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Ab research actual document


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Ab research actual document

  1. 1. Effective Strategies for Teaching Elementary Mathematics through Technology Shauna K. Sanders 1009 Prince Way Dalton, GA 30721 An Annotated Bibliography Submitted to: Dr. D. A. Battle of Georgia Southern University in partial fulfillment of the requirements for FRLT 7130 –Y02 Monday, July 14, 2009 Statesboro, Georgia 1 1
  2. 2. Effective Strategies for Teaching Elementary Mathematics through Technology Even though I am going to be a media specialist next year, I am not going to be able to completely say goodbye to my favorite subject of mathematics. Luckily, at our school, the 3rd-5th graders receive a 30-minute block of computer lab each week in addition to their regular library time. Therefore, I am researching effective methods of teaching mathematics in the elementary using available technology. My intended goals for this research is to discover effective learning strategies for mathematics that I can implement into my students’ computer lab instruction time and to discover technology tools that I can share with colleagues within my school. I used two primary databases to locate articles pertaining to this topic: Education & Information Technology Library and Academic Search Complete. Based on the criteria that I used, Academic Search Complete provided more related articles. I chose the articles based on whether the research involved a technology that would be available to schools and whether the results of the conducted research would enhance or benefit my understanding of the effectiveness of the technology tools. There were also a couple of articles I chose to include that provided frameworks for assisting in the selection of technology tools for use in the classroom. Betne, P. & Castonguay, R. (2008). On the role of mathematics educators and librarians in constructive pedagogy. Education, 129(1), 56-79. Retrieved July 8, 2009, Academic Search Complete database. This article focused on students at LaGuardia Community College who were all enrolled in a mathematics course. Results from a survey suggested that many of these students were not knowledgeable in how to effectively use the Internet and its available resources to enhance their mathematical learning. Based on the results from this research, the authors are highly 2 2
  3. 3. encouraging more collaboration between math teachers and librarians in order to further develop students’ understanding of mathematics through appropriate and effective online resources. Chrystalla, M. (2005). Using technology to enhance early childhood learning: The 100 days of school project. Educational Research and Evaluation, 11(6), 513-528. Retrieved June 19, 2009, Academic Search Complete database. This article gave an in-depth look into a project used in a New York City school, which integrated technology tools with academic subjects such as math and writing. There were three main technology tools used, the Internet, Graph Club and KidPix, all of which were found to be successful in helping the students to gain knowledge in writing, mathematics, social studies and building self confidence. Graph Club, in particular enhanced the students’ learning and understanding of data manipulation in mathematics. The students, teachers and technology administrators within the school all gave feedback and comments throughout the project and those comments are shared within the article by the author. Ganesh, T. G., & Middleton, J. A. (2006). Challenges in linguistically and culturally diverse elementary settings with math instruction using learning technologies. The Urban Review, 38(2), 101-143. doi:10.1007/s11256-006-0025-7. Retrieved June 19, 2009, Academic Search Complete database. According to the authors of this study, their definition of technology used for integration into mathematics had to be changed as soon as they began their research. They found that technology is more than just computers, Internet and online games. With mathematics, technology tools can be graphing calculators and any kind of manipulative. They also found that integrating these technology tools into the math instruction of ELL immersion students presented many challenges 3 3
  4. 4. that affected their true learning of the concepts. Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal. 16(1), 21-46. Retrieved July 6, 2009, Education & Information Technology Library database. The authors of this article researched challenges that have hindered the effective integration of technology into classroom instruction for many years. Once the challenges were identified, they then created a framework that will hopefully assist teachers in successfully implementing technology-based projects into their classrooms and instruction. The framework is called the Individualized Inventory for Integrating Instructional Innovations. The authors’ next step is to actually test the framework in an instructional setting for its ability to predict project success of a technology-based project. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. Retrieved July 8, 2009, Academic Search Complete database. In this article, the authors stressed the importance and necessity of using the technology, pedagogy, and content knowledge (TPACK) framework in order to choose and integrate effective technology tools into classroom instruction. Due to the ever changing and development of technology, the authors of this article claim that no matter what tool is chosen today, there may be a better one tomorrow. Therefore, they encourage the use of their TPACK framework, which also evolves as the technology does. 4 4
  5. 5. Lehman, J. D., Warfield, J., Palm, M., & Wood, T. (2001). Making teaching public. Journal of Research on Computing in Education, 33(5), 1-19. Retrieved June 19, 2009, Academic Search Complete database. Authors of this article had a goal in mind of helping mathematics teachers to effectively collaborate online via email in order to learn more effective technology strategies for teaching math and overcoming obstacles in mathematics instruction. The authors used an online community of mathematics teachers who were supposed to report twice weekly by email to the rest of the group in hopes of contributing to a new way of sharing effective teaching methods for mathematics. Those educators who participated reported that they were able to see mathematics being taught in several grade levels and discussed common mathematics problems. Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M. (2007). Teaching with student response systems in elementary and secondary education settings: a survey study. Educational Technology Research & Development, 55(4), 315-346. doi: 10.1007/s11423-006-9023-4. Retrieved July 8, 2009, Academic Search Complete database. In this article, an online survey was given to 498 elementary and secondary educators about how they use student response systems in their classrooms. The authors studied the teachers’ goals for the response systems, their instructional strategies and the effects of the response systems they have seen within each of their classrooms. Based on the comments made by several of the teachers, it was evident that the response systems can be used in multiple content areas and for teaching and/or assessing. Rogers, C. & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of 5 5
  6. 6. STEM Education Innovations & Research, 5(3/4), 17-28. Retrieved July 12, 2009, Academic Search Complete database. In this article, the Center For Engineering Educational Outreach at Tufts University in Massachusetts developed an engineering curriculum to be used in the local elementary schools in order to enhance the students’ understanding of math and science concepts. The students and teachers that took part in this program used a technology tool called ROBOLAB which was a collaboration effort of LEGO and National Instruments that allowed the students to participate in hands-on learning to learn math, science and engineering. Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed at Risk, 8(2), 247-265. Retrieved July 10, 2009, Academic Search Complete database. The authors of this article conducted their research based on a computerized curriculum-based instructional management system called Accelerated Math (AM). The students in the AM group showed significant increase in math tests scores when suggested intervention strategies were fully implemented. This research identifies positive effects of a computer software package that accelerated the math achievement of at risk students when used properly and fully. Implications for Applications to Educational Settings I gained quite a bit of useful information and learned a great deal from my research project on effective strategies to use in order to teach mathematics through technology. Technology is an ever evolving broad and various range of tools that when used appropriately can greatly enhance the learning experience. I really thought I was going to find great articles about citing fun websites and online learning tools. However, many of the articles that I found to be quite 6 6
  7. 7. interesting involved more than just computer games and websites. Rogers’ and Portsmore’s (2004) idea of integrating engineering into the elementary brought about an excitement from the students to learn math, which in my experience is quite rare once a child reaches fourth and fifth grades. Their ROBOLAB was created and designed for students in Massachusetts, but I think that because of the local carpet industry in Dalton, I might be able to obtain a similar technology tool to use within my school. Another great resource that our school has already been investigating the possibilities of its effectiveness is the student response systems. After reading what some of the teachers had to say about these tools as assessment pieces, I am motivated to push and encourage the purchase of these tools a little more persistently with my administrators (Penuel, Boscardin, Masyn, & Crawford, 2007). Similarly a few software programs were mentioned that I would definitely like to implement during the students’ computer lab time. Graph Club, which was mentioned in Chrystalla’s research of the 100 Days of School Project (2005), has some very applicable capabilities that I was not aware of, such as allowing students to input the same data into more than one type of graph, which would enable students to compare the usefulness and appropriateness of different types of graphs. Not only would I like to accurately learn how to use this program, I would also like to teach other teachers how to use it also. There were two main articles included in this research that focused on frameworks that would assist teachers in choosing and implementing a technology tool that would be the most beneficial for a specific purpose or task. One article introduced the TPACK framework, which helped teachers to focus on the technology, pedagogy and content knowledge that would and should be included when selecting an appropriate tool to use for instruction (Harris, Mishra, & Koehler, 2009). In addition, researchers Groff and Mouza (2008) created a framework entitled the Individualized Inventory for Integrating Instructional Innovations. They hope that their 7 7
  8. 8. framework will assist teachers in predicting which technology tools will be successful in their classroom for their specific goals. Even though this annotated bibliography is complete, my research relating to effective strategies for teaching elementary mathematics through technology has just begun. There is such a wide and vast amount of information regarding effective technology tools. My only concern is finding the time to continue researching the topic and then implementing the tools into my instruction. Due to the fact that technology is such an evolving idea, there will always be new tools to try. 8 8