1. Chapter 11 – Teaching and Learning with Technology in Mathematics and Science Instruction Cullen Byrne and Abby Harnack

2. Mathematics Principles Six Principles Fundamental to all School Math Programs 1)Equity 2)Curriculum 3)Teaching 4)Learning 5)Assessment 6)Technology Six Principles Fundamental to all School Math Programs 1)Equity 2)Curriculum 3)Teaching 4)Learning 5)Assessment 6)Technology

3. Mathematics Standards Five Content Standards o Numbers and Operations o Algebra, Geometry o Measurement o Data Analysis o Probability Five Content Standards o Numbers and Operations o Algebra, Geometry o Measurement o Data Analysis o Probability Five Process Standards o Problem Solving o Reasoning and Proof o Communication o Connections o Representations

4. Technology in the Math Classroom Teachers should:  balance off- and on-computer activities  consider technology as a mathematical tool rather than a pedagogical tool  view technology as a tool for developing student thinking Teachers should:  balance off- and on-computer activities  consider technology as a mathematical tool rather than a pedagogical tool  view technology as a tool for developing student thinking

5. Technology Integration Strategies in the Math Classroom  Bridging the gap between abstract and concrete virtual manipulatives  Allowing representation of mathematical principles  Supporting mathematical problem solving  Implementing data-driven curricula  Supporting math-related communications  Motivating skill-building and practice  Other mathematics resource websites for teachers  Bridging the gap between abstract and concrete virtual manipulatives  Allowing representation of mathematical principles  Supporting mathematical problem solving  Implementing data-driven curricula  Supporting math-related communications  Motivating skill-building and practice  Other mathematics resource websites for teachers

6. Technology Representation of Math Principles  Virtual manipulatives  Graphing calculators  Interactive/dynamic geometry software  Computer algebra system (CAS)  Calculator-based laboratories (CBLs or probeware)  Virtual manipulatives  Graphing calculators  Interactive/dynamic geometry software  Computer algebra system (CAS)  Calculator-based laboratories (CBLs or probeware) http://www.youtube.com/watch?v=h9b7lwC8aMU

7. Science Process Skills  Collecting  Sorting  Cataloguing  Observing  Note-taking  Sketching  Interviewing  Polling  Surveying  Collecting  Sorting  Cataloguing  Observing  Note-taking  Sketching  Interviewing  Polling  Surveying “in many inquiry-based classrooms, students are using innovative technology tools and resources such as Internet search engines and databases, model building software, handheld technologies, and a wide array of data collection and communication tools to engage in real- world investigations and communicate findings. Increasingly students are using the same technology tools that are used by participating scientists.” – Harris and Rooks

8. The Narrowing Pipeline  There is a declining number of students (especially female and minority students) pursuing studies in the math, science, and engineering fields  This trend could lead to serious consequences for the long-term economic and national security of our country  Great need for all students to be scientifically literate  Our economy and environment depend on the character and quality of the science education that the nation’s schools provide  There is a declining number of students (especially female and minority students) pursuing studies in the math, science, and engineering fields  This trend could lead to serious consequences for the long-term economic and national security of our country  Great need for all students to be scientifically literate  Our economy and environment depend on the character and quality of the science education that the nation’s schools provide

9. Hands-on/Minds-on Science  “engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences.” – Haury and Rillero Karen Worth  Focus is placed on emerging students in authentic learning experiences  Simulated labs keep with the idea of hands-on learning – such labs allow students to spend more time focusing on the “science” of the activities when danger and sensory unpleasantness are removed  There is debate over the acceptance of computer simulations as a substitute for real- life laboratory experiences  “engaging in in-depth investigations with objects, materials, phenomena, and ideas and drawing meaning and understanding from those experiences.” – Haury and Rillero Karen Worth  Focus is placed on emerging students in authentic learning experiences  Simulated labs keep with the idea of hands-on learning – such labs allow students to spend more time focusing on the “science” of the activities when danger and sensory unpleasantness are removed  There is debate over the acceptance of computer simulations as a substitute for real- life laboratory experiences

10. Technology Integration Strategies in the Science Classroom  Involving students in scientific inquiry through authentic online projects  Support for specific processes in scientific inquiry  Supporting science skills and concept learning  Engaging students in engineering topics through robotics  Accessing science information and tools  Other science resource websites for teachers  Involving students in scientific inquiry through authentic online projects  Support for specific processes in scientific inquiry  Supporting science skills and concept learning  Engaging students in engineering topics through robotics  Accessing science information and tools  Other science resource websites for teachers

11. Technology Representation of Science Principles  Virtual science labs  Data loggers  Hands-on/minds-on science  Webcasts  Virtual science labs  Data loggers  Hands-on/minds-on science  Webcasts

12. Specific Processes in Scientific Inquiry  Locating information to investigate scientific issues and questions  Collecting data  Visualizing data and phenomena  Analyzing data  Communicating results  Locating information to investigate scientific issues and questions  Collecting data  Visualizing data and phenomena  Analyzing data  Communicating results

13. Math and Science Content Knowledge  Content change is a constant in both math and science  The concepts do not change, but the set of concepts and skills that students are required to know consistently grows and changes  Some states are beginning to require higher-level math and science courses of all students  Elementary teachers face a special challenge because the number of math and science skills young students must master is increasing  Content change is a constant in both math and science  The concepts do not change, but the set of concepts and skills that students are required to know consistently grows and changes  Some states are beginning to require higher-level math and science courses of all students  Elementary teachers face a special challenge because the number of math and science skills young students must master is increasing

14. Math and Science Pedagogical Knowledge  Teachers are challenged to know the most effective ways to have students “do” science and math  Learning by doing requires a constructivist mindset that is new to many teachers  Teachers must teach in ways that are engaging and motivational  Online pedagogy is especially challenging (hands-on teaching and assessment methods are more time-consuming than simple lecturing and rote learning)  Teachers are challenged to know the most effective ways to have students “do” science and math  Learning by doing requires a constructivist mindset that is new to many teachers  Teachers must teach in ways that are engaging and motivational  Online pedagogy is especially challenging (hands-on teaching and assessment methods are more time-consuming than simple lecturing and rote learning)

15. Math and Science Technological Knowledge  In order to teach students to use the technology tools of math and science, teachers must become masters of these tools  Math and science teachers must be expert users of virtual manipulatives, spreadsheets, calculators, graphing calculators, data loggers, and simulations (depending on the topic and grade level being taught)  Teachers must be well-acquainted with the growing number of online tools that can help support hands-on lessons  Teachers must know how to employ distance education tools that can help them keep in touch with their students and updated on their content and pedagogy  In order to teach students to use the technology tools of math and science, teachers must become masters of these tools  Math and science teachers must be expert users of virtual manipulatives, spreadsheets, calculators, graphing calculators, data loggers, and simulations (depending on the topic and grade level being taught)  Teachers must be well-acquainted with the growing number of online tools that can help support hands-on lessons  Teachers must know how to employ distance education tools that can help them keep in touch with their students and updated on their content and pedagogy

16. Strategies for Improving Tech-PACK in Math and Science Instruction  Do I have the math and/or science content knowledge I need to assist my students in meeting the standards within my classroom?  Do I have the technological knowledge needed to teach the math and/or science content within my classroom?  Do I have the pedagogical knowledge needed to teach the mathematics and/or science content within my classroom?  Do I have the math and/or science content knowledge I need to assist my students in meeting the standards within my classroom?  Do I have the technological knowledge needed to teach the math and/or science content within my classroom?  Do I have the pedagogical knowledge needed to teach the mathematics and/or science content within my classroom?

17. Math and Science-Related Websites That Reinforce Chapter Concepts  www.nms.org The National Math and Science Initiative website posts creative ideas to integrate technology into your math and science classroom. One post specifically covers the benefits of integrating technology into the classroom. www.nms.org  http://www.nctm.org/about/content.aspx?id=14233 The National Council of Teachers of Mathematics website is a website dedicated to mathematic education. This link communicates the important role that technology plays in the learning and teaching of mathematics. http://www.nctm.org/about/content.aspx?id=14233  http://nstacommunities.org/blog/2011/12/23/technology-integration-in-science/ The National Science Teachers Association website is devoted to science education. There are educational resources, standards, and professional blogs located on this site. This link talks about the importance of technology integration in the classroom. http://nstacommunities.org/blog/2011/12/23/technology-integration-in-science/  http://www.glencoe.com/sec/teachingtoday/subject/int_tech_math.phtml Teaching Today has posted this article on integrating technology in the mathematics classroom. It covers topics such as calculators, computer software, The Internet, interactive whiteboards, etc. and the important role that each play in teachers’ and students’ lives. http://www.glencoe.com/sec/teachingtoday/subject/int_tech_math.phtml  http://www.janinelim.com/jae/02summ.htm This website, Out On A Lim, created by Janine Lim, PhD has created a list of ideas to integrate technology into the science classroom. Lim argues that technology is such a valuable resource to teacher, that it is important to find creative ways to integrate technology in your classroom. http://www.janinelim.com/jae/02summ.htm  www.nms.org The National Math and Science Initiative website posts creative ideas to integrate technology into your math and science classroom. One post specifically covers the benefits of integrating technology into the classroom. www.nms.org  http://www.nctm.org/about/content.aspx?id=14233 The National Council of Teachers of Mathematics website is a website dedicated to mathematic education. This link communicates the important role that technology plays in the learning and teaching of mathematics. http://www.nctm.org/about/content.aspx?id=14233  http://nstacommunities.org/blog/2011/12/23/technology-integration-in-science/ The National Science Teachers Association website is devoted to science education. There are educational resources, standards, and professional blogs located on this site. This link talks about the importance of technology integration in the classroom. http://nstacommunities.org/blog/2011/12/23/technology-integration-in-science/  http://www.glencoe.com/sec/teachingtoday/subject/int_tech_math.phtml Teaching Today has posted this article on integrating technology in the mathematics classroom. It covers topics such as calculators, computer software, The Internet, interactive whiteboards, etc. and the important role that each play in teachers’ and students’ lives. http://www.glencoe.com/sec/teachingtoday/subject/int_tech_math.phtml  http://www.janinelim.com/jae/02summ.htm This website, Out On A Lim, created by Janine Lim, PhD has created a list of ideas to integrate technology into the science classroom. Lim argues that technology is such a valuable resource to teacher, that it is important to find creative ways to integrate technology in your classroom. http://www.janinelim.com/jae/02summ.htm