Graphing Calculators in the Classroom
Links to or pictures/videos of technology artifacts
In this project, I want students to use graphing calculators to create and analyze data.
Below is an example of a screen captures. Screen captures will provide students with the opportunity to display and use relevant data.As educators,we can monitor student progress.
Description of and rationale (linked to learning theory/Bloom’s Taxonomy) for how the technology might be used with and preferably by students.
Application - students can use technology in this activity by organizing and analyzing data in a calculator. With a T1-73 we can use list to create a table. Using a calculator, students can create a formula or use basic calculations to solve the equation. As a future teacher, I can relate to students’ prior knowledge by asking, “Tell me how we can use tables to describe patterns?” I would also have students give an example on how they may use calculators and the collection of data in the future. One use may be comparing the cost of a car when brought with cash versus bank financing.
Consideration of struggles for implementation (student, systemic, and/or hardware)
There can be difficulty with deciding which forms(s) of technology are most appropriate in a specific content and times. There are many concerns within the school about students not learning the basics and becoming dependent upon a calculator for simple problem-solving.
Cost can be another struggle Although, the cost of a basic calculator has dropped a lot to ensure that every household can afford at least one.
There is a reluctance of teachers to introduce technology(calculators) in the classroom due to teachers’ lack of knowledge on how to use it.
Consideration of the biases and trade-offs of the technology
Some students, in desperation, seek a calculator for help with basic computations. Calculators can hinder basic (paper and pencil) mathematical computations.
Students not learning the basics and becoming dependent upon calculator for simple problem-solving.
Explanation of how the project meets the selected teacher standard and student standards.
4.) The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. (Beginning Level)
- Enter the data in lists and create any two different graphs to display the data.
- Sketch each graph.
- Summarize your survey and record the data.
- Sketch Graph
Cite & evaluate educational research related to the tech use (261).
I received research on graphing calculators at the secondary level from Google Scholar. The article stated that there is a misconception of having students use calculators and how it is assumed that calculators are doing all the work. Calculators do not think. Calculators allow students to discover and observe patterns in order to solve computations.
The given website was http://www.editlib.org/p/5641.
I received research on graphing calculators at the secondary level from Google Scholar. The article stated that there is a misconception of having students use calculators and how it is assumed that calculators are doing all the work. Calculators do not think. Calculators allow students to discover and observe patterns in order to solve computations.
The given website was http://www.editlib.org/p/5641.
Shawntae,
ReplyDeleteThis post is a huge improvement. Well done. When you talk about cost, this is more of a trade off than a struggle. So is the loss of students ability to do simple calculations. A struggle is more like what you said about the teachers unwilling to try new technologies.
Also, the trade offs you did identify are trade offs, but they are considered "obvious" or "simple" trade offs. In future posts try to come up with more nuanced trade offs. For example, a more nuanced trade off might be that with a graphing calculator the students don't have to make as many decisions about how to set up the table or graph, so the calculator actually does some of the thinking for the students.
Lastly, while you did a nice job with the ed research part, try to be a bit more "evaluative". That is, what did you agree with in the article as well as what did you not agree with or are you skeptical about.
The above comments are not overly problematic, but are suggestions to improve the next project. There was really only one more problematic issue with teacher standard. I agree this technology can help you meet INTASC standard 4, but it is not clear HOW the tech can help meet the standard. In what ways would the use of the graphing calculators increase student critical thinking? Try to be much more explicit in the next project.