Lately there seems to be never-ending chatter, both online and in the teacher's lounge, regarding the best way to integrate classroom technology into the elementary math curriculum. Regardless of the type of technology to be integrated (educational DVDs or videos, computers, the Internet, interactive whiteboard, etc.
), the primary question seems to be "How do I know what is good instruction?"
Below is a list of criteria that can be used to evaluate classroom technology for inclusion in a math curriculum. This is, by no means, an exhaustive list.
o Allows for hands-on interaction or activities
o Offers an environment that fosters exploration of complex concepts
o Provides a method for concrete representation of abstract concepts
o Provides a way for students to gather data to be used in problem solving
o Motivates students to want to problem-solve
o Provides opportunities for application of mathematical knowledge and skills in meaningful ways
o Takes abstract mathematical concepts and makes them more visual
o Makes abstract mathematical concepts easier to understand
o Allows for exploration and discovery related to geometry
o Supports data analysis skills
o Allows for exploration and expression of data in a graphs and/or charts
o Promotes mathematical social interaction and discussion
o Provides motivating skills practice
o Provides a structured learning environment
o Provides guided instruction
o Allows for self-directed learning
When evaluating classroom technology, it is easy to become distracted by, and drawn to, the "bells and whistles" of a software program, the exceptional imagery on a particular website, or the music in an educational video and those things CAN be important.
However, it is most crucial to focus on the educational quality of the tool being evaluated.
Regardless through which form of classroom technology the instruction is delivered, if it meets at least half of the criteria above, it is probably a good candidate for inclusion in your math curriculum.
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