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Jackie Byford

Technology adds to students' math comprehension | eSchool News | eSchool News - 7 views

  • The animations are so powerful; bisecting an angle becomes a really visual experience,” Bates said.
  • The report found that students often referred to the roles of visual imagery, animations, and videos in helping them understand key concepts.
  • Moving imagery was clearly a key means for [students] to ‘see what is meant,’ rather than their trying to ‘imagine what is meant’ when it is just described by teachers,” the report found
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  • the [MathsAlive] resources enabled a more collaborative environment to emerge, where they were working with students to construct problems and devise methods to solve them,” the study found.
    • Jackie Byford
       
      This article discusses using technology in the Mathematics classroom with findings that suggest that the experiences by students with the animations and visual imagery help them "see" the mathematical concepts verses having to visualize how math works. For many of us this is the case. We learn better when we see or have hands-on experiences with the concepts we are learning. There is a deeper understanding because it takes more for the brain to encode the information into memory when a true experience with critical thinking comes together simultaneously, (Medina, 2008). Schools spend millions of dollars on textbook adoptions every year, needless to say it is a booming business. If research shows that hands-on visual learning will improve not only the learning of the material, but improve critical thinking to empower and build the next generation of problem solvers, why do many educators still stand at the front of the room and lecture from a textbook or tell their students to read this chapter and fill out this worksheet? Compare the experiences you had as a child in school with the experiences today's children have with technology, not only at school, but at home with electronic devices such as ipads. Do you think the next generation that started with an ipad or computer in their hands by age 5 will be more experienced learners because of the visuals and hands-on thinking that is needed to work these devise? Has the induction of these devices helped you become a more in depth better learner? Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.
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    Very interesting! Your comments made me wonder if teachers, more often than not, stand in the way of learning more than trying to act as mediators. It is sad to see that young children start their lives at school eager to learn and being active participants of that amazing process of discovery that is the acquisition of knowledge and then see them 3 years down the road, so discouraged and demotivated! What happened? Somehow that is regarded as a normal process, part of their growing and maturing. I have to say that I disagree. Answering your questions...I belong to the generation of the Commodore, Basics and Texas Instruments. I remember spending hours programming my computer. It did make me more curious about technology and I found fascinating that just a few symbols could create so much magic. Children nowadays do not have that much of a connection with the process of creation but they do develop a lot more hands on skills that are essentially the ones they will need in the future. These skills are key but they still require the development of critical thinking in order for them to acquire a more in depth knowledge of any topic. It is at this juncture that teachers are invaluable partners in the educational process. In my opinion, this should be the center of every planning and strategic use of educational methodologies.
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    Jackie, I do think the next generation will have more experienced learners. There has never been a more important time to apply principles of development and learning when considering the use of cutting-edge technologies and new media. When the integration of technology and interactive media in early childhood programs is built upon solid developmental foundations, and early childhood professionals are aware of both the challenges and the opportunities, educators are positioned to improve program quality by intentionally leveraging the potential of technology and media for the benefit of every child.
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    I really liked the piece you picked for the discussion group. In my school district we are implementing a 1:x initiative that all students will have Ipads and use them in the classroom. I think this is great on some instances and bad on others. Like the discussion says kids learn more when a video or some other form of multimedea follows with instruction. I get that and I am trying to use this in my classroom. The hard part about this philosophy right now is most of the students that we have, have grown up with the Ipad as a toy not an educational device and having the students think about the Ipad as an educational device is harder said than done it seems. My son is in the 4th grade and was given an Ipad 2 weeks ago. He has been able to some great things with it as a learning tool BUT he still sees the Ipad as something he gets to play Mine Craft on and not a learning tool. My high school students are having a harder time using the Ipad for educational use. I did not mean to derail this thread with this topic but my experience is telling me that we are at a cross roads right now. We have students that started with pen and paper and slowly have moved to a more technology based education are struggling using the technology because they have only used the technology as a toy up until now. The students coming up have had the technology earlier in life and are able to use it in class but they are still having a hard time associating the technology with learning. I guess what I am saying is that I know that the use of the technology will help the students learn but the students are having a hard time realizing that the technology is an educational tool as well as a game. What can we do to help the students realize the powerful tools they have at their disposal these days that we did not growing up?
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    Maria, I have to admit that I am guilty of standing in the way of technology. It is hard to incorporate the technology in a way that is resourceful and useful. I think Adam hit the nail on the head when he talks about the fact that today's student thinks of the technology as a toy not an educational tool, even if they played educational games. Martha has the key that the integration of technologies needs to be built on a strong foundation so that the new generation can see the ipad as a tool instead of a toy.
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    Jackie, You bring up very interesting points as do Adam and Martha. I would reflect on the different issues tackled maybe separating them into their different components. One element is the learning process: as Martha says, applying proper methodologies and evidence-based research in the classroom is essential. My question would be: as teachers, we have all been taught and trained in developmental theories and educational methodologies, however, very little of that seems to trickle into our practice, I wonder why. Another point would be the use of technology as such and the definition of a learning process: if the learning process is restricted to the acquisition of data, technology can do very little for us, since internet, ipads, etc. are, for the most part, meant to facilitate the spread of information. Maybe the emphasis should be on the development of skills that would allow students to process and discriminate sources and facts, and be able to apply them to a variety of real life situations. The acquisition of data should be dependent upon the development of higher order thinking skills. In this sense, the line separating the use of technology as a toy and the use of technology to facilitates the access to data is not very easy to draw. It has been argued that the development of problem solving skills and creativity is at the core of many games. Should the educational process be limited to games? Most certainly not, but, I think that technology is forcing us to redefine the way we see learning.
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    Interesting dialogue! Maria, I completely agree that the emphasis should be on the development of higher order skills. I know, too, that technology can rapidly turn off students if it is slow or boring or whatever they are doing with it doesn't interest them. I think real learning is always going to come back to meeting students where they are and getting them to think in new ways about topics they care about--whether they are using technology or not. So technology may be forcing us to redefine the way we teach, but I don't think it's redefining the key elements of effective teaching.
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    I'm amazed we know as much as we do given the way we were taught and how it is so "wrong" compared to the way our brains actually work. I think that says something for human resilience and adaptation. In spite of the classrooms we endured and seemingly endless lectures, a lot of us have still been able to come out ok and be pretty darned effective in our lives and jobs. Do I think the next generation will be more experienced learners because of the hands on nature of various devices they've been exposed to? Not necessarily. It still depends on how it is used. If all my 5 year old does is play some game on my iPhone, I don't know if that is making her a more experienced learner. Just like anything else, it takes the parent or educator to be involved and help the child use the device in the most effective way.
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    Maria you are absolutely correct! As educators we know what we should do, but it is not the easy road so we fall short sometimes in using proper methodologies. I believe there are many reasons "excuses" such as: classes are large with too many learning styles, paperwork gets in the way of planning, not enough time in class to apply methodologies. Let's face it when it comes down to the wire the use of methodologies are just good teaching skills, which should include the use of current technologies in the right context and for the right reason. I think too many times educational games just become "play" time and a break for the teacher to get other work done. They are called educational, but many times the kids just see the game not the educational aspect. Jennifer and Jeff, I don't think I could have said it any better. In order to be an effective teacher, one must incorporate the available tools in a way that meets the needs of the students. It all breaks down to how we use technology. Thinking about how "we" learned referring to those of us over 30 who did not have all this technology in school, we did turn out okay. If I talk to my colleagues who have taught more than 15 years they would say that the technology has taught our current students to be less effective at critical thinking when it comes to academics, yet they can learn, maneuver, and use problem solving skills to navigate the newest video games. Have any of you tried to play "Call of Duty" or "World of Warcraft?" They are not easy! It takes time, repetition, and good problem solving skills to get through each level. Maybe we as educators need to be more versed in the problem solving skills in popular games and be able to show our students the connection between the skills they use in the classroom and the skills they use in those games. It would give them the answer to that age old question, "Why am I learning this_____________?"
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    Totally in accord, Jackie! Technology should be only one more tool and, consequently, it should be used only under certain criteria.
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    Teacher do become an obstacle in the classroom, but not of their own accord. They get their hands tied by state testing the ruins education and district politics that can end their careers. It is really sad to see what education has become, if you as a few generations before us, it was a privilege to go to school and today students seem to have to go kicking and screaming. The misconception I have gotten from several teachers that I know is that they have this odd belief that the technology is there to replace them or simply teach the class for them. Technology is a tool that is meant to be wielded by someone who understands it. I think in the next few years we are going to see an exodus of pre-technology teachers and and influx of Generation iPad teachers who are tech savvy and have grown up with the technology. I think that will be a game changer for education and good serving of job security for students in our field.
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    I normally will skip articles which mention arithmetic. My eyes are easily caught by a visually appealing graphic, a photograph or a poem. But I absolutely agree that "animations and visual images help students see the mathematical concepts and to visualize how math works." Particularly when integrated learning with games, it will make learning more effective and proficient. I believe next generation children will definitely acquire a different learning style with technology, and is much unlike ours.
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    Jackie, i found a great article on why some children are bad in math! I do not believe that some kids lack the aptitude for math ! http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/27/why-is-math-so-hard-for-so-many/
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    It is certainly lovely to see children learning in different ways that make sense to the particular individual. I wish I had the chance to learn new concepts with the aid of visualization. The question is: how many teachers are truly using the resources that are available to them?
Jackie Byford

Sound versus Music versus Audio versus Noise - 26 views

This is something I have thought about incorporating into my classroom, but always wonder if I am picking the right music for the right situation. I am like your daughter's Richard. I started colle...

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