Karen+Carey+-+Resources

 [|McGehee, J. and Griffith, L. (2004). Technology Enhances Student Learning across the Curriculum. Mathematics Teaching in the Middle School, 9(6), 344-349. Retrieved from http://www.nctm.org/publications/article.aspx?id=20218.]
 * Resource 1:**

In the opening paragraphs of this article, the authors make it a point to explain that technology does not replace learning basic skills and understandings in classrooms. McGehee and Griffith walk through an example of using a motion detector in their middle school math classes. They explain the trouble spots they encounter along the way and discuss the ways in which the technology helped aid in student thinking. Additionally, examples of integrating technology in geometry classes, measurement units, and with numbers and operations are discussed. Specific hardware and software applications such as Geometers Sketchpad are mentioned as means of integrating technology into these different areas of mathematics. The underlying message throughout the article is that these technologies are tools to help enrich student learning and understanding, but they do not replace teaching methods.

[|Goldenberg, E. P. (2000). Issues in Mathematics Education: Thinking (And Talking) About Technology in Math Classrooms. //Education Development Center, Inc., 1-8//. Retrieved from http://www2.edc.org/mcc/pdf/iss_tech.pdf.]
 * Resource 2:**

This article addresses the power of utilizing newer technologies in the classroom. What I enjoyed about this article is the realization it expresses about the many facets of technology use in mathematics. The article makes connections between teachers, students, parents, technology, curriculum, and available resources. The author discusses the implications each of these has on the other. Technology itself cannot make a meaningful change or impact on a particular lesson or topic of study. Technology offers means of differentiation. What one school, district, or even state deems as “good” use of technology another may not. Problems with technologies are addressed in this article, such as software implications and hardware availability. The author provides guidance regarding how to evaluate technology use within a lesson based on the purpose of the lesson, the level of knowledge and understanding of the students involved, and role the actual piece of technology will take in the lesson. Is it to make computations simpler or quicker? Is it to enhance student leaning through reasoning? Some of the difficulties of using certain math technologies are also address, such as the means of actually writing down a math problem by hand versus on a computer or calculator. Overall, I found this article to be helpful because it focuses on the desired outcome of technology use.

[|Habre, S. and Grundmeier, T. A. (2007). Prospective Mathematics Teachers’ Views on the Role of Technology in Mathematics Education. //IUMPST: The Journal, 3, 1-10//. Retrieved from] [|http://www.k-12prep.math.ttu.edu/journal/technology/habre01/article.pdf.]
 * Resource 3: **

In this article, the authors describe the importance of realizing the differences between using technology as an aid or tool in the classroom versus teaching technology itself as a class. The importance of both the development of tasks using technology and the actual technology to incorporate into the lessons are two issues teachers face when teaching with technology. The case study discussed in this article is based on a subset of teachers taking a course on technology in mathematics education. I appreciated that the study was focused on a class that was content-centered and technology-enriched versus technology-centered and content-enriched. As teachers we need to ensure we are covering the necessary content in our subject areas. The incorporation of technology is becoming more and more imperative, but is not required like content. Overall, the participants in the study indicated that technology should be used to help teach mathematics. Lack of experience with technology and/or teaching mathematical content are discussed as reasons why some participants were uncertain about the true connections and powerful implications that technology can have on pedagogy, content, and student understanding. I appreciate reading studies like this one because they help bring factual evidence to the statements and ideologies about how technology is an integral part of today’s teaching and learning.