The document discusses the integration of technology in K-12 mathematics classrooms. It begins with an overview and objectives, then covers the history of technology use. Key points include initial adoption of calculators and computers, and problems around funding, availability, and teacher training. The presentation outlines effects of technology on students, including improved behaviors, cognitive skills, abilities, and performance. Effects on teachers through training, lesson planning, and concerns are also addressed. Current technologies that benefit students like cell phones, calculators, apps, and games are examined. The presentation concludes that technology promotes student engagement and success when incorporated appropriately.

1. What Might One Expect Out of a
Technology-Rich
Mathematics Classroom?
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2. Martha K Townsend
Georgia Southern University
ITEC 7330
Dr. Elizabeth Downs

3. Overview
Despite many hurdles over the past several years,
research indicates a steady increase in teachers’ use
of a variety of multimedia in the secondary
mathematics classroom. The purpose of this
presentation is to communicate the current positive
and negative effects the integration of technology has
had on students in the secondary mathematics
classroom.

4. Objectives
The objectives of this presentation are to show viewers
the current effects that the integration of technology has
had on teachers and students in the mathematics
classroom, and to inform viewers of the latest types of
multi-media that bring about these influences. It furthers
introduces the areas of mathematics that require addition
attention.

5. The Integration of Technology in the
9-12 Mathematics Classroom
Basic Outline of the Presentation
II Digital Inclusion in
Learning
A. Observable
Behaviors in Students
B. Measurable
Cognitive Traits
C. Intuitive Abilities
D. Assessment for
Students

6. History
A. Initial Corporation
|* Types of initial corporation|
|Calculators |
|Computers|
| TI N-Spire|
* Subject Areas

7. History
B. Noticeable Problems
|* Funding|
* Technical issues
* Methods of incorporation
*Availability
*Student behavior
* Potential for future use
*Teacher training

8. The Integration of Technology in the
K-12 Mathematics Classroom
|I. History|
II. Digitial Inclustion and Learning:
|The effect that appropriate technology has on
students of mathematics|
II. Digital Inclusion and Teaching:
|The impact that appropriate technology has
on teachers of mathematics|

9. Types of Students that Benefit from
a Mathematics Classroom Enriched
with Technology
|* Blind|
* Deaf
* Learning disabled
* Male and female
*
*
*
*
Economically disadvantaged
Regular education
Gifted education
Special education

10. The Integration of Technology in the
K-12 Mathematics Classroom
Basic Outline of the Presentation
I, History of technology in the
mathematics classroom
IV. Media study
V. Future research
II. DIgital inclusion and
learning
III. Digital inclusion and
teachering
G. Conlcusion

11. Digital Inclusion in Learning
A. Observable Behaviors in Students
* Participation
* Attitude
|Active
involvement|
|Self-efficacy|
|Change in|
|Enthusiastic |
|performance|
*Motivation
|Influence on
others|
* Confidence level
|Increase|

12. Digital Inclusion and Learning
|A. Observable Behaviors|
|B. Measurable Cognitive Skills|
|C. Intuitive Abilities|

13. A. Observed Behaviors
* Enthusiastic Participation
* Active Engagement * Positive Attitude
* Renewed Interest
* Higher level of Focus
*Greater level of confidence
* Increased Motivation

14. B. Measurable Cognitive Traits
* Higher order thinking
* Critical thinking
* Spatial reasoning
* Logical reasoning
* Knowledge
* Understanding
* Problem solving
* Comprehension

15. C. Intuitive Abilities
|*Made
connections|
|*
Communicated|
||
* Reflected
|* Found
Relevance|
* Transferred knowledge
* Inquired
|* Applied|

16. D. Assessment for Students
|*Higher test scores|
|* Greater level of
retention|
|*More proficient on
daily |

17. The Integration of Technology in the
K-12 Mathematics Classroom
Basic Outline of the Presentation
I, History of technology in the
mathematics classroom
IV. Media study
V. Future research
II. DIgital inclusion and
learning
III. Digital inclusion and
teachering
G. Conlcusion

18. The Integration of Technology in the
K-12 Mathematics Classroom
I. The effect on students
A.
B.
C.
D.
Behaviors
Cognitive traits
Abilities
Performance
II. The effect on teachers
III. Current technologies
|A. Cell phones|
|B. Calculators|
|C. Applets|
|A. Teacher
training|
|D. Web 2.0 tools|
|B. Lesson
planning|
|E. Computer programs|

19. III. Digital Inclusion and Instruction
|A. Need for appropriate training|
|B. Necessity for change in lesson planning|
|C. Teacher attitude|
|D. Major concerns|
|E. Challenges|

20. III. Digital Inclusion and Instruction
A. Necessary Training
* How to use the technology
* How to present the technology
* How to prepare for the use of technology
* How to understand the usefulness of the technology

21. III. Digital Inclusion and Instruction
B. Lesson Planning and Delivery
|* Create a constructive learning environment|
|*Incorporate a variety of tools|
|* Allot more time in preparation|
|* Be ready to handle unforeseen challenges|

22. III. Digital Inclusion and Instruction
C. Importance of a Positive
Attitude
If teachers have a positive attitude and can see the
benefits of using technology in the classroom then
they are more apt to use it.

23. III. Digital Inclusion and Instruction
D. Concerns
|* Not enough time to plan|
|* Forced to be flexible|
|* Not enough training|
|* Not trained appropriately|

24. The Integration of Technology in the
K-12 Mathematics Classroom
I. The effect on students
A.
B.
C.
D.
Behaviors
Cognitive traits
Abilities
Performance
II. The effect on teachers
III. Current technologies
|A. Cell phones|
|B. Calculators|
|C. Applets|
|A. Teacher
training|
|D. Web 2.0 tools|
|B. Lesson
planning|
|E. Computer programs|

25. The Integration of Technology in the
K-12 Mathematics Classroom
Basic Outline of the Presentation
I, History of technology in the
mathematics classroom
IV. Media study
V. Future research
II. DIgital inclusion and
learning
III. Digital inclusion and
teachering
G. Conlcusion

26. IV. Types of Technology
Proven to Benefit the
Mathematics Student
|* Cell phones|
* Calculators
* Applets
* Web 2.0 tools
* Computer programs
* Hand-held games
* Computer games
* Social networking sites
|* Videos|
|* Research on
the Internet|

27. Cell Phones:
Ways They Were Incorporated
|* Social-networking|
|* Free-response system to answer questions|
|* Internet research|
|* Videoing|

28. Cell Phones:
Effect on Student
|* Encouraged mathematical communication|
|* Promoted a greater understanding of
concepts|
|* Improved participation|
|* Encouraged reflection|

29. Graphing Calculators:
Ways They Were Incorporated
|* Used to keep students from performing
mundane |
|calculations |
|* Used to explore graphs, analyze statistical |
|data, and calculate trigonometric functions|

30. Graphing Calculators:
Effect on Student
|* Promoted knowledge|
|* Encouraged mathematical communication|
|* Elicited understanding|
|* Encouraged critical thinking|

31. Applets:
Ways They Were Incorporate
|* Offered domain for independent practice|
|* Encouraged discovery learning|
|* Assisted teacher in showing examples|

32. Applets:
Effect on Student
|* Opened opportunities for communicating |
|mathematically|
|* Caused learners to reflect on new
knowledge|
|* Sparked motivation|

33. Web 2.0 Tools
Ways They Were Incorporated
|* Provided a domain for student projects|
* Offered students the opportunity to work together
|* Encouraged students to learn new skills|

34. Web 2.0 Tools:
Effect on Student
|* Encouraged reflection and transfer of
knowledge|
|* Stimulated mathematical communication|
|* Promoted critical thinking and problem
solving|

35. Computer Programs:
Ways They Were Incorporated
|* Offered a means for individual practice|
|* Provided a tool for exploration|
|* Furnished a domain for discover learning|

36. Computer Programs:
Effect on Student
|* Allowed students to explore mathematics |
|* Improved motivation|
|* Allowed students to communicate mathematically|

37. Hand-held Games:
Ways They Were Incorporated
|*Provided a device that is small and easy to
handle|
|* Promoted challenging fun and excitement|
|* Encouraged repetition and individual
practice|

38. Hand-held Games:
Effect on Student
|* Improved accuracy and confidence levels|
|* Increased motivation|
|* Promoted higher retention|
|* Increased test scores and improved
assessments|

39. Computer Games:
Ways They Were Incorporated
|* Fun and entertaining|
|* Promoted accuracy and knowledge|
|* Encouraged repetition and individual
practice|
|* Freed up to provide an active learning |

40. Computer Games:
Effect on Student
|* Improved accuracy and confidence levels|
|* Increased motivation|
|* Promoted higher retention|
|* Encouraged mathematical communication|
|* Raised test scores|

41. Social Networking:
Ways It Was Incorporated
|* Used for peer to peer interaction|
|* Used for teacher to student interaction|
|* Used for mathematical discussions|
|* Encouraged to students to write

42. Social Networking:
Effect on Student
|* Caused students to reflect and inquire|
|* Promoted communication to help discover
the |
|relevance of material|

43. Videos:
Ways They Were Incorporated
|* Served as a domain for student-made
projects|
|* Allowed students to be interactive|
|* Encouraged socialization among peers|

44. Videos:
Effect on Student
|* Allowed students to reflect|
|* Encouraged communication |
|* Elevated motivation|
|* Promoted problem solving and critical

45. The Integration of Technology in the
K-12 Mathematics Classroom
Basic Outline of the Presentation
I, History of technology in the
mathematics classroom
IV. Media study
V. Future research
II. DIgital inclusion and
learning
III. Digital inclusion and
teachering
G. Conlcusion

46. IV. Future Research
Larger sample sizes
More diverse samples
More in-depth study
Variety of methods
Variety of technologies

47. Conclusion
Technology can be a powerful learning tool in the
mathematics classroom. It promotes active engagement
and contributes significantly to students' successes.
Teachers should realize that there are many technological
tools that promote student achievement and that currently
the foremost are the ones mentioned above. Teachers
have some warranted concerns with the incorporation of
technology into the secondary mathematics classroom,
but for the most part, they are keeping a positive attitude.

48. increasing pace and keeping abreast is going to be
difficult, but essential, for an informed, successful
workforce. There are definite training, implementation,
and acceptance issues, but, all in all, the effects of using
technology in the mathematics classroom are decidedly
positive toward the overall goal of training the youth of
today.
Conclusion