Since beginning this program, I have applied for technology through donors choose, attended a professional development seminar that had a grant that allowed me to receive a projector as well as document camera and also used my classroom budget to get three classroom tablets. My students have created videos, cartoon strips, webquests, mindmaps and presentations. Every time I am able to produce a lesson with technology they are not only engaged but they remember the information due to their creations. The article by Thomas Friedman emphasizes that teaching students to be innovators is essential for their futures considering computers now perform tasks that people in past generations once have.

To show the importance of integrating technology I created this comic strip using make beliefs comix. It only allows for three slides, but the website is free and it still allows for a wide range of creativity. Once finished, students can email you the finished link. I wanted to make it apparent that I will continue to search for ways to utilize technology and I hope I showed it through this comic strip.

References:

Donors Choose (n.d.). Retrieved on October 29, 2013 on http://www.donorschoose.org/.

Make Beliefs Comix (n.d.). Retrieved on October 29, 2013 on http://www.makebeliefscomix.com/.

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To understand more about the school where I currently work, we have limited access to students using technology. We have two laptop carts available for checkout but we have roughly thirty classes to share them between. Therefore, it was not surprising to me to see the results of the first question and see that most teachers only had daily access to their own laptops. Yet, the second question showed how teachers allow their students to use that technology around 50% of the time.

The idea I had behind the third question was asked to see how many students have their own technology that they could potentially use to help integrate technology. The results show that about 55% of the students would have their own technology to use. What I failed to ask was how many teachers allow them to use their own. I would imagine that less than half of that population actually does.

Questions four and five were aimed to see how teachers would use laptops if each student had access to a laptop as well as what kind of training teachers would want. 70% percent would use laptops for exploration. More shocking to me was that 50% of the teachers would us laptops for facts. I once watched a video where someone stated any question you can google online is an irrelevant question in education. Since the focus of students is critically thinking now, why would educators use laptops for facts? 67% of the educators at my school stated they do not have time to integrate technology into their classroom. This tells me that teachers do not understand the importance of integrating technology or they would find time to do so.

Although the results to question five were discouraging, question six helped me to see that 72% of the teachers would like to have professional development on implementing technology in the classroom. Therefore, the result to question five could mean that teachers do not have time to work out all the faults of programs or even to search for programs to use with this technology and would prefer someone to teach them.

As you can see from my survey, educators have a long way to go to become avid integrators of technology in the classroom. The take away from this survey is that teachers need the proper training to feel comfortable as well as understanding the importance. Due to the fact that we live in a technological world, educators need to prepare students to be successful using technology or students will be defeated by others when it comes to career opportunities.

References:

Survey Monkey (n.d.). Retrieved on October 19, 2013 on https://www.surveymonkey.com/home/.

Through beginning to follow Rush Limbaugh, the so called biggest conservative and political commentator, I can explore his new child rearing technique as well as his take on how the employment rate went down. According to Rush Limbaugh’s statistics the reason the unemployment rate went down was due to the fact that people have been not participating in the labor force and hence fewer people become counted in this equation. In teaching mathematics, I have to be aware of all of the variables and extenuating circumstances that go into making data plausible. I had not thought of this insight until this assignment. Unfortunately, the news and my internet sources had convinced me that the unemployment rate was getting better by making me believe that the same amount of people were still participating.

Through following Barrack Obama, I learned that it is domestic violence awareness month and how the tea party shutdown stopped funding to Head Start programs, keeping 7,000 children out of school. Luckily, emergency funding was received but how long will the shutdown last and will the emergency funds be enough? Education is so critical and this is where we do not invest our money.

John Kerry’s twitter feed had information about human rights and links to updates on the climate security report. Overall, his twitter feed felt a little less informative and seemed to tell me useless information about him that made him seem more human than the other feeds. Due to the fact that he is an environmentalist and that I work at an environmental school I can incorporate his knowledge and information from his feed into my classroom.

In following these three people on twitter, I can expand my political views and have a vast amount of information not only to back my opinions but to share with my students. It is relevant to be able to stay current on events in the world as well as thinking critically about the information we get from such sources that could be rendered unhealthy for our infodiet.

References:

American Security Project (n.d). Retrieved on October 13, 2013 from http://americansecurityproject.org/featured-items/2012/climate-security-report/

Chokshi, N.* What’s It Like to Lose Head Start. *The Washington Post. Retrieved on October 13, 2013 from http://www.washingtonpost.com/blogs/govbeat/wp/2013/10/10/what-its-like-to-lose-head-start/?Post+generic=%3Ftid%3Dsm_twitter_washingtonpost

Too many students are prescribed drugs due to the fact that students are bored and not worked to their ability. A solution to the problem is a free curriculum called Ten Marks. Not only will this benefit students with attention deficit hyperactivity disorder, it will benefit all students. Please read my research and suggestions in the paper attached at this link provided.

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https://docs.google.com/document/d/1jSwZLbaQKmlQTM3bBPI0lJjraiN0t1uP8Nift8XUZ4E/edit

]]>I have identified a problem of practice as being students having difficulty remembering information. A possible solution would be to allow them to be creative and make a comic strip that they would remember. Using the tool makebeliefscomix.com, students will be able to show what they know in a comic strip and create a scenario that follows the guidelines of either inductive or deductive reasoning.

In the past, I let students create a cartoon video with text to speech using Xtranormal.com for this lesson and they absolutely loved it. That site is not working so I needed to find something else. You can also see that this type of tool could be used in any classroom and have multiple different purposes. I hope you can find a way to add this wonderful tool to your own classroom.

Although I tried embedding my video, wordpress kept saying that it was fetching the video. The link is below.

]]>This generation of students has had so much more experience with technology than earlier generations did. Until now, I always saw technology as a way to enhance the curriculum. I now know that we can use technology to show students that they can be makers and that anything is possible. What an amazing skill to empower my students with.

Although using the maker kits became more difficult for me to relate to my high school mathematics classroom, I would still like to try to integrate them somehow. At this time, I feel like I could see the makey makey working better in an elementary or specials classroom.

The quote from the MAET program states “As adult learners, we are most interested in your growth – and you will be evaluated on the basis of how far you go, not on the basis of where you started.” As I re-read this, I thought what a great way to assess. Progress should be measured, not so much right or wrong. Students, including myself, all learn at a different pace and in different ways. My favorite way to describe this is by comparing student learning to a doctor prescribing a drug, no one prescription works for every patient just as no one way of teaching works for all students. If I were to evaluate my own growth after taking this course I would say I learned a lot. The learning theories helped me to figure out how much education has evolved as well as the different theories that I have a tendency to teach more often than others. Whether I am telling students to memorize their fast facts, which is the cognitivism approach, or using an exploratory approach and letting them discover they are computing surface area understanding how my students learn best is key.

The biggest afterthought of the course became from me reflecting on my favorite assignments. I really enjoyed creating my ultra micro massive open online course. Although I had no experience with a MOOC before it became a real fun task to create my own. It allowed for me to feel good about what I know and do pretty good, which is play and coach volleyball. Creating this MOOC was fun and I thought about presenting the idea to my students and asking them what type of course they would teach or create if they could to get to know them a little better at the beginning of the school year. I also reflected on enjoying coming up with ideas and creating my maker experiment. Although I struggled with integrating into a math context I had fun trying to come up with ideas. I even involved my family for brainstorming. I firmly believe that my reflection of these two assignments taught me that I enjoy being able to be creative just as much as my students do and I really need to stress the importance of that in my classroom.

I plan to implement as much as I can to allow my students to be creative and innovative. This class has taught me that that is what my students need and want in my quest to make them the best that they can be for their future endeavors. For that I say thank you Bill and Missy.

]]>Next we were asked to take that information learned about SoTL and find research based resources for my professional contexts which would be mathematics. I decided to look for resources pertaining to hands on mathematics and/or research on lessons using technology in mathematics. I was fortunate to be able to chat with a MSU librarian via instant message. Within a minute the librarian was responding to my question. The librarian then asked if it was teaching related and for what grade levels would I prefer. Shortly after answering the librarian had a great resource for me.

1. **Hands-on Mathematics + Multicultural Education = Student Success. **

This article discusses how math teaching was approached differently in one particular example. It showed how a class of multi-racial students was able to learn basic math concepts by instituting different hands on ways to apply math. Some of the ways they did this was by showing fractionally how basketball is divided by different skill levels among caucasian and african american players as well as female players. The students actually guessed as to how their own class would do with basic basketball skills and made “hand-made” wooden hoops to show the results. Another interesting concept was that at the beginning of the class, at the start of the semester, the teachers and students made a “deal” and shook hands on it. The teachers promised to make math apply to the “real world” and to make math fun if the student agreed to learn and give 100% effort. It was an interesting article to research.

2. The second link he sent me was an article titled **Hands-On Mathematics and Science Activities for Students in Grades K-8: A Guide for Teachers, Tutors, and Parents. **Unfortunately, ERIC did not have a PDF available and the librarian mentioned that it is probably on microfiche. He also said that it might be available at a later date in PDF format.

3. **The Effects of Teaching Techniques and Teacher Attitudes on Math Anxiety in Secondary Level Students. ** This Article described an experiment which revolved around a class of 48 students learning algebra I. Half of these students were taught in a “regular” style by a math teacher using her typical and standard method of teaching algebra I. The other half of students were in a environment where the idea of stress due to math was addressed. The teaching approach in this class was to try an eliminate any anxiety about learning and doing math. Additional teachers were used and a different approach to instruction was instituted. Despite one class focusing on the anxiety and “stress” level of students, the learning results were almost identical between the two classes. Even with focusing on “math anxiety”, it did not change the level of learning in the classroom when compared to a class that did not address this issue.

4. **An Ap”peel”ing Activity. **This was an actual activity that was allowed to be peer reviewed. To explore surface area and volume of a sphere students peel an orange and make inferences before and after peeling. I might actually use something similar in my Geometry classroom.

5. **Partnership Teaching: Success for All Children Using Math as a Vehicle. **This article stressed the importance of accepting others ideas and thoughts and working together in groups as a team. It had provided some great ideas for activities that I could use in my sixth grade mathematics classroom. Unfortunately some of the activities would need to be scaffolded toward a middle school learner as opposed to elementary.

I really liked the librarian feature. The librarian was so helpful but did all the leg work for me. I was almost hoping they would show me how to look up things and have it be more interactive. It showed me how easy it is to find peer reviewed articles like was SoTL was referring to. The librarian pointed out that most of the articles he was finding were before the year 2000, which I thought was interesting.

References:

Adeeb, P. and Bosnick, J. (1995). *Hands-on Mathematics + Multicultural Education = Student Success.* Retrieved on August 15, 2013 from http://www.edchange.org/multicultural/papers/math.html

Adeeb, P. and Bosnick, J. (1998). *Partnership Teaching: Success for All Children Using Math as a Vehicle. *Retrieved on August 15, 2013 from http://eric.ed.gov/?id=EJ574661

Bender, E and Gray, D. (1999). The Scholarship of Teaching. Research & Creative Activity, XXII(1). http://www.indiana.edu/~rcapub/v22n1/p03.html

Quality Education for Minorities Network. (2000).* Hands-On Mathematics and Science Activities for Students in Grades K-8 [electronic resource] : A Guide for Teachers, Tutors, and Parents. *Retrieved on August 15, 2013 from http://catalog.lib.msu.edu/record=b6583593~S39a

Urich, J. A., & Sasse, E. A. (2011). *An Ap”peel”ing Activity*. Mathematics Teacher, 105(3), 189-193.

White, P. (1997). *The Effects of Teaching Techniques and Teacher Attitudes on Math Anxiety in Secondary Level Students. *Retrieved on August 15, 2013 from http://eric.ed.gov/?id=ED411151

The changes necessary include a lot of integrating multiple representations and pathways to engage different backgrounds, abilities and motivations. The point of the lesson is to review multiplication and division from the previous year so that the students can review and become faster in order to build on that knowledge in sixth grade, for example multiply and dividing integers and fractions.

- To clarify syntax and structure, I would do a walk through of how to multiply and divide.
- To reach auditory learners, a student would demonstrate how in English as well as Spanish due to the fact that I have a lot of ESL learners.
- To reach visual learners, the students to watch this video called Long Division Style (Warning: you will not be able to get this out of your head).

The reviewing process would apply to more learners in the classroom due to the multiple representations offered.

To introduce the makey makey the first part of the lesson would contain the math basketball game. Here two players can compete where a mouse and a left click button would be necessary. I would create the mouse with a toy mouse of some sort connected to the makey makey and for the left click, a basketball would signal when the shot would be released from the players hands. This would use touch equivalents for key visuals that represent concepts.

Next, students get into groups of three or four and let them know that they can either work together or take turns with the task. Next, I will have them go to mangahigh.com. A recent study showed that the work environment requires graduates to have skills to work collaboratively over distance and time (Kohut & Yon, 2013). I would then have them find a game to play from that website and also create a game pad using the makey makey. Providing options of the game to choose would allow some freedom, although I would have to regulate that they are not choosing a game that is too easy for them. This would allow for them to practice basic mental math skills.

Each game played on mangahigh requires the use of the numbers 1-9 and an enter key much like the figure below. Therefore, I would have them create a game board that they can step on much like the dance games that are popular now. For connectivity to work, students would have to shade in the numbers with their pencil and connect each number to the makey makey as well as create an enter key with an object of their choice to allow customizing the display of the information. Once it is connected correctly students may begin reviewing the concepts by playing the games all while using kinesthetic learning to step on the corresponding number answers. Research shows that students reacted positively to the exercise and showed an improvement on their scores at both assessment periods (Melander & Wortmann, 2013). Through this review students can relearn the math facts that they forgot as well as have fun playing.

Through learning about Universal Design for Learning, I was able to improve my lesson to essentially reach more learners. UDL really helped me learn how to insert additions into my lessons to optimize levels of support.

References:

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Kohut, G. F. & Yon, M. G. (2013). Student Perceptions of Cognitive and Social Learning in Global Virtual Teams: A Pilot Study. *The Journal of Effective Teaching*, 13(1), 19-32.

Long Division Style (2012). Retrieved on August 9, 2013 from http://www.youtube.com/watch?v=iWU6K3GV2A8.

Melander, L. A., & Wortmann, S. L. (2011). Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane. *The Journal of Effective Teaching*, 11(2), 75-86.

SUDOKU (n.d.) Retrieved on August 9, 2013 from http://juegos-inusuales.blogspot.com/.

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