Geogebra... it's like magic

The Math CCSS of Oklahoma for geometry requires students to "begin to formalize their geometry experiences from elementary and middle school, using more precise definitions and developing careful proofs." (Oklahoma Common Core State Standards in Mathematics, pg 74)

A "must have" skill in geometry is the ability to manipulate objects mentally. Students need to be able to visualize congruence and transformations. In the classroom, students are restricted to the use of manipulatives and paper. It can be difficult to "see" these ideas.

"Geogebra" is designed to be a virtual manipulative. This software allows teachers and students to construct objects and explore the math that defines the objects. They can rotate, translate, scale, etc, the objects and provide visual proof geometry concepts.

The software is free to download or can be run in an applet window from any computer. It is compatible with multiple operating systems and formats. Constructs can be exported for use in Office products, virtual learning environments like Moodle and other third party editors.

The software seems user-friendly, but some advanced skills may be needed to use the export feature or other, less mainstream, operating systems. In order to make full use of the power of the software in every class period, each student would need a computer at their desk to participate with the lesson. The current version is not compatible with the Java script which runs on tablets, but revisions are being made to correct this issue.

You can find this program, along with a number of user-submitted lesson constructs, can be found at: www.geogebra.org.

Snake Oil and the New Medicine Man

Do you think that the integration of technology is really a racket to make money for business? Does movements to use more technology in classrooms have our students' best interests in mind?

"Who really benefits from putting high-tech gadgets in classrooms?"


This article highlights my own concerns over technology in the classroom. It is the very weakness I described in paragraph 1 of my "Man in the Mirror" post. I fear the use of technology if we are only integrating it for the sake of saying how "high-tech" we are. If there is a legitimate use for the tech, then count me in.

I think the author is a little harsh on Apple. I think it is important to remember that no textbook publisher is in the business solely of the joy of enlightening the mind. They are generating a product to sell to educators. I don't see the author bashing Houghton-Mifflin for making minor revisions to their product and selling it as "new and improved".

That being said, electronic text books have ups and downs. I think they are great for non-linear learning discussed in the Digital Divide (hyperlinks and the like). I don't think they are useful for studying. You cannot rapidly flip between pages, or hold the book open to two pages for comparison etc. I think they would be a distraction, used for games or social networks.

If we are willing to invest the kind of money needed to get every child a laptop or iPad, then we should be considering how we can use the money to improve the quality of the educators. The expectations for teachers to be mothers/ fathers, mentors, social workers, educators and be accountable to the public for their students' performance (without any onus on the parents) are approaching unreasonable. When you ask people to do unreasonable things, you are expected to pay them for it.

The Man in the Mirror

Part of becoming a better technology using teaching is doing a self assessment of your skills.. what are some areas that you need to work on to make more meaningful use of technology in your job. If you are not sure how to answer this.. ask your coworkers or fellow students - they might be able to tell you..

Make sure to tell me, why it limits you, or your teaching..


I can identify 3 areas where there is room for improvement.

1. Paradigm shift. As I wrote in my previous blog, I first need to change the way I see technology in the classroom. As a member of the "old school" 1st Gen, I have viewed technology as a gimmick. A gimmick that has no solid value in the classroom. The types of technology I tend to think of are games with cheesy story-lines which require students to use math to complete a puzzle.
Instead, I need see technology as more than games and social networks. The can be tools to be used to hone skills, reinforce topics presented in the classroom or facilitate discussions.

2. Knowledge is power. More often than not, I find learn about new tech via students or the evening news. Even after a new tech is more mainstream, I am slow to investigate it's mainstream uses. Add that to my lack of foresight (due to my opinion of tech in the classroom) and I advance my use of technology slower than the US government.

3. Think outside the box. Assuming I manage the first two changes ( I'm working on it), the next task would be looking beyond the mainstream uses for tech and think of ways to use the tech in the classroom. I'm not an experienced teacher (working on certification with M.Ed). With experience, as my teacher friends tell me, I will become more familiar with the tasks assigned in the classroom. With that familiarity, I can start to imagine how to incorporate tech into the classroom (or virtual classroom) in a way that isn't gimmicky or "just because I can".

I'm sure there are many other areas where I can improve. These will be revealed in my attempts to become more tech oriented.

Reflection 1

After the readings and our first class, what is something in your practice that needs to change. Is there something that we did or read that sparked something in you.. and made you think - I could be doing something different that would make me more effective in my job, my life, or my role as a student?


I started chewing on this one before the question was really asked. After the first night of class I was thinking that I might not be cut out for this class. I'm not a certified teacher yet, I don't have a traditional classroom and I don't have the experience that others in my class have, so I don't have many ideas to draw upon.

I completed the first reading assignment and found that I agreed with much of what was said. As stated in class, I feel that I'm neither a "digital immigrant" nor am I a "digital native". I am somewhere between the two categories. I think of myself as first generation digital. My children are what I consider "digital natives".

My parents are the "digital immigrants". I speak technology, with an accent because my parents did not speak. I remember life without the technologies we enjoy today, in any form. I did not grow up with personal computer in my home. I learned to type on a typewriter. We did have an Atari in our home and later purchased a Nintendo. I have found uses for technology in my life. I feel that I have embraced it... for the most part.

I tend to think of technology as convenient ways to do things that could be done another way, but not necessary in many ways. Technology makes things easier to do, but doesn't really make it better. Tech is great for gaming, chatting, sending unimportant messages at home and at work, and shopping from the comfort of home.

In order to make myself a more effective educator for "digital natives" I need a paradigm shift. I need to full embrace technology as a teaching tool (as a chalkboard or notebook have been), rather than seeing it as a fun alternative to traditional tasks. I find that I consider technology in the classroom as a novelty that is fun to have, but not necessary.

For example, I see Hoot Course as a way to invite students to use twitter to participate in a discussion because it "cool" and convenient, but not necessary. Instead, I should learn to use it because my students are already proficient at discussion in that type of forum. If you have a student that is left-handed, you don't force him/her to use their right hand because that's how you do it.

It will be a difficult process. One in which I will have to eliminate many of my prejudices against technology and let go of some of my "old-school" ideas. I say some because I do feel that writing is still necessary. Language has not evolved to the point that text-style writing is considered appropriate in an academic assignment.

I hope to be able to complete the paradigm shift by the time I finish my masters work.

The "Elemental" Dating Game

Marc Prensky makes an interesting observation on pg 10 of the reading; (paraphrased) Digital Natives have displayed a remarkable ability to learn and apply facts and statistics associated with various Pokemon characters.  The challenge is to find ways to direct that focus to education-related activities.

 

Fact knowledge and application can be used in subjects like chemistry.  For example, noble gases have a full outer electron shell and are less reactive than other elements.  The periodic table is organized such that elements are grouped with those of similar properties.  Students are reluctant to learn the basis for the grouping or how they react together because it is like rote memorization.

 

Rather than paper and pencil, two-column match style fact grouping, I would suggest a “Sims” style app that would require the student to learn about and then apply their knowledge of the properties of characters (elements) in order to direct their interactions (or group them according to similarities or reactivity) in different situations.   The difficulty could be dependent on the grade level of the student (i.e. 5th graders may be required to know that noble gas characters are loners or only want to hang out with other noble gases.  On the high school level, the same noble gases would interact with other characters if the conditions were correct).  I’m not a programmer, so I don’t know how to make it work. 

5 changes needed to engage digital natives

Five ways you think a teacher's might need to change common practice to engage digital natives

-Communication with home-  Many of the parents today are like myself, 1st gen immigrants who are capable of navigating the digital media.  Using less convential comms methods can save both parents and teachers time and keep parents engaged with school

-Use of digital books and webpages to enhance learning.  Hyperlinks are very useful for defining unfamiliar words or expounding on a subject that may be beyond the scope of the reading

-Understand that natives are able to multitask and take advantage of that skill

-Don't over tech something that doesn't need it.  Often, I find that time is wasted trying to get some tech happening instead of presenting the material

-Sometimes things don't need to be fixed.  Change for change sake is counter-productive.

Anchors Aweigh

I wouldn't say I'm much of a writer, so I never really considered writing a blog. What would I write about? Who would read it? Lucky for me, I have 9 other people who are assigned to read what I write... for a little while, anyway.

I have many names and/or titles. I am a father, a husband, a friend, a submariner and an officer; just to name a few. I think it's safe to say those ARE in a particular order.

I have two lovely young ladies who call me Dad (ages 12 and 10) and I'm madly in love with their mother, my wife Tami. Tami happens to be my best friend as well. Until recently I was stationed on board the USS Houston (SSN 713... HOOOYAH!), home ported in Guam, where I served as the Communications Officer, Chemical and Radiological Assistant and Assistant Engineer.

I graduated from Sallisaw High School (home of the Black Diamonds) in 1994. After a couple of cheesy jobs and a failed attempt to go to school, I decided I needed to get out of that town and do something. That something turned out to be the Navy. My buddy was talking to the recruiter and I figured I would see what she had to offer too. Three weeks later I was heading to boot camp in Great Lakes, IL.

After boot camp, I went to Orlando, FL and began the arduous task of training for the Navy's prestigious Nuclear Power Program. While I steeped in math, physics and all things "nuclear power", I managed to meet my wife. The final leg of training was completed in Ballston Spa, NY in 1996.

In Jan 1997, I reported to the USS Dwight D. Eisenhower (CVN 69) in Norfolk, VA. Tami and I got married shortly thereafter. While on board the "Mighty Ike", I completed 2 deployments to the Mediterranean Sea and Persian Gulf. Tami and I were also blessed with our first baby girl.

After having spent the majority of our first 3 years of marriage apart, we moved back to Ballston Spa for some much needed shore duty. Our second was born a few months after we moved. Near the end of this tour, the Navy offered us the opportunity we couldn't pass up. We were sent to Salt Lake City in order to get my degree and a commission.

I graduated from the University of Utah with a BS in Physics and went back to the Navy's nuclear power cradle for additional training. All that completed, my family and I were pleased to serve on the beautiful south pacific island of Guam.

I'm now teaching Naval Science classes at the University of Oklahoma for the Naval Reserve Officer Training Corps. I just began my masters program, secondary math education, and hope to finish in 2 years, including certification.

The Ballast Tank, started as an assignment, may just be the outlet I need. For those who are not familiar with submarine construction, a ballast tank is a void in the submarine hull where water can be taken in, or expelled, in order to control depth and keep the sub on an even keel. Hopefully, this blog can serve a similar function and keep me on an even keel.