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This document outlines the Grade 9 Math Program at SJAM for February 2013. It discusses the learning goals of making an informed decision about participation and being able to support a child. It describes the blended learning approach which combines online and face-to-face instruction, allowing students to earn a high school credit in Grade 8 while accessing content anywhere through tools like D2L. Big ideas covered include number sense, algebra, measurement, geometry and analytic geometry through online programs and apps as well as interactive classroom activities. It concludes by providing contact information for the program coordinator.
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This document discusses transforming assessment practices to engage digital learners. It recommends using a variety of formative and summative assessments, including handheld devices, that provide descriptive feedback and develop student self-assessment skills. Several digital tools are presented, such as Smart Response systems, iPods, Gizmos, Quizlet, Google Docs and Bitstrips, that can be used for assessment in alignment with curriculum documents and the goals of fair, transparent and equitable evaluation to support all students.
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- It can read answer sheets in multiple sizes for free, with unlimited scanning available for a yearly fee of $6.99.
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This document describes ZipGrade, a mobile app that allows teachers to grade paper multiple choice assessments using their phone or tablet camera. Some key points:
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This document discusses and summarizes the features of several educational apps, including Quizlet for creating digital flashcards, Symbaloo for bookmarking educational websites, Class Dojo for communication between teachers/students/parents, eBooks apps for accessing digital books, PowToon for creating animated videos, online stopwatches for timers, math battle games apps, and diagnostic testing apps.
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Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docx
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Use of whitespace before comma and b...: , ,
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Student: Submitted to Grand Canyon Univers.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docx
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
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Student: Submitted to Grand Canyon Univers.
Ten Things Everyone Should Know about Today’s Students and Digital Learning
Ten Things Everyone Should Know about Today’s Students and Digital Learning summarizes key findings from the Project Tomorrow Speak Up research on how K-12 students use technology. The summary identifies that students see themselves as digital learners both in and out of school, using various devices for different tasks. It also notes obstacles to technology use at school including slow internet and too many rules.
Top 10 Educational Applications
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08 29-13 ed-web webinar - julie evans & neal manegold
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FETC 2019 Digital Vsion Satements
Julie Evans of Project Tomorrow discussed developing stakeholder responsive vision statements for new digital environments. She examined research from the Speak Up survey showing parents want schools to teach skills for college and careers but have concerns about too much screen time. Evans presented a case study approach to craft vision statements that address these inconsistencies by focusing on parents. Participants worked in pairs to develop 35-word statements appreciating parent views while explaining digital vision values. Evans recommended messaging emphasizing skill development, personalized learning, and extended learning beyond textbooks.
Sevenstar digital_learningwebinar_speakup_jevans_021716
Speak Up Survey Insights for Private School Leaders
The Speak Up national findings have been helping private schools define education technology policies for 12 years. Each year, the views of private school stakeholders are captured to identify key trends and help plan for 21st century education. Join us to discover:
• What technology solutions administrators want most
• Where schools are prioritizing technology investments
• Which technologies students and parents want at school
• How students learn to write digitally and manage their digital footprint
Manifesto
This document discusses the importance of incorporating hybrid and online learning into elementary classrooms to prepare students for their futures. It notes that technology skills are necessary for many careers now. It also outlines benefits of hybrid classes like equal participation and continuous access to materials. The document proposes establishing a vision team of teachers, parents, and administrators to guide the implementation of online learning. It stresses the importance of supporting parents who may lack technology skills and providing training. Finally, it discusses how learning management systems and games can help motivate students and promote social engagement in a hybrid environment.
Sarah A Reed Children's Center 2023 Summer Reading& Math Program/STEAM Initia...
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An impact report on our 2023 Summer & Math Program/STEAM Initiative of the accomplishments made possible through EITC donations for this program held every summer at our Sarah Reed Main Campus. Where we provide math, reading and STEAM skills to the children that attend.Alabama Speaks Up!
Julie Evans from Project Tomorrow gave a presentation about the results of the Speak Up 2012 survey and planning for Speak Up 2013. The presentation discussed key findings from the 2012 Alabama data including that Alabama students are actively using social media and mobile devices for schoolwork and that parents, teachers, and administrators support allowing student-owned devices in the classroom. Evans encouraged districts to participate in Speak Up 2013 to inform planning with local data insights.
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This is a group project that provides the best 10 apps for students to use in and out of the classroom to support curriculum based standards and higher learning thinking skills. They are found to be intuitive and provide important feedback to students and educators alike. Each have been voted on by our group and have earned the highest scores on all levels to make our top 10 list. This is a helpful tool for future and current teachers. Each time a child logs on to an educational app you want their time to be spent to the fullest of their ability. It is important to know where to spend their time and your money.
“Using Technology to Promote Student Success: The New Student Vision for 21st...
The document summarizes key findings from the 2011 Speak Up national research project on K-12 students', teachers', parents', and administrators' perspectives on digital learning. Some of the main points include:
- Students expect to use digital tools and mobile devices for social, untethered, and digitally-rich learning.
- While students see opportunities to leverage technology, administrators face challenges around budgets, achievement gaps, and effective technology integration.
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Alabama Speaks Up 2013
The document summarizes the results of the 2012 Speak Up survey conducted by Project Tomorrow. It provided an overview of the participation in Alabama, including that 34,053 surveys were submitted. Several Alabama school districts were recognized for high participation. The document reviewed some of the key national findings on trends like digital conversion, personalized learning, and the evolving role of mobile devices. It encouraged participants to analyze the data to understand realities of ed tech and evaluate if there is a shared vision for the future.
Meridian 2015, Annual Report 2014-2015
Mirman School's annual magazine, Meridian, paired with our annual report for 2014-2015. Published December 2015.
How Gaming & Virtual Learning Will Revolutionize Education in America
The document discusses how virtual and game-based learning can revolutionize education in the US. It notes that US students are deficient in math compared to other countries, yet many jobs require STEM skills. Virtual instruction is increasingly being used by over 1 million K-12 students and shows similar or better educational outcomes compared to traditional classrooms. Virtual learning offers a cost-effective way to provide specialized resources like math and science experts to students, and allows for customized education that meets student and family needs. The document argues that online and game-based learning can help address skills gaps in STEM fields and improve the overall learning environment.
Speak Up selected findings about K-12 students’ values and aspirations for d...
The document summarizes key findings from the 2017 Speak Up Research Project, a national survey of over 400,000 K-12 students, teachers, parents and administrators about digital learning. It finds that while adults see the primary benefit of technology as increased engagement, students value it for better outcomes, skill development and personalized learning. Students are interested in online classes and emerging career exploration tools. They also direct their own learning outside of school using digital tools. The research suggests educators should view digital learning through the lens of how students actually experience and value it.
Math Integration
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
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Reach ahead pres
- 2. Learning Goals… I will be aware and appreciate the educational value of the program I will be able to review the program and be able to make an informed decision with respect to my child’s participation Should my child participate, I will be able to support my child in the process through ongoing communication with teacher and school
- 3. Polleverywhere On your device … Go to pollev.com/mlula Or on our iPads… Mlula’s polls in my folder on each device
- 5. Advantages… Earn a high school math credit now in Grade 8 Access online content anywhere and anytime - home, school, public library, relatives, etc Face to face lessons with teacher Online content to further reinforce concepts Engaging technological integration Open communication between gr 9 teacher, gr 8 teachers, administrators and parents
- 6. Big Ideas… Number Sense and Algebra Linear Relations Measurement and Geometry Analytic Geometry
- 7. What is d2L? Click to see D2L…
- 8. d2L
- 9. d2L
- 10. Online Integration Thatquiz, quizlet, khan academy, mathclips.ca, mangahigh, explorelearning And on iPad.. Quizard lite Various apps: sketchpad, graphing calculator, Creation tools such as: comic touch, photo wall Screencasting with educreations
- 11. Face to face learning Differentiated instruction to accommodate different learning styles Group work and collaboration for problem solving Gaming for making connections Interactive whiteboard with engaging whole class or small group activities to reinforce concepts
- 12. Google forms… Tell us about you and your son/daughter On the iPad, With your son/daughter, please complete the survey
Editor's Notes
- Blended learning uses the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class. Through blended learning, K-12 students can access high-quality course materials, course calendars, and assignments during and outside school hours. Students can also take part in face-to-face lessons and communicate with their teacher and classmates using a suite of secure online tools inside the password-protected LMS. These tools help students learn or review key concepts, stay organized, show what they have learned, submit assignments, track their achievement, and communicate with others. This suite of online secure tools includes:
- Number Sense and Algebra demonstrate an understanding of the exponent rules of multiplication and division, and apply them to simplify expressions; manipulate numerical and polynomial expressions, and solve first-degree equations. Linear Relations apply data-management techniques to investigate relationships between two variables; demonstrate an understanding of the characteristics of a linear relation; connect various representations of a linear relation. Analytic Geometry determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity; determine, through investigation, the properties of the slope and y-intercept of a linear relation; solve problems involving linear relations. Measurement and Geometry determine, through investigation, the optimal values of various measurements; solve problems involving the measurements of two-dimensional shapes and the surface areas and volumes of three-dimensional figures