In teaching high school math, it seems technology integration should happen naturally. I say it "should" because mathematics in the past has always led to new technological breakthroughs. This history of computers is well-versed in mathematics and computer science itself is considered a branch of math. But yet it seems the latest technologies seem to be the most difficult to integrate into a math class. Currently, my students utilize the use of calculators, in particular graphing calculators to assist them in their study of high level of math. I have taught some classes using PowerPoint presentations, but with teaching math, the teacher needs the freedom to improvise when going over problem solving techniques. I have found that with PowerPoint, I also need to be ready to work out problems on the board as well. The biggest time that I integrate technology is when I have the entire school participate in World Math Day. During this event, our students compete online with thousands of other students their age in a mental math competition.
Other ways that I've tried to integrate technology have been in my AP Statistics class. At the end of the chapters that we looked at various types of Statistics and the ways they are displayed and interpreted, the students were to research and find current news articles that utilized the statistics that we had discussed. They had to analyze how they were calculated and interpreted. Also in the course, I am going to start to use a free Statistical Software Package called WinStat. I was hoping to get Minitab but at this point that is not going to happen. I also plan on using the video series "Against All Odds: Inside Statistics", now that I have a VPN I can show these videos at school.
What motivated or will motivate you to include technology in your lessons?
The biggest motivation is necessity. It is necessary for me to utilize the technology that my students will be expected to know how to use at the university level. They will need to know how to prepare presentations, how to research, and if they are studying mathematics, they will need to know how to use mathematical software. The second biggest motivation is that of interest. Even when I had the students use an online matrix multiplier, they found much greater interest in doing those calculations than without the interaction with a computer. My students are used to interacting with a computer and it is comfortable for them to use. They like finding new resources online that can help them and make doing their homework more efficient. Finally, I am motivated by my own motivation to improve my teaching. If this means using more technology then I will take the extra time to prepare and use what will make my lessons all the more better.
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