Soalan 2 Benefits of Technology

As federal and state governments, school districts and individual educators spend countless dollars and energy on technology, it is important to consider why all this technology is beneficial in the first place. A truly integrated technology curriculum provides countless benefits to students and staff, especially in the school media center where students seek information from a variety of sources every day. Why is integrating technology into the curriculum beneficial? Intrinsically motivating For students who rush to check out the latest gaming systems or who stand in line for an iPad, technology is intrinsically interesting. The novelty of it serves to interest students who may not be academically motivated. The latest digital tools can therefore serve as a vehicle to help students learn content knowledge as well as problem-solving and higher level thinking skills. In a 2008 study, middle school students ranked using "computers in general" and doing "research on the internet" as the school activities they liked best. They ranked "listening to teachers explain things" and "doing worksheets" as activities they like least (Spires, 2008). Positively ranked activities, such as using computers, can be incorporated into nearly any content area and is especially conducive to the information literacy skills taught in the library media center. Additionally, Spires found that this interest in digital tools was universally motivating as using computers was the one endeavor that all ethnicities chose as the activity they liked best in school. In other words, while technology serves its purpose best when it is aligned with curricular goals, its sheer presence in a school can motivate students. Technology can also function as a way to engage at-risk students. Digital tools can serve as a magic potion to motivate low socioeconomic students who lack access to technology at home (Williams, Atkinson, Cate, & O'Hair, 2008). Tasks that engage students are generally more demanding and require considerable student involvement and decision making, but at-risk students are rarely given tasks of this nature (Kozma & Groninger, 1992). Meaningful technology integration necessitates significant student

involvement and, as such, can serve to motivate and engage at-risk students. Technology can improve test scores, grades and overall student learning. In an educational environment that places a strong emphasis on standardized testing, technologys effect on test scores is of great consequence. Recent studies have demonstrated that technology can have a positive impact on test scores. In an eight-year longitudinal study of SAT I performance at a New Hampshire school, researchers found significant student achievement gains in test scores after computer technology was put into use and integrated with standards (Bain & Ross, 2000). It is important to note that test score gains in this study occurred after technology was coupled with standards rather than just thrust into classrooms. The state of West Virginia also achieved across the-board increases in statewide assessment scores in basic skill areas, eleven percent of which directly correlated to the Basic Skills and Computer Education technology implementation put into effect two decades ago (Mann, Shakeshaft, Becker & Kottkamp, 1999). Furthermore, a 2008 study revealed that collaboration between teachers, in concert with increased technology integration, improved students standardized test scores in addition to class performance, discipline, attendance and dropout rates (Williams et al., 2008). In an educational culture so focused on accountability and data, the effect of technology integration on test scores can be very persuasive.

As referenced in the CEO Forum chart to the left, the use of digital tools can also significantly impact student learning, particularly as evidenced through grades. In a study in which students could choose whether or not to utilize digital tools such as an online discussion board, researchers found that the students use of technology clearly influenced actual student learning. Those that used the technology offered in the course benefited from that use through increased learning, as demonstrated by stronger course performance and improved grades (Krentler & Willis-Flurry, 2005). While this study may have limitations (for example, perhaps students who utilized the technological tools were intrinsically more interested in the course and, thus, likelier to receive better grades), it does demonstrate the positive impact technology can have on student learning. These implications extend to all grade levels as additional research has shown that students in technology-rich environments exhibit increased achievement at all educational levels (preschool through higher education) (Sivin-Kachala, 1998). In other words, when students are given meaningful interaction with computers, software and the internet, they are more motivated, engaged, and involved in their own learning. Impact on creativity, problem-solving skills and self-image In 2006, the New Commission on the Skills of the American Workforce of the National Center on Education and the Economy made recommendations for massive educational reform that would refocus the United States educational system on learning for creative work (Spires, 2008). One way in which to meet this recommendation and include more creative learning is through the incorporation of technology into the curriculum. When used correctly, technology leads to improvements in students inventi ve thinking skills, including creativity, and enables them to express themselves in new and innovative ways (CEO Forum on Education and Technology, 2010 - see chart above). Additionally, it allows communication with individuals and organizations throughout the world, further inspiring creative thought and learning. The customizable and fluid nature of digital content and tools can also challenge students to develop more effective problem solving, higher order and sound reasoning skills (CEO Forum on Education and Technology, 2001 - see chart above). Rather than just receive information from a teacher or authority figure, students can utilize technology to perform their own research and evaluate resources on their own, resulting in superior problem-solving and critical thinking skills. Beyond skills and test scores, studies have also demonstrated the ways in which technology integration can improve students selfimage and self-esteem. The use of digital tools has been found to have positive effects on student attitudes toward learning as well as student self-concept. Young people felt more successful in school, were more motivated to learn and had increased self-

confidence and self-esteem when using computer-based instruction (Sivin-Kachala, & Bialo, 2000). Because technology can give students autonomy over their own education, it allows them to build confidence in their ability to learn. For example, a student researching a country for a report will feel more confident in her ability to find information as opposed to one who simply receives the information passively from a textbook. Positive impacts have been identified in many student developmental areas, including attitude towards learning and self-esteem, through use of technology (Lei, 2010), an implication that can be instrumental in young peoples cognitive and social development. Furthermore, educational technology has significant positive effects on student attitudes for special need populations (Sivin-Kachala, & Bialo, 2000), a group that, as discussed below, may particularly need positive selfimage building. By aligning technology with a curriculum, educators can help students make significant improvements in selfesteem. Students with Special Needs For students with unique needs, technology can be specifically tailored to suit individual requirements. Several research studies provide evidence that technology integration can provide significant benefits for students with special needs, including students that are learning disabled, low achieving, in special education or gifted. In the 2000 study mentioned above, in which students participated in an integrated technology-rich curriculum, students with learning disabilities gained 89 points in combined verbal and math scores after the technology integration (Bain & Ross, 2000). Additionally, students with learning disabilities who used speech recognition software to write essays performed significantly better than fellow students with learning disabilities that did not use the software and approximately as well as their mainstream peers (Higgins & Rasking, 2005). Finally, by taking advantage of the latest developments in computer technology, readers of different ability levels can better understand the various strategies they do and do not engage in when reading in order to improve fluency and comprehension (Freese, 1997). Technology therefore not only gives students with special needs more confidence, but it allows them customized opportunities to overcome their unique challenges. In an environment such as the library media center, where students with special needs frequently work alongside their mainstream peers, the benefits provided by meaningful interactions with technology can be particularly consequential. Increased Knowledge and Opportunities Through the use of various digital tools, teachers and librarians can also offer students increased access to knowledge and innovative opportunities. The use of computer-mediated communication tools, for example, can help students from various

geographical locations talk to one another and experts from their own classrooms. The opportunity to communicate with experts enhances students learning process (Bransford, Brown, & Cocking, 2000). Likewise, technology offers students access to a host of experiences not available through traditional school formats. Tools such as virtual museum tours, 3-D topographic maps, virtual dissection or other technology-rich experiences allow students to extend learning beyond the classroom, without ever leaving the classroom. These digital experiences can lead to increased knowledge within content areas. For example, in one study, scholars compared seventh grade students whose teachers utilized digital tools with students whose teachers taught using a traditional format. They found that the use of technology tools such as websites and presentation software had a positive effect on studen ts knowledge of basic mathematic skills (Tienken and Wilson, 2007). When students employ tools such as simulators, real-time live feeds, video blogs and other technical tools to help them connect curriculum to real-world problems, they can gain greater knowledge and outperform students who employ traditional instructional methods alone. Students brains are wired differently. Daily exposure to interactive technology, such as computers, smart phones, video games and the like stimulates brain cell alteration and neurotransmitter release, gradually strengthening new neural pathways in students brains and weakening others (Small & Vorgon, 2008). In other words, the influx of technology into students daily lives is changing their brains at unprecedented speeds. Some researchers have begun to question whether the changes within the brain have altered the ways in which children move through the cognitive developmental stages theorized by Jean Piaget and adhered to for over one hundred years (Jukes, McCain & Crockett, 2010). The eyes of the digital generation even move differently than previous generations (Byerly, Holmes, Robins, Zang & Salaba, 2006) (click here to see a video of how young people read a website). Students are increasingly becoming visual and/or kinesthetic learners, rather than auditory or text based (Jensen, 2008), which has serious implications for their education. For example, since most traditional classrooms follow a textbook or teacher-centered model, students who thrive on visual learning may be shortchanged. Technology such as computers, digital games, or Web 2.0 tools typically rely on visual information and "learning-through-doing" approaches. By incorporating these types of technology into the classroom, educators can engage students in ways that are responsive to their changing cognitive development. Todays learners are not the same type of students that existed when the modern American school system was developed. By incorporating technology and aligning it with the curriculum, educators may be able to help the school system change commensurately.

Reflects our current lifestyle and the working world. Not only are brains changing in modern society, but the business world is changing as well. Modern workers often collaborate with global workgroups, submitting work electronically in multiple time zones. The fast-paced, continually shifting working world also requires that new workers are prepared to change jobs and careers multiple times. The Department of Labor in the United States projects that students in school today will have 10 to 14 different careers in their lifetime (Harwood & Asal, 2007). Additionally, since machines and automation have forced many low-level thinking jobs out of the country, students must be capable of critical cognitive abilities in order to succeed. In other words, students must learn 21st century thinking skills such as creativity, collaboration and flexibility but the traditional classroom model does not support this. By incorporating meaningful technology use into a curriculum, educators ensure that students will begin to learn these critical skills. In addition to being responsive to the modern world, technology integration helps prepare all students to work in the 21st century. While 67 percent of white respondents to one study reported usage of the internet, only 44 percent of Hispanic respondents could claim the same (DeBell & Chapman, 2006). The digital divide extends beyond race and internet use, however. It can include the imbalance both in physical access to technology and in the resources and skills needed to effectively participate as a digital citizen. In todays society, access is increasingly critical. In the information age, possession of a computer does not come down to have and have not. Rather, it is can and can not (Harwood & Asal, 2007). Technology is no longer a luxury, but a true need, and schools may serve as the only point of access to technology for some. Even in schools, however, the divide is present. White, wealthy, suburban schools tend to use computers for communication and collaborative learning projects learning experiences that will prepare them to take professional managerial roles in their working futures while poorer schools tend to focus on keyboarding and drilling on CD-ROMS learning experiences that will train them to take orders (Monroe, 1998). In other words, the mere presence of technology in schools cannot overcome the digital divide - however, when used considerately to reflect 21st century skills for all students, it can have a positive impact. These early technological experiences have lifelong digital consequences and it is critical to incorporate meaningful technology integration in all schools as early as possible. With training and support, teachers and school media specialists can integrate technology in ways that will make a significant difference in the lives of students.

The integration of technology in education is no longer a "new" idea. Because technology has become such an integral part of society, it is necessary to integrate its use in education in a variety of ways. The use of computer technology has moved beyond computer assisted instruction in the form of tutorials or drill and practice. Today's technology can provide teachers and students with opportunities for teaching and learning that were impossible in the past. Computers can be used as devices for communicating with people literally a world apart. They can be used as tools to create instructional materials or as presentation devices to provide information in ways never before possible. Three advantages have been found regarding technology in the classroom including:

Educators should use technology in the classroom because its wide range of uses and forms has the potential to reach students of all learning styles, as well as be more efficient. The interest and motivation that technology induces in students makes its usage in schools important. Educators better prepare students for the future when using technology aimed at addressing each learning style.

Using several types of technology in one lesson can help all students understand initially, alleviating many of the questions that students will have later, as well as lessening the times a teacher must repeat concepts to those who did not comprehend them the first time. The Aspen Institute Communication and Society program notes, "The creative use of these technologies has the potential to engage young people and instill an excitement about learning in ways that few traditional teaching aids and techniques seem capable of doing." They later mention that technological instruction helps students adapt to learning styles by providing a "self-paced... learning environment" that helps all learners to feel less threatened by new material. The simple fact that students exposed to technology will be more comfortable with it later in life is only one of the many reasons to use it in hopes of preparing the for the future. The Aspen Institute of Communication and Society also believes that students learn to control their own behavior when carrying out instruction, make decisions, solve problems, think critically, set goals, work towards goals, and then assess their programs when they have completed the goal, all skills needed later in life. (1) Computers in the classroom develop important skills. First, in business, the ubiquity of computers makes understanding how to use them essential. The use of computers can help enhance information processing skills. The ability to locate information, distinguish the important from the unimportant, think critically, work effectively in groups and present information in many types of media are all aided by the use of computers in the classroom.

Extensive studies and model schools have shown that educational technology enhances student learning in many cases. In the "Report on Effectiveness of Technology in Schools 1990-1994," the researchers found that technology can lead to improvement in performance most notably in math, science, social studies, and language arts. When using technology in the classroom, "at risk" students demonstrated:

Improved attitude Improved confidence Improved writing skills when using technology in the classroom (2)

According to Dr. C. Terry Morrow, professor of agricultural engineering and Faculty Fellow with the Center for Academic Computing, of Penn State University, the benefits of technology in the classroom include opportunities to:

Improve lectures Enhance the curriculum Provide visualization in a variety of formats Increase flexibility of presentations Share resources Enable demonstrations of complex concepts

Through the use of advanced computing and telecommunications technology, learning can also be qualitatively different. The process of learning in the classroom can become significantly richer as students have access to new and different types of information, can manipulate it on the computer through graphic displays or controlled experiments in ways never before possible, and can communicate their results and conclusions in a variety of media to their teacher, students in the next classroom, or students around the world. Basic skills can be used very effectively as a tutor for students learning basic reading and math skills. Teachers who employ computer assisted instruction can drill students on specific topics for which they need extra help, such as long division or spelling. Since students are able to control their own pace at which they proceed through their exercises, they are neither held back nor left behind by their peers. And the instant feedback that the students receive from this type of instruction motivates these students to continue. (3)

As an instructional tool, technology helps all students--including poor students and students with disabilities--master basic and advanced skills required for the world of work. As an assessment tool, technology yields meaningful information, on demand, about students' progress and accomplishments and provides a medium for its storage. As a motivational tool, technology positively impacts student attitudes toward learning, self-confidence, and self-esteem. Indeed, as the following sections demonstrate, these findings are not trivial and represent the many ways in which technology can be used as a powerful tool for enhancing student achievement. Technology offers several advantages over traditional methods of student assessment. For example, multimedia technology expands the possibilities for more comprehensive student assessments that require students' active participation and application of knowledge. The immense storage capacity enabled by technology such as CD-ROMs allows schools to develop electronic portfolios of students' work. A single CD can hold exact copies of students' drawings and written work, recordings of the child reading aloud, and video images of plays, recitals, or class presentations. By saving work samples on different subjects at different times during the year, teachers can display them in rapid succession to demonstrate and assess growth. Technology offers new and exciting ways for their families to increase their involvement in their children's education:

Students watch less television Improve problem-solving and critical thinking skills Improve their writing and math skills Improve their computer skills

Parents communicate more with their children and their children's teachers, are more aware of their children's assignments, increase their own computer skills, use the computer for personal and business reasons (such as working toward a GED), and spend more time with their families. Technology helps teachers improve their classroom practice by expanding their opportunities for training and by fostering collegial work with other teachers and professionals. Particularly promising to teacher skill development are electronic networks that allow teachers to overcome the isolation they experience in their classrooms. By bouncing ideas off peers and sharing experiences and resources with like-minded colleagues across the country, they are gaining

enthusiasm, confidence, and competence.(3) Numerous studies have demonstrated that technology is particularly valuable in improving student writing. The ease with which students can edit their written work on word processors makes them more willing to do so, which in turn improves the quality of their writing. Studies have shown that students are also better at critiquing and editing written work that is exchanged over a computer network with students they know. And student writing that is shared with other students over a network tends to be of higher quality than writing produced for in-class use only. Other benefits are documented as well. As schools have added computers, they've reported improvements in their attendance and dropout rates. They've also reported students are:

more challenged more engaged more independent

Encouraged to experiment and explore the new frontiers of knowledge through the use of technology, students have assumed more responsibility for their assignments and produced higher-quality work.(4) Technology is especially appropriate for the enhancement of global studies. It can bring experiences of other cultures vividly into the classroom. Not only does telecommunications allow for interaction between students, it also encourages creative opportunities to be formed by showing the interrelationships among the social studies, literature, art and music. Multimedia classrooms help students move away from "chalk and talk" classrooms to more engaging and motivating processes which encourage higher order thinking. Teachers can have access to seemingly unlimited resources through the Internet, CD ROMS and videos. Both students and teachers can examine issues from multiple points of view and can learn how to deal with primary source documents. The possibilities are potentially endless and definitely exhausting. (5)

As an instructional tool, technology helps all students--including poor students and students with disabilities--master basic and advanced skills required for the world of work. As an assessment tool, technology yields meaningful information, on demand, about students' progress and accomplishments and provides a medium for its storage.

As a motivational tool, technology positively impacts student attitudes toward learning, self-confidence, and self-esteem.

Soalan 9

Workshop Overview
The goal of this workshop is to help teachers understand how interactive technology can be a great asset in teaching math. Used effectively, technology tools can help engage students while addressing different learning styles through involving the multiple intelligences and brain based

learning. Workshop participants will gain exposure to practical, nuts and bolts approaches to addressing the challenges of the meaningful use of technology in the mathematics classroom with an eye on: how interactive technology can offer richer materials for learning, affect the way time is used in schools, encouraging critical thinking skills, increasing student motivation, and improving academic understanding and achievement.

Essential Question
"How are technologies best used in math to help students achieve, think critically, and prepare for the world outside of school?"

ISTE NETS Standards Addressed

II. C. Identify and locate technology resources and evaluate them for accuracy and suitability III. A. Facilitate technology-enhanced experiences that address content standards and student technology standards. III. C. Apply technology to develop students' higher-order-thinking skills and creativity. III. D. Manage student learning activities in a technology-enhanced environment. IV. B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. V. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Why and How To Use Technology in Math

Technology motivates students to learn, complete tasks that might bore them with pencil and paper, provides creative ways to solve problems, and offers a risk free learning environment for students to explore the world of mathematics. It encourages students to become active learners with

a quest for knowledge and to assume responsibility for their own learning. Mathematical concepts are understood in several different ways... using pictures, non-linguistic representation, interactive math tools, graphs, colored squares, multimedia presentations, and number lines. It enables students to use a variety of media and formats to apply, evaluate, synthesize and communicate information and ideas effectively to multiple audiences. Interactive Math tools, digital photography, and spreadsheets should be used in the classroom because they are tools that provides concrete ways to explore abstract concepts, enhance success for visual learners, promote higher-order thinking skills and deepens understanding.. Students are more assertive in a risk-free learning environment of the computer. Errors are easily corrected or edited, creating a finished product that students are proud of and are willing to share.

Using Understanding Numeration Plus and Understanding Math Plus http://www.neufeldmath.com

These interactive learning tools were created to help students learn and understand, not memorize and forget the important math concepts they need to grow and succeed throughout their school math careers. These programs were developed based on the philosophy that the comprehension of math should be based on a sound foundation of real experiences, and that a high level of interactivity engages and stimulates learning. These programs combine technology and instructional strategies to engage students in understanding math concepts. The tools are adaptable to many learning situations: individual, student centered, and teacher centered. Learning takes place from the concrete to the abstract using clear and simple math language. It is a flexible learning resource that can be used as remediation, tutoring, intervention, general classroom use, home study or lesson reinforcement. Answers are never given instead questions are asked leading students to the correct answer while encouraging the idea that a mistake is an opportunity for learning. The programs are self paced for struggling, advanced, and second language learners. It supports classroom planning with lessons and printable worksheets and enables the teacher to track students' performance and progress. Understanding Numeration Plus reads to the students so that students who have difficulty reading or have a language barrier are still able to learn the math concepts. Understanding Math Plus is comprised of 10 topics, each covering core curriculums, aligned to the standards, using graphic explanations, step by step examples, practice questions, topic tests, and cumulative checks. Understanding Math Plus and Understanding Numeration Plus

Multimedia Presentations to Demonstrate Understanding

Multimedia tools provide opportunities for students to demonstrate what they know and can do in math in a totally different medium. Students all have unique combinations of intelligences according to Gardner and given the opportunity for diverse learning opportunities they are able to perform at a higher level and achieve greater success. Power Point Examples, Hyperstudio, or Media Blender Determining Parts of a Whole

Digital Photography
Information from Chris Web Site

Digital Cameras Digital cameras are excellent tools for enhancing the math classroom. They can also assist with applications under the current math reform movement, moving away from isolated problems in a drill-and-practice format to authentic experiences and problem solving. Digital images can be used to help demonstrate accomplishment of standards such as National Council for Teachers of Mathematics (NCTM) standards for Algebra, Geometry and Measurement. For example, you could apply standards by having images that allow students to measure and compare sides, shape and angles by using images as models. The NCTM standards include the statement that "Similarity also can be related to such real-world contexts as photographs, models, projections of pictures" which can be an excellent application of a digital image. "Students at all levels should have opportunities to model a wide variety of phenomena mathematically in ways that are appropriate to their level. "Additionally while interacting with the digital images, students are also

meeting the national technology standard (ISTE) specifying that students use technology tools to publish and interact with peers, experts and other audiences. Using digital images can provide documentation for the teacher, and allow for the creation of more authentic assessment tools and examples. Gallon Man

Microsoft Word Examples

100 Charts Charting Place Value Area and Perimeter Congruent and Similar Designing Fraction Flags Make Arrays to Show Repeated Addition and Multiplication

Inspiration Examples
Number Family 12 Making and Breaking Numbers / Today's Target Number Analyzing Numbers Using a Venn Diagram Polygons Operation Fractions

Value of Coins

EXCEL or Graph Club Examples

Graphing or A Picture is Worth a Thousand Words

The data has been collected. What do you do with it? Students like to draw, think about drawing a picture of your data. It's easy and it's colorful! There is a saying that a picture is worth a thousand words. This definitely applies to graphs. A graph is a picture of the data collected. Look at the data it is not a pretty sight. The task is to turn the data into a colorful picture that will make it easy to see the information. Students we teach today will need to be able to demonstrate their learning and knowledge in order to survive in the workplace of tomorrow. Being able to construct tables and analyze data and spreadsheets they will develop their critical thinking skills which will transfer into other areas of learning. Conducting surveys, gathering and analyzing data are a frequent part of solving problems and satisfying curiosity. Looking up information to answer a question or to formulate new questions, we are gathering and analyzing data.