Reflection to Chapter 7 (Mathematics), TPACK Handbook
It seems there are two big roles of technology in teaching math. One of those is to simply complete the “basics” a little easier. For instance, rather than doing out enormous calculations on paper or in our head, we can use a calculator or computer. The debate with this approach of technology in math is whether students must first know how to complete the calculations before they are allowed to use the technologies to make them easier. Usually, in my first grade land, I find that students can complete our basic facts in their head or on paper quicker than on a calculator anyhow.
The second role of technology in mathematics allows us to make mathematics concepts connect to the real world. Rather than using random numbers or self-made numbers for word problems, students can complete a problem which uses real life numbers. I can remember being in middle and high school and asking, “when will we ever have to do this in real life?” It would have been helpful for teachers to give examples and utilize the world as a basis for learning.
I thought one important statement made by this chapter’s author was that teacher’s need to be willing to experiment with technology in their classroom in order to achieve the highest level of TPCK. I looked at this as permission to try things and possibly mess up. I have to give myself permission to do this.
Personally, I think most of the debates raised in this chapter apply to upper grades (or at least upper elementary). As I stated before, my students are not ready to use simple calculators yet. If I were to give them a calculator they would not know what to do with it.
Lastly, a point that I highlighted and starred in my book was the fact that technology and using technology should not overpower or distract from the basic teachings of the curriculum. I feel as though we are almost on the brink of this. Should we be giving up fantastic activities and lessons to replace it with a mediocre one that uses technology? I just don’t think so.
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You are so right about having the right balance between content, pedagogy and technology. If you are going to live in the center of TPACK, there needs to be balance.
ReplyDeleteI agree with you. They need to learn the basic first and once they have the concept, rather then continuing the drill and kill on paper, using the interactive games for them to practice. They can practice with their parents at home once you show them.
The top ten math website are also great for parent to use in the summer time with their kids. Illuminations site was my favorite because this is where students can experience the math in the real world and it makes them think deeply.
Checkout these sites when you have time.
http://www.uen.org/k-2interactives/math.shtml Utah Education Network connects math with real life problems.
http://mathforum.org/teachers/elem/k-2/ The Math Forum provides much resource that will make math come alive for you students.
http://edtech.kennesaw.edu/web/math-k-2.html Online Activities
It’s about trying one tool at a time. Think back when you started teaching, that’s what we all went through. If a strategy didn’t work, we tried something else. This just adds more tools and creates strategies that enhance the learning process for students. TPACK is a wick problem but over time can create incredible opportunities for both the teacher and students that are rewarding.