Tech-Knowledgy and Diverse Learners

Summary
This article goes hand in hand with the topics that have been covered recently in class as well as what was talked about at the last BSEA meeting. Technology is the topic and its application in the classroom continues to baffle many and excite others. The response to technology ranges from extreme dislike to extreme enthusiasm. Jennifer Suh, the author of Tech Knowledgy & Diverse Learners, stresses the most important components of technology, the knowledge and skills that the teacher must possess when working with technology, the limitations of technology and the instances when she feels that technology is actually more appropriate than math manipulatives. Her article focuses on the application that technology has when working with diverse learners; however, I would argue that the same is true for all students.


Jennifer Suh begins the article by discussing the specific problems that ELL and special needs students struggle with. The practice is that when these students struggle that teachers use math manipulatives to make the abstract concepts more concrete; however, this can introduce a new problem. This can result in information overload. Suh proposes that the “built-in constraints” actually work to the students benefit. One of the points that I most agree with is that the computer software generally offers immediate feedback; thus, maximizing on the time spent engaged with the material. These programs are also generally very good at forcing the students to use the mathematical vocabulary, which may not be something they naturally do when working with the math manipulatives.


The article contains three specific examples of computer programs that fit all of the qualifications that Suh identifies as essential components of exceptional technology based tools. I was most impressed by the interactive line graph on the Healthy Forest site. The application shows not only the diagram and the simulation but also incorporates tiered lessons and math vocabulary. I feel that the more abstract examples are still relevant. However, they are not as interactive and user friendly.


The article finished with Suh final thoughts on the subject. Truly the technology is only as effectives as the teachers ability to recognize effective programs and software. The teacher must also be able to marry the technology with appropriate forms of assessment. Finally, the work must be combined with other forms of experimentation and opportunities for the students to use the information in other contexts.


Application
I feel that this article offers three specific and excellent uses of technology; however, I have a growing concern regarding teachers ability to assess this type of work. While discovery and exploration are necessary components of the learning process I don’t see an effective way to assess students as they work with and learn from these technology programs. Unless the teacher decides to award participation points or checklists, which I do not feel are an adequate assessment of this math content, it is virtually impossible to generate a grade or truly measure the student’s understanding. This just reaffirms the fact that technology, like manipulatives, cannot be the only method of instruction used in the classroom.

Mathematics Teaching in the Middle School
Jennifer M. Suh
http://my.nctm.org/eresources/view_media.asp?article_id=9197


Suh, J. (2010). Tech-knowledgy and diverse learners. Mathematics Teaching in the Middle School. 15(8) 440.