Education 324
EDU 324A EDU324B
Technology in Secondary Mathematics
Handheld Devices and Instructional Web Sites
Fall - Thursday 3– 7:00 Room 2375 AS and 2363 (computer lab) AS when necessary
Allan Bellman
2389 Academic Surge
Fall Office Hours: Thursday 1 to 3
530-752-6083
Course Objectives:
Note: During the EDU 324AB sequence the mathematics cohort will be expected to demonstrate mastery of the technology competencies that are expected of students enrolled in EDU 180.
Readings:
Mathematics Framework for California Public Schools; NCTM Principles and Standards for School Mathematics; Professional Standards for Teaching Mathematics .Various issues of The Mathematics Teacher and Teaching Mathematics in the Middle School.
Materials:
Bring some form of external storage to each class to save your work. USB thumb drives will work the best.
Grading Criteria:
40% - Class participation and completion of in-class worksheets and homework assignments*. NOTE: Worksheets and activities in class will fall into three categories. 1) Complete, polished worksheet or activity as given. 2) Partially finished/polished worksheet or activity, but not in a form that it should be used in your own class. 3) Activity with no worksheet attached. In cases 2 and 3, part of your assignment will be to complete and polish a worksheet that would go with the activity. Where possible this worksheet should be on a level appropriate for your placement classes.
*Homework assignments will be determined and assigned at the end of each class period.
10% - Ongoing discussion paper on use of each technology as it is studied. This paper will look at each activity that is completed either in class, as homework, or as someone's project. It is hoped that by this paper you will develop a view of how you see technology as a tool for teaching mathematics. If you are struggling with what to say in your discussion, you might discuss:
10% - Development and implementation (where possible) of four technology enhanced/enabled or data collection worksheets, of your individual creation.
10% - Outline a linear unit showing how you would change your textbook’s presentation and approach by introducing hands-on and technology activities.
10% - Development and update of instructional website.
5% - Individually prepared and presented demonstration on the use of a manipulative or a formative assessment tool. The presentation should last approximately 30 minutes and should be in the form of a class. This will be selected on a first come first serve basis.
5% - In-class presentation based on an article from one of the NCTM magazines.
5% - List of at least 10 web links that in some way support your particular students.
5% - At least two lesson plan sites
Class topics:
The course will be organized around the study of functions. Families of functions will be studied in the following order: Linear (5 weeks), Quadratic (3 weeks), Exponential and others (2 weeks).
EDU 324 B – Additions to the General 324 Syllabus
The main focus of EDU 324 will shift from the handheld devices to the use of computers and the web. While the focus will shift, handhelds will still play a prominent role. The dynamic Geometry side of TI-Nspire will be used in place of the standard computer dynamic packages Cabri or Geometer’s Sketchpad.
While implementation was not a complete requirement in EDU 324A, it will be required for EDU 324B.
There will be a mix of hardcopy submission and electronic version submission. ALL material that documents your work for this course must be turned in by 6:00 PM on March 20 on a CD. The organization of the CD is left to the student. The exact content of the CD is also left to the student…but this should represent ALL work you expect to be included in your grade. Most assignments will also be turned in by either hardcopy or electronic version at earlier dates. See the syllabus or assignment page for these dates. Having material turned in in a timely fashion is the student’s responsibility.
In all cases where implementation is part of the expectation of an assignment, you must send a reflective journal entry (the is NOT necessarily your Friday journal) within 24 hours of the completion of the lesson. The reflective journal should include at least comments on how the lesson went; how you think the students liked it; was it worth the preparation time; how you would change it the next time you taught it.
In all cases, if possible one project can be used for multiple criteria.
Grading Criteria
20 Percent – Paper on the use of technology in the secondary classroom. Some representative topics are:
The actual content by topic and size is up to the student. This is your view and thus the expectation should be you make all decisions. This paper will be due by electronic version no later than March 13. It will be included on your March 20 CD.
20 Percent – Class participation. This includes completion of all in class assignments. You will be expected to provide hardcopies of all in class assignments by the end of that class period. You will also be expected to provide hardcopies of all homework assignments. By the end of the course, 6:00 pm on March 20, an electronic version of all work is due.
10 Percent – Non-Linear PowerPoint Projects. You are expected to create a non-linear PowerPoint remediation or test prep practice for every test that is given starting with any test given after Jan. 10. You pick either the remediation or the pre-practice view. The size of the PPT should be appropriate for its purpose. A prep-practice would be expected to contain more slides as it would be covering more material. Remediation would only cover appropriate content. The PPT is due in electronic form with in 48 hours of the test. Pre-practice 48 hours before the test. Remediation 48 hours after the test. All PPT will be included on your end of the course CD.
10 Percent - Minimum of two lesson taught using either dynamic geometry or interactive Algebra. To verify completion of these lessons a complete lesson plan showing how the technology was used will be due one day before the lesson is taught (electronic format). An inquiry based worksheet is also a requirement for this assignment (sent in electronic format within the same time frame). If you are teaching geometry you must do both with dynamic geometry. All material will be included on your end of the course CD.
10 Percent – Web presentation. Individual dates are located on the web-based assignment page. Appropriate material (whatever you used as organizers as you taught it) from your presentation will be included on your CD.
10 Percent – Maintain a useable instructional website. MINIMAL requirements (with minimal passing points given):
Quality of content will be used to determine more than minimal points.
10 Percent – Outline of how you would implement some form of technology in every lesson in ONE unit this quarter. You do not have to write any worksheets, design or develop any material, or actually use the technology. What is expected is annotations to your lesson plans where and how you would use the technology. This will be due in hardcopy format by March 8. All material will be included on your end of the quarter CD.
5 Percent – Teaching a wed based lesson. Documentation expectation is a lesson plan showing how the web was used. The lesson plan is due 48 hours before you teach the lesson. The actual make-up of your web lesson is up to you. Since this is your version of a web lesson, the expectation is you will determine appropriate use. All material should also be on your course CD.
5 Percent – Use of a spreadsheet for ALL test analyses. The time line for will be the same as the test analysis project in EDU 306/292.
* NO CREDIT will be given for late work without previous approval.
Both EDU 324AB
Technology Used:
If you can get it in your hand it’s fair game. Graphing calculators, data collection devices. networked calculators, manipulative, non-computer assessment tools, measuring devices, TI-Connect, TI-Navigator.. The one exception to the rule will be the introduction of instructional web sites. The use of the computer will be the focus of next quarter.
Technology Competencies:
• Each candidate uses a computer application to manipulate and analyze data (e.g. create, use, and report from a database; and create charts and reports from a spreadsheet).
• Each candidate communicates through a variety of electronic media (e.g. presentations incorporating images and sound, web pages, and portfolios).
• Each candidate interacts and collaborates with others using computer-based collaborative tools (e.g. threaded discussion groups, news groups, electronic list management applications, online chat, and audio/video conferences).
• Each candidate demonstrates competence in evaluating the authenticity, reliability, bias of the data gathered; determines outcomes and evaluates the success or effectiveness of the process used.
• Each candidate optimizes lessons based upon the technological resources available in the classroom, school library media centers, computer labs, district and county facilities, and other locations.
• Each candidate designs, adapts, and uses lessons which address the students’ needs to develop information literacy and problem solving skills as tools for lifelong learning.
• Each candidate creates or makes use of learning environments inside the classroom, as well as in the library media centers or computer labs that promote effective use of technology aligned with the curriculum.
• Each candidate uses technology in lessons to increase each student’s ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions.
• Each candidate uses technology as a tool for assessing student learning and for providing feedback to students and their parents.
• Each candidate frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.
• Each candidate collaborates with other teachers, mentors, librarians, resource specialists, and other experts to support technology-enhanced curriculum. For example, they may collaborate on interdisciplinary lessons or cross grade level projects.
• Each candidate contributes to site-based planning or local decision making regarding the use of technology and acquisition of technological resources.