Week IV, Post II: Math Dictionary

This is an online math dictionary:

http://www.amathsdictionaryforkids.com/

It is FANTASTIC. I listed this as one of the "good" sites for our project this week.

When I was in high school, I had a friend who was a total bookworm and very into philosophy. I, on the other hand, love my math. We had a two-day discussion about infinity. I was taking calculus at that point, and held firm the notion that infinity can be positive or negative. He, on the other hand, insisted that infinity is merely a concept in our imaginations and can't be positive or negative. Turns out, we were both right. I realized that he was correct in the common notion of the word infinity. However, I asked my calc teacher, "Do mathematicians have their own dictionaries?" Turns out, they do. My definition of infinity was correct mathematically. Relatively speaking, then, we were both right. Things like this happen all the time in math. Absolute, prime, factor and infinity mean different things in everyday life (and in the English dictionary) than they do to mathematicians. Hence the need for a math dictionary.

I like this online site in lieu of a book because it is interactive. It is colourful, easy to get around, and has pictures. Click on "abacus Chinese" and you can learn about what it is in addition to actually playing with an online abacus. You can't do that with a book! You'd have to go find an abacus in someone's attic to learn how to work it.

This is a great resource for students to use all the time, be they in the classroom or at home.

Week IV, Post I: Countdown

Well, we're nearly half-way through the course so far! Being my first experience with an online class, I was a little worried. But it's been pretty painless up to this point. I've been learning a lot and am actually enjoying things so far (didn't think I would...)

This week's first entry comes from Loyola University, Chicago:

http://countdown.luc.edu/

Countdown is a public television show about math, where viewers call in and learn new concepts or refresh their skills. The site offers Quicktime clips of the show, all neatly organized into categories like Numbers & Operations, Data Analysis, Algebra, Connections, etc. (Sounds like NCTM Principals and Standars, which is a biiiig plus. See http://nctm.org/standards/default.aspx?id=58)

Users can watch the clips to learn something new or brush up on something they struggle with. This is a GREAT remediation website. Clips are short (five or so minutes, from what I've seen so far) so it'd be easy to send several students to the computer in one period to work.

I'm excited...The two most recent clips come from The Number Devil, a math book I've been dying to buy. It's great to see other people using that book as well.

Week III, Post III: Funding

Today I chose to write about something that isn't exactly a type of educational technology to use in the classroom. I've been curious since this class started about funding. Technology is expensive! I wanted to know where schools get money for things like laptops for all their students, graphing calculators, etc. The first site I came across is from last summer:

http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=6442

It hints that the government might be cutting the funding for the Enhancing Education Through Technology (EETT) program. This is the main source of ed tech monies for schools. Given that it's an old article, I then did a search for "EETT program cuts." Here's what I found:

http://www.edtechactionnetwork.org/pdf/eett_link.pdf

The government didn't just cut the funding for technology, they completely got rid of it! DOE asked for over $272 billion, and the House decided they deserve NONE of that money. I couldn't believe it.

"This move is particularly interesting because the Administration has continued to justify its EETT cuts by stating that schools could make use of Title IIA funding, which the House bill would now cut. " (from the website.)

The EETT program has been a great source of funding in the past. How are we teachers supposed to increase the use of technology in our classes (as the government recognizes is important and should be done) when we have no funding?!

I suppose I shouldn't be surprised by all this, however. It is pretty typical for the system to ask us to do certain things without providing the means for us. Guess that's just part of being a teacher.

So now the question is, what next? Where are teachers to turn for their funding now that their greatest source is gone? Have any of you, group members, had experience with this yet?

Week III, Post II: Applets

Today, I'm learning a little more about applets. I'm not sure of the definition of these, but from what I can tell, they're kind of like online manipulatives (at least when it comes to mathematical applets.) Each one is focused on one topic, say, perimeter, and students use the applet to explore the topic, ponder questions, and check if their answer is correct. My first exposure to these was in a math methods course, where we actually had to select a few applets as part of a larger lesson plan. This site has an extensive list of differing applets, mostly focused on geometry.

http://www.mste.uiuc.edu/m2t2/appletslist.html

Applets don't seem like the world's most exciting thing when it comes to technology. However, they are easy to use ("Johnny, go visit such-and-such site, then write in your math journal about what you learned.") They might be fun for those few students who always finish early and need additional activities. It would be especially useful to have two or three computers in class so you can monitor the students' progress while others complete their assignment a little more slowly. Or, they could be used with the entire class as an introduction to a lesson.

As with Webquests, however, I don't think they should be used too often. Students would tire of them quickly. Using them every once in a while, as a treat (again, students LOVE being on the computer) would probably be the most beneficial use for applets.

Week III, Post I: Follow-up on robotics

The next site I've found is related, again, to robotics.

http://www.trecc.org/newslink/0407robotssummer.php

I'm actually not a huge fan of advanced robotics. I've seen one too many versions of I, Robot and get a little scared of human-like robots. However, it's a reality that can't be escaped. Besides, the kids LOVE robots and remote-controlled toys.

This site is from the University of Illinois. Every summer, they host summer school for students who have fallen behind in their math and science classes. All the math the students learn is through hands-on activities. Not all of it is related to technology, either, but much of it is. For example, students can program robots using Euclidean Geometry algorithms. What a great way to get students to better understand (and appreciate) geometry. They also use graphing calculators hooked up to distance sensors to learn about the relationship between time and distance.

The neat thing about this program is it is geared for students who are already struggling in mathematics. Normally, gifted students are the ones that get to do fun experiments with expensive technologies (I know...I was one of them.) Those students do need a sense of motivation, but in a different way. They need to be challenged beyond the normal scope. Struggling students, however, need to excitement. They need to knwo "Where this is useful." They need to see what a beautiful, fun thing mathematics can be.

I'd like to get ahold of their lesson plans. The site mentions another site for the Office of Mathematics, Science, and Technology Education (MSTE). This is the organization that runs the program. Apparently their website has great resources for teachers....topic for my next post.

Week II, Post III: Robots!!

This is one of the most interesting ideas I’ve seen thus far for integrating technology into education: robots! See the article available at http://www.post-gazette.com/pg/06222/712431-298.stm.

Apparently, LEGO, along with The Robotics Academy (part of Carnegie Mellon’s Robotics Institute) has created simple robots out of LEGOs, which students assemble themselves in class. The robots can be programmed to move and retrieve items, talk, measure rooms, and even take on a personality! They don’t cost much – a mere $200. I’m not sure how much these robots can actually teach the students (perhaps an interesting topic for me to pursue more next week) but the article gives the impression that they are more for motivating students. The biggest challenge I face as an educator is motivating students and showing them how math can be useful to them. This is something that not only accomplishes that but is interesting, as well! Telling a student, “Trigonometry is used heavily in engineering,” often falls on deaf ears. Showing them a robot, however, that they can program and put together and interact with, and telling them that none of it would be possible without mathematics, well that’s another story! I think technology is definitely useful as a means of increasing learning, but we must first make the student willing to participate. Without the participation, there is no learning. These robots will certainly get students hooked, making the educational processes that much easier.

Ideas, anyone?

Is there a way to subscribe to only my group members' blogs? I know Dr. F. has an aggregator, but I found it a little (okay, a lot) cumbersome to pick through everyone in the class to find my group members. I'm new to aggregators and don't really know how set something similar up. Perhaps blogger.com has one of their own (like livejournal does)?? Thanks.