The university, my school, and -----] funded the Modeling
Workshop. However, participants must acquire the computer hardware and
software necessary for successful implementation. The hardware
requirements entail one computer workstation for every three students, to
ensure accessibility for all students. A workstation is comprised of one
computer and a lab interfacing system that includes at least the following
probes: 2 photogates, a motion detector, and a force probe.
I am implementing the program and am pleased at my students'
enhanced learning. The program is well-supported, since follow-up and
listserv teacher networking are integral parts of the program, both in the
summer and throughout the school year.
This proposal is requesting funds to purchase [ex. 7 motion
detectors] to implement Modeling Instruction in mechanics.

Benefits
This instructional approach (using technology to develop an
understanding of concepts) has been proven to be highly successful, and
results in deeper student comprehension and greater enthusiasm. Much of
this success is due to the high level of student investment in the learning
process, and the student-centered approach in instruction, as contrasted
with the lecture method, which is teacher-centered and results in
alienating many students from the sciences.
Infusing technology into a science curriculum is imperative for
helping students become technology-literate beyond word processing. This
method of technology-driven instruction ensures that students will be
comfortable with other innovative uses of technology, and will be
well-prepared for collegiate computer-based science labs. In fact, using
this technology in high school will give many students an advantage in
college, as they will already be accustomed to taking and analyzing data
with computers.

Evaluation of the Project
Evaluation of the Modeling Method is built into its implementation,
since --- University encourages extensive evaluation of the effectiveness
of the Modeling Method by means of pre- and post-instruction assessment of
students' conceptual understanding of science.
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Saturday, September 5, 2009

Mathematics Teaching Tools

Mathematics Teaching Tools
Using Smart Boards With Computers
© William De Salazar Jun 21, 2007
Using Smart Boards with Computers to enhance student participation as well as using the technology as an aid in presenting and saving lessons for students.
One of the more useful tools available to mathematics teachers available is the use of a “Smart Board". There are several manufacturers with different models but the important objective is making use of the board.
For example, as one teaches algebra 2, solving equations using the Algebraic Field Properties is very important for students to master the material. The teacher can present a topic, assign homework, and then review the homework the next day with the students. Using a Smart Board which is attached to a computer and an LCD display panel used to project a "virtual chalkboard" unto a screen. However, now there is no chalk but an electronic writing pen which allows one the opportunity to write on the screen just as if one were writing on a dry erase or chalkboard.
One of the advantages of the SmartBoard technology is that everything that is written is also captured as an image, and or audio file so that students that are absent as well as information the teacher wants to present again is saved as a file in the computer. And, whatever content was reviewed can be transferred to a website, a printed hard copy, or transferred anywhere as an electronic document.
The other advantage of use of the Smart Board in Mathematics is that today’s students like technology. So, they will enjoy using the "smart electronic pen" and write their work on the board to use the technology. So, in algebra 2, the students will be motivated to get out of their desks and show one their work using the SmartBoard. And, the teacher can have several students do the same or similar problems on different pages of the Smart Board. The students using the electronic "smart" pen can use different colors with different thickness and create their own individual style of writing to show the other students. In this manner, the Smart Board has now enabled students to change from being spectators but now become active participants in working out and showing the work solving those algebraic equations.Read more: http://technological-teaching-aids.suite101.com/article.cfm/mathematics_teaching_tools#ixzz0QIKsibDn
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What role can virtual manipulatives play in the classroom?


Virtual manipulatives can be used to address standards, such as those in Principles and Standards for School Mathematics (NCTM, 2000), which calls for study of both traditional basics, such as multiplication facts, and new basics, such as reasoning and problem solving. Using manipulatives in the classroom assists with those goals and is in keeping with the progressive movement of discovery and inquiry-based learning. For example, in their investigation of 113 K-8 teachers' use of virtual manipulatives in the classroom, Moyer-Packenham, Salkind, and Bolyard (2008) found that content in a majority of the 95 lessons examined focused on two NCTM standards: Number & Operations and Geometry. "Virtual geoboards, pattern blocks, base-10 blocks, and tangrams were the applets used most often by teachers. The ways teachers used the virtual manipulatives most frequently focused on investigation and skill solidification. It was common for teachers to use the virtual manipulatives alone or to use physical manipulatives first, followed by virtual manipulatives" (p. 202).
Virtual manipulatives provide that additional tool for helping students at all levels of ability "to develop their relational thinking and to generalize mathematical ideas" (Moyer-Packenham, Salkind, & Bolyard, 2008, p. 204). All students learn in different ways. For some, mathematics is just too abstract. Most learn best when teachers use multiple instructional strategies that combine "see-hear-do" activities. Most benefit from a combination of visual (i.e., pictures and 2D/3D moveable objects) and verbal representations (i.e., numbers, letters, words) of concepts, which is possible with virtual manipulatives and is in keeping with Paivio and Clark's Dual Coding Theory . The ability to combine multiple representations in a virtual environment allows students to manipulate and change the representations, thus increasing exploration possibilities to develop concepts and test hypotheses. Using tools, such as calculators, allows students to focus on strategies for problem solving, rather than the calculation itself.
According to Douglas H. Clements in 'Concrete' Manipulatives, Concrete Ideas there is pedagogical value of using computer manipulatives. He says, "Good manipulatives are those that are meaningful to the learner, provide control and flexibility to the learner, have characteristics that mirror, or are consistent with, cognitive and mathematics structures, and assist the learner in making connections between various pieces and types of knowledge—in a word, serving as a catalyst for the growth of integrated-concrete knowledge. Computer manipulatives can serve that function" (Section: The Nature of "Concrete" Manipulatives and the Issue of Computer Manipulatives, par. 2).
Christopher Matawa (1998, p. 1) suggests many Uses of Java Applets in Mathematics Education:
Applets to generate examples. Instead of a single image with a picture that gives an example of the concept being taught an applet allows us to have very many examples without the need for a lot of space.
Applets that give students simple exercises to make sure that they have understood a definition or concept.
Applets that generate data. The students can then analyze the data and try to make reasonable conjectures based on the data.
Applets that guide a student through a sequence of steps that the student performs while the applet is running.
Applets that present ''picture proofs''. With animation it is possible to present picture proofs that one could not do without a computer.
An applet can also be in the form of a mathematical puzzle. Students are then challenged to explain how the applet works and extract the mathematics from the puzzle. This also helps with developing problem solving skills.
An applet can set a theme for a whole course. Different versions of an applet can appear at different stages of a course to illustrate aspects of the problem being studied.
While the research is scarce on mathematics achievement resulting from using virtual manipulatives, Moyer-Packenham, Salkind, and Bolyard (2008) found, overall, results from classroom studies and dissertations "have indicated that students using virtual manipulatives, either alone or in combination with physical manipulatives, demonstrate gains in mathematics achievement and understanding" (p. 205). Generalizability might be a concern, however, as found in Kelly Reimer's and Patricia Moyer's action research study (2005), Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study. The study provides a look into the potential benefits of using these tools for learning. Interviews with learners revealed that virtual manipulatives were helping them to learn about fractions, students liked the immediate feedback they received from the applets, the virtual manipulatives were easier and faster to use than paper-and-pencil, and they provided enjoyment for learning mathematics. Their use enabled all students, from those with lesser ability to those of greatest ability, to remain engaged with the content, thus providing for differentiated instruction. But did the manipulatives lead to achievement gains? The authors do admit to a problem with generalizability of results because the study was conducted with only one classroom, took place only during a two-week unit, and there was bias going into the study. However, results from their pretest/posttest design indicated a statistically significant improvement in students' posttest scores on a test of conceptual knowledge, and a significant relationship between students' scores on the posttests of conceptual knowledge and procedural knowledge. Applets were selected from the National Library of Virtual Manipulatives.
Boston Public Schools has a professional development initiative to provide teachers and students access to virtual manipulatives and technology equipment that directly support the district's math and technology curricula. Partially funded by a NCLB state grant, SELECT Math contains alignments for Grades 6-8, Algebra I and II, and Geometry with a Scope and Sequence calendar describing which book or chapter is being used in math classes during each month of the school year. Click on the individual book/chapter to see the related SELECT Math alignments, worksheets, and links to supporting virtual manipulatives. The project began in 2002 as a collaboration between the Boston Public Schools' Secondary Math and Instructional Technology departments, in conjunction with their partner, the Education Development Center, Inc. CT4ME believes this initiative to be valuable for middle and high school math educators throughout the country. Visit Teacher2Teacher for more on the role of manipulatives.