Final Reflection - EDUC 6713

Creating a GAME Plan for integrating technology in my classroom was a great way for me to organize my thoughts and ideas to create a plan for bringing technology to my students and to utilize Web 2.0 technologies with my students.  At the beginning of this class, I was pretty skeptical about some of the things we used (especially digital storytelling!)  Math does not seem to be a subject that lends itself to many things other than worksheets and LOTS of practice; however after watching the class videos, I definitely feel that digital storytelling has a place in my classroom.  My students can use it to create their own story problems or even to demonstrate how math can be used in everyday life.

I have definitely learned to keep an open mind when it comes to technology in a math classroom.  Prior to working in these courses, the only technology we used on a regular basis was a TI-84 graphing calculator.  Now, I feel that I have so many learning tools that I can give my students to help them learn, understand, and even find extra help!  Currently, I am limited by what is available within my district (and our very small budget...).  I hope to work to include more technology use into my classes and know that it will be a slow process.  That actually is a good thing, since I tend to want to do everything all at once, and being limited forces me to take it slow and not bite off more than I can chew.

Collaborating with my colleagues through the use of our wiki was a great way to give and receive feedback on lessons, and can be a very valuable tool for my own students.  They can share ideas and work together just as I have to learn more about bringing technology into the classroom.  Students have been excited about the prospect of using a class wiki - but every step of the way, we have been hampered by hardware issues and, most recently, a virus on our network servers.  This has also taught me to have a back up plan ready - just in case...  Sticky notes and a big whiteboard served as a pseudo-wiki when our internet was not available.

I guess the keys to being a good teacher is to keep an open mind, always have a back-up plan, and to be flexible.  Students can learn to take things in stride if we model that behavior in the classroom.

Slow but Steady...

A small success!  I have finally been able to locate and speak to my building's IT professional about getting computers in my classroom for student use!  After he deals with the huge list of issues to resolve, he will try to locate a computer or two for my classroom, so I can FINALLY implement the use of my class wiki!  YAY!  The students have been asking for it, and I will be able to open it up to their use.

I have not had the chance yet to research any tech grants for my school.  I'm hoping to spend some time on that this week.  Hopefully if I can find us some funding, I can get us some great tools for our students to learn.

Also, I am working on finding relevant real-world problems for students to solve and explore.  Since we are mostly reviewing pre-algebra concepts right now (adding, subtracting, multiplying, and dividing real numbers and simplifying algebraic expressions by combining like terms), I have not really been searching as diligently as perhaps I should.  My focus has been on getting some learning tools for students to use, and I guess I have to take things one step at a time.  While researching potential grants this week, I will start looking for good tools and problems for students to learn solving equations.

This process is making me more aggressive when it comes to getting what my students need and would like to use.  Talking to my administrators has become a little easier - they are understanding that I am working with my students' best interests at heart, and I am trying to improve our school a little at a time and in my own small way.  It's quite gratifying when students give you a big hug and tell you that they, "...wish there were more teachers like you at this school!"  Hopefully we'll just keep, "baby steppin'" our way to success...

Frustrated and feeling inept...

So far, I am not doing well with using technology in my classes.  Unfortunately, our district has many "antiquated" notions of what encompasses technology.  Being able to utilize our schools' computer lab is difficult (this week is already completely booked - except for during my prep period...go figure).

I have tried meeting with our building's IT person to discuss whether or not we can put an older computer in my room for students to use.  Of course we have only one IT person, so he is busier than a, "one armed paper hanger."  Our building houses both a high school and a middle school, so understandably, he has his hands full! When trying to find anything out I am told to post a "TrackIT" work order, but there are no options for adding computers to my room.  This is something for which I need to meet face to face to discuss!

I am frustrated and trying to find other options.  Too many of my students do not have internet access outside of school, and this makes it difficult to include them in working on any internet-based projects.  If I can get some kind of internet enabled technology in my classroom, I would give them time to work on projects in class, but getting that technology is proving harder than I would have thought.  Working to get approval for using cell-phones/smartphones is taking longer than I would have expected... Bureaucracy is holding my students back!!! EEK!

Keeping abreast of different learning technologies is a bit easier, since I follow several teachers on Twitter and in my Google feed.  There are so many great learning tools out there - I just wish I could make them more available for my students.  Working in an impoverished district can be so emotionally rewarding, but at the same time, so incredibly frustrating.  I want to do so much better for my students and give them the best of everything, but we cannot get it or administration does not even want to try.

I guess you can see that it has been a pretty frustrating week...I am hoping to make some strides in a better direction as the week moves on and into the future...Maybe I can find my IT guy???  Suggestions anyone?!

ISTE NETS-T: Standards for Better Teaching

Looking at the ISTE NETS-T, it is easy to gain a sense of where I stand as a teacher with regard to utilizing technology in my classroom.  Most of my strengths lie under the standards of modeling digital-age work and learning, promoting and modeling digital citizenship and responsibility, and engaging in professional growth and leadership.  Networking with other teachers in order to learn about new technologies and share my own knowledge of technologies is one of my passions.  My students are very excited about the prospect of using technology in the course of learning math, and have even enjoyed a behavior tracking system that I found through my network.

Honestly, the biggest areas of challenge for me include getting my students to reflect upon their learning using collaborative tools, and also designing or adapting lessons to include digital tools.  It would be great to have my students share their thinking and understanding  with their peers in order to engage in discussion and have them work out and clarify any misconceptions as a group instead of looking to me for the "right" answer!

To improve in the area of having students collaborate, I have started my first class wikis.  I am still working out exactly how I will use them, since many students do not have internet access outside of school.  Posting questions and having students discuss their strategies for solving the problem in the discussion section of the wiki is one possibility, but this is hard to work out logistically, since we do not have a one-to-one laptop program and so many students do not have access at home.  I am still working out ways to include my students without internet into the conversation (any ideas?)

In order to improve in the area of designing/adapting lessons to utilize digital tools, I will continue to research and look for ways I can modify my lessons and still remain true to our curriculum.  Most of the technology I currently use in my classroom is the graphing calculator.  I have used our computer lab to show the students Geometer's Sketchpad, but accessing our one computer lab is sometimes difficult, since it is often booked.

I would also like to improve in the area of finding relevant, real-world applications for the content I am teaching.  Students will often look at a problem and ask why they should care, since they are all going to be professional basketball players…  This is a big issue that I would like to work on.  Part of the problem is not having enough time to complete all of my tasks/responsibilities and still have enough time to be creative - right now there are not enough hours in the day…but that will change in a few months!

I plan on keeping abreast of advances in technology by keeping in touch with my network and looking at research.  I will also make sure to keep an eye out for applications of math concepts that would be interesting to my students…I will keep learning as I would like my students to do.


References:


NETS for Teachers. (2008).  International Society for Technology in Education.  Retrieved September 12, 2011 from http://www.iste.org/standards/nets-for-teachers.aspx.

MATH for Charity!!! SO COOL!!!

My daughter is raising money for a great cause - using MATH!!!  If you can help out, please click the link(MATH!!!) to donate...

Thanks!

Final Reflection - EDUC 6711

So often initiatives come to teachers and we are thrown into utilizing tools, technologies, and processes that we do not understand.  We are often told to use more technology in the classroom, but very rarely do we have time to learn the technology fully in order to properly integrate its use in our classrooms.  This course has not only introduced us to some wonderful technologies, but it has also provided us with the understanding of when and how it is appropriate to use it.  By tying technologies to learning theories and strategies, we can become more adept at properly using technology with our students.

At the beginning of the course, we were asked to develop our own personal learning theory.  At the time, my theory leaned more toward constructivism.  Throughout the past eight weeks, I have learned that each theory has a time and a place for use; however for the deepest and most meaningful learning of concepts and content constructivism still appears to be the "most applicable" learning theory.  I have not changed my opinion regarding constructivism, but I have grown to embrace the other theories for certain lessons.

The biggest adjustment I am going to make to my instructional practice will be to utilize more technology in well thought-out ways in my lessons.  I will not simply use technology because my district mandates it.  I will carefully consider what technology will best help my students learn and understand the material presented to them.  I will also consider ways that my students can utilize that technology outside of the classroom, so they can see that it applies not only to math class, but to their lives outside of school.  I will definitely use more concept mapping software in my classes to help my students make connections among the concepts.  I will also utilize Voicethread to present opportunities for my students to discuss problem solving strategies.  Hopefully these things will help to keep students engaged and interested in the lessons!

One long-term goal change I want to make to my instructional practice regarding technology integration is to move away from technology as instructional tool to technology as learning tool.  Dr. Orey mentions that when the technology is in the students' hands they tend to learn more than they would if the tool were in my hands and they watched me use it (Laureate Education, Inc., 2010).  Unfortunately, some of the technology we learned about is unavailable to my students within my school.  I hope to learn how to write grants in order to procure funding to make more of the technology available to them.  It would be nice to be able to put the technology into their hands on a regular basis so they can learn and understand rather than watch me demonstrate how it would work if they had it to use themselves.  I also plan on keeping up-to-date on technologies by reading other math teachers' blogs regarding how they are using the technology for students. 

Another long-term goal would be to set up and utilize a class blog for each of my classes.  This is an incredible tool that I feel my students would find useful and relevant.  Being able to open up discussions to which students would feel more comfortable contributing via online discussion rather than in-class where shy students will not talk, or students will not speak for fear of appearing to be a "geek."  In order to accomplish this goal, I will need to be more comfortable with blogging - which this class helped me take a step in that direction... 

I have learned so much over the course of the last seven weeks.  Tying learning theory and teaching strategies to the various technologies we discussed and learned to use not only made it easier to understand how to use the technology, but made it more relevant to classes.  There are so many different technology tools available for us to use - we just need to make sure we understand how they can be relevant to classroom use and be flexible and willing to learn.  This has been a great class - I cannot wait to apply what I have learned.

References:

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. [Webcast]. Baltimore: Author

A Question...

...For all of my high school teacher followers:

Does your school have a student council, and what is their role in the school?

My school currently does not have a student council, and I have a group of students who would like to start one.  I do not have a lot of experience with a student council, and would love any input you can give me.  I will be researching this as much as I can over the weekend so I can discuss it with my principal on Monday morning.

Thanks for your input!

Social Learning Theory

This week we explored social learning theory.  Basically, social learning theory states that learning occurs when students, "actively engage in constructing artifacts and conversing with each other." (Laureate Education, Inc., 2010)  Students definitely demonstrate better understanding of material when they give voice to their though processes and receive input from others regarding their thoughts.  I constantly encourage my students to "teach" each other how to solve a problem or even to teach their parents how to do the homework problems.

The technologies presented this week offer several opportunities for students to work together to create and share artifacts demonstrating their learning.  The beauty of these technologies is that they are not just limited to students!  Teachers can utilize these wonderful technologies to share and learn from each other.  Understanding how to use these technologies effectively gives us opportunities to share with classrooms all over the world and to get the input of others.  As learners, we can share our experiences and knowledge with the school, community, and world.

Students can collaborate with others in the class as well as students from other schools within the community and the world at large.  Learners gain insight from others by expanding their own understanding by creating a webcast, website, wiki, or other artifact they can share and post.  Working together to develop and create something they will share with others gives students a reason to truly learn and understand the material.  The students can then take ownership of the knowledge and learning and share it with the world by distributing their knowledge appropriately.

Using technologies like the voice thread above gives us new opportunities to have our students create and share their learning.  I look forward to learning, creating, and passing on my knowledge to others.  Thanks for reading!

References:

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 8: Social Learning Theories [Webcast]. Baltimore: Author

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works.  Alexandria, VA: ASCD.

Constructivism/Costructionism

Constructivism is defined by Dr. Orey as, "A theory stating that each individual actively constructs his/her own meaning." (Laureate Education, Inc., 2010)  This means that everyone builds his or her own understanding of the world around them.  Our background and individual experiences will affect how we learn and interpret what we learn.

Constructionism is then defined (also by Dr. Orey) as, "A theory of learning that states people learn best when they build an external artifact or something they can share with others." (Laureate Education, Inc., 2010)  Meaning that we learn best when we actually use our leaning to create something that we can use to demonstrate what we learned.  The focus of this blog post is constructionism.

One instructional strategy that lends itself very well to constructionist learning theory is, "Generating and Testing Hypotheses."  Presented in the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses allows students construct their understanding by creating a hypothesis and progressing through the process of testing, revising, and re-testing their hypothesis. 

Teachers can use technologies such as spreadsheets to give students "pre-selected" data for analysis.  Students can then use the data to formulate a hypothesis, for example whether or not the data represents a linear function, and if so, what that function might be.  Students can then test their hypothesis by using the data to create a graph and test whether or not their equation was correct.  Pitler, Hubbell, Kuhn, and Malenoski suggest using a pre-created spreadsheet to have students investigate investment options by creating and testing equations in order to determine what would be the best (most profitable) investment (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Students can work on projects that can be used to improve the school community and to present information to the community at large.  Teachers can work together to create interdisciplinary lessons in which students can research and address a topic that is important to the community.  Teachers can use technology to collaborate interdepartmentally, but also to set up spreadsheets, wikis and other tools for the students to work together to research and then develop their final product: perhaps a presentation to the student body or even to the board of education to change a policy.

The various technologies presented this week, along with the strategy of generating and testing hypotheses lend themselves to constructionist learning theory very well.  Students tend to be more vested in learning when they can create an object or artifact to demonstrate what they learned - they are essentially now teaching their audience what they learned through researching, hypothesizing, and testing their hypothesis, and by teaching us, they are making more connections for themselves to learn and recall information.

References:

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 7: Constructionist and Constructivist Learning Theories [Webcast]. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works.  Alexandria, VA: ASCD.

Cognitive Learning Theory in the Classroom

This week, we examined cognitive learning theory and some strategies that work well with cognitive learning theory.  In the video lectures, Dr. David Orey presents some cognitive learning theories with which all educators should be familiar (Laureate Education, Inc, 2010).  Understanding how memory works, and the processes behind how we build memory gives us insight into how to create and present meaningful lessons to students and to have them remember and make the important connections between concepts.

The strategies presented in the book, Using Technology with Classroom Instruction that Works," offered many ideas and tips for using technology to help students make the connections that would help them learn.  The first strategy we examined this week, "Cues, Questions, and Advance Organizers," suggests that we need to give students a clear understanding of what they will be learning, how they will be learning it, and giving them outlines (for example) of what they will learn to guide their learning as we progress through the lesson.  Technology that can aid in this process includes word processing software, concept mapping software, and spreadsheet software (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  All of these technologies give us tools to help students make connections and process the information presented in the lesson.  And, as Dr. Orey mentions, making many connections helps people recover information and memory (Laureate Education, Inc., 2010)

The second strategy we looked at was, "Summarizing and Note Taking."  In this strategy, some of the technologies were repeated.  Students can use word processing software to take notes or to summarize the information presented in class and teachers can create note-taking templates in "organizing and brainstorming" software (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  One of the ideas presented that was most interesting was the idea of using PowerPoint to create combination notes.

Combination notes give students the opportunity to summarize key concepts and to present visual/mulitmedia representations of the concepts on the same page.  This ties in to Dr. Orey's mention of the effective use of images as a cognitive learning theory (Laureate Education, Inc., 2010).  When there are visual representations of concepts, we tend to make better connections and establish yet another route for memory to be retrieved.

This week's learning was very interesting, and I am looking forward to using some of the strategies and technologies presented.  My students have stated an interest in using more technology in their learning, and I hope to be able to deliver for them...hopefully enriching their learning experiences and deepening their understanding.

References:

Laureate Education, Inc. (Executive Producer). (2010). Cognitive Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Happy Pi Day, EVERYONE!!!

Happy Pi day! Here is a link to Vi Hart's protest of Pi. (She poses some interesting arguments...I'll be checking in on June 28th!)

Behaviorism in the Classroom

This week's assignments focused our thinking on the use of behaviorism in the classroom with particular respect to the strategies of, "Reinforcing Effort," and, "Homework and Practice." As most of us have agreed within our class discussion posts, behaviorism is not dead, and definitely plays a role within the classroom. Predominantly used to teach students how they are expected to behave and act within a classroom, behaviorism can be applied to other areas of learning when used in harmony with other "deeper" learning thories.

Reinforcing effort is necessary to student development. As mentioned in the reading, students often attribute their successes or failures to outside factors like ability, genetics, or race, among other things (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students do not see that their own effort is worthwhile, and that the more the attempt to learn and master something, the better they will become at that process or task. Students need to make the connection between effort and success, and behaviorism lends itself to this understanding.

I love the idea of using spreadsheet software to have students track their effort and and success over time - it will help them to make the connection and students can gain the reward of seeing how their effort affects the final outcome of their learning.

Behaviorism is only partially used for the strategy of homework and practice. Work given to students should not be rote - students should make connections between what they learned in class and what they are working on at home. Practice is, however necessary for students to master skills and understanding of the material. Using technology that rewards students for doing the right thing is a good way to tie behaviorism to this strategy. Games are a wonderful way for students to get rewarded as they progress through the levels, advancing their abities and getting better at the skills as they go.

Behaviorism may not foster the deepest learning and understanding in students, but it does provide us with a means for teaching students desirable behaviors for the classroom and also as a means for rewarding students as they learn and practice what they have learned in the classroom.

References:

Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

(Sorry this post was not up...I forgot to hit "publish," and it was just saved but not posted...I'll get this technolgy thing yet! (-: )

Final Reflection - EDUC 6710

Throughout the course Understanding the Impact of Technology on Education, Work, and Society, I have learned so much about integrating technology into my class. Having had very little experience with blogs, wikis, and podcasts, it had never occurred to me to utilize these tools myself let alone use them in my classroom as a teaching tool! I am looking forward to bringing what I have learned to my classroom and to my colleagues.

In this class I have learned how to use blogs, wikis, and podcasts as educational tools. Blogs can be great tools to share information and ideas with my students and provides them a forum for discussion of topics without the fear of speaking in front of the entire class. Wikis are a great tool for students to collaborate for group work and group projects. Podcasts are a great tool for presenting information to students and providing extra help. I could use podcasts to create "extra help" videos for students to use at home for homework help. Students can use podcasts to create presentations for the class (for students who are nervous about doing "live" presentations. All of these tools have great potential for aiding student learning and understanding of subject area content - and as teachers, we have a responsibility to educate our students on the responsible use of technology.

A couple of long-term goals I have for transforming my classroom include using blogs within my class. I would like to set up blogs for each of my classes. I will need to research whether or not blog use is allowed within my district. If it is not, I would like to work toward demonstrating to our administration how useful blogs can be. If blogs are allowed, I will have to make sure to let parents know what we are doing and ensure that students' use of the blog is appropriate. My second goal is to become more comfortable with making podcasts and using them for my students. In mathematics, many students take notes, but by the time they get home and start working on homework, they forget the steps we took to solve problems. By creating and posting podcasts of how we solved problems in class, I can help my students at home, as if I were there with them. Students would be able to access the podcasts at home and use them whenever they need - while I am only accessible to them during class or immediately after school.

After re-examining my checklist from week 1, most of my responses remain the same. However, I feel that my students have much to teach me when it comes to different technologies. My students love their cell phones, and while I understand the need for control (unauthorized videos posted to YouTube), I feel that we are missing out on a valuable tool for student learning. I have not figured out yet how to tap into this resource (many of my students would like to use the calendars in their phones to jot down assignments, yet they are not supposed to have their phones on or out in class at all…)

This class has opened my eyes to some of the technologies available for classroom use. I am hoping to be able to incorporate their use into my classes and to learn more from my students about the technology they use and like to use. With a little time and creativity, I can hopefully find ways to bring them into my classroom and capture my students' interest.

Podcast - Profiling the Students of Today

Here is the link to my very first podcast!  It is not very exciting, but it summarizes a technology survey given to my freshman Algebra 1 class...enjoy!

Partnership for 21st Century Skills

21st Century Skills are essential for students to develop.  This website provides information regarding the movement to develop 21st century skills in our students.  I found the site interesting, however I was surprised at the lack of discussion on the site.  This site is primarily to inform the reader about what 21st century skills are, and also to outline the framework presented by this partnerhsip (which is composed of many educational and corporate groups!)

One of the most surprising things I noticed about the site (aside from the inability to engage in any discussion on the website) was that there are only fifteen states participating.  The importance of the skills needed to be successful in the workforce should be a priority of all states, not just the fifteen who have signed on with the partnership!  It is nice that there are resources available for teachers to use, but permission is needed in order to utilize content from the P21.  There are links to blogs, wikis, and other sites that offer training and various resources to bring 21st century skills to the classroom, but there is so much to navigate.  It would be nice to see resources broken down by content area or skill set.

The information presented was clear as to the mission of P21 and the importance of developing 21st century skills.  The website feels like an advertisement for a business model, more than it does a tool for educators to work together in order to collaborate and develop ways of bringing 21st century skills to the classroom.  As I mentioned previously, these skills are so important for our students do develop, that we should be working as a team to make sure that all educators are bringing these skills and tools to their classrooms.  This website feels more like it is selling something than helping out educators - trying to get us to "buy in" to their programs rather than allowing us to engage in meaningful sharing and discussion of these topics.

As an educator, it is very important for me to embrace and understand 21st century skills.  I will need to be able to model and use these skills to better myself and to further develop the education of my students.  My students will need to embrace the importance of learning - not only the content we present to them every day, but also how to use technology to learn and research.  They will need to take the reins in their own learning and drive change both in education and in the workforce. 

Are Our Students Motivated Enough?

In my post-workout daze, I stumbled across this article in which some schools in Miami-Dade County will be replacing teachers with online learning.  Now, while I am completely behind online learning (I am currently using it myself to pursue my Master's Degree) the idea of having only a facilitator in the room to address technical issues is a tad on the ridiculous side.  I have students who would do very well learning independently online, but most of my students would not utilize or even manage their time well enough to be successful.

There must be a happy middle ground in which we can encourage students to use online learning but still have face-to-face interaction with a teacher for support as needed (some students need that face-to-face connection).  There are days when I <almost> do not have the discipline to sit down and work on the materials for my class - but I know my responsibilities and always work to get the job done.  Do we feel that our teenage students have enough self-motivation to work on online learning with only a tech-support "facilitator"?  What do you think?

New England Winter...

June 7th...That was supposed to be my last day of school for this year...but Mother Nature has other plans, apparently.  Four snow days (and counting...) of wasted time and lost instruction.  Midterms were supposed to start today, but again Mother Nature decided to move things around a bit.  I guess she did not really like our schedule.

With all of the new technology at our fingertips, there should be a way to get students to log in and do some online learning while we all hunker down and wait out the wonderful "winter wonderland" that is happening outside.  Setting up classroom blogs would be a great way to put up review information to help get the students studying for midterms or even to get them to ask questions regarding material they are struggling to comprehend...

Or maybe I should just suit up and go play in the snow (now it's ice...) with my kids...

Happy Snow Day from CT!!!

Ways to use blogging in my high school math classes...hmmmmmmm

Honestly, I am having a little difficulty with this one.  I think it would be a great place for my students to share problem solving ideas and strategies, as well as for sharing ideas on how to stay organized and study.  It would also be a great place for them to discuss how to solve homework problems (as well as a great place for me to post homework for them).  I love the posts of Dan Meyer's blog.  In it, he poses questions and offers ideas for teachers, but honestly, I have been terrified to try some of them with my students (many of them do not have access to technology at home, and it is very difficult to book computer lab time for my classes.)  I also have not seen blogs for math classes...everything I have seen so far is the teacher's blog for sharing ideas with other teachers.  If anyone has seen one in practice, please let me know so I can check it out.

Hopefully, I will learn much from this course.  I want to have a cutting-edge classroom in which students are not terrified of math...

Thanks for "listening!"

First Blog EVER!

Hello World!  This is my first blog ever...please be patient - I'm new at this :-).

My first post will pose a question:

If many of our students do not have computers or internet access at home, how can we really integrate all of these wonderful online technologies in the classroom?  In Will Richardson's book, "Blogs Wikis, Podcasts, and Other Powerful Web Tools for Classrooms," Richardson mentions the idea of having a class blog in which the teacher and students can communicate and share ideas as well as post assignments.  I have quite a few students who do not have internet access outside of school, and was wondering if anyone has any suggestions.  I would love to use some of these ideas and technologies to not only streamline my classroom operations, but also to foster discussion of the math we're learning (they're too "cool" to talk about math in front of their friends in the classroom...)