Advantages/Disadvantages of Technology in a Mathematics Classroom
Advantages of Integrating Technology
Roblyer and Doering (2013) state, “Technology also provides learners with the opportunity to visualize and make more concrete the generally abstract world of mathematics” (p. 310). Technology in the mathematics classroom gives students the ability to see these abstract concepts that are being described so that they are able to grasp the given concept and apply it to their work. Roblyer and Doering (2013) also go on to state that technology in the mathematics classroom can help “bridge gap between abstract and concrete with virtual manipulatives…allow representation of mathematical principles… supporting mathematical problem solving” (p. 310-315). Technology in the mathematics classroom serves as a visual tool for students to help in problem solving. The following website gives professional insight to why and how technology is such a vital tool in a mathematics classroom. http://www.nctm.org/Standards-and-Positions/Position-Statements/Technology-in-Teaching-and-Learning-Mathematics/
Disadvantages of Integrating Technology
While using technology in a classroom has numerous advantages, there are still some disadvantages. Mathematics requires much practice to become successful. Sometimes, technology fails when it is used to take the place of this practice. Roblyer and Doering (2013) state, “Teachers should consider an appropriate combination of off- and on- computer activities” (p. 310). The text also refers to “math wars” which is the debate of “those who believe math should be explicit and teacher-directed or those who favor student-directed learning” (Roblyer & Doering, 2013, p. 310). However, Roblyer and Doering (2013) go on to state that there is “current emphasis in mathematics instruction… on learning higher order mathematics skills, student often need more resources to support the practice of basic skills” (p. 317). So, although there is the disadvantage of great debate of how technology should be used, both sides seem to agree that it should be used, as long as it is used appropriately. The following website is an article in which the advantages and disadvantages of using technology in a mathematics classroom was analyzed in relation to the attitudes that teachers and students held towards it. http://www.icaseonline.net/sei/15-02-2004/15-02-2004-139_151.pdf
Specific Activities, Programs, Etc.
One useful tool that I will use in my classroom are virtual manipulatives, which Roblyer and Doering (2013) define as “replicas of real manipulatives that are accessed via the Internet and can be manipulated through a keyboard or other input device” (p. 312). This tool gives students a visual representation of concepts that is more affordable than purchasing classroom sets. Graphing calculators are another useful tool that can be used to solve problems more efficiently. A Computer algebra system gives students a visual representation and helps them to solve equations in a shorter amount of time.
Technology and Internet tutorials weren’t readily available when I was in high school and the vast amount of information available can only be seen as a means to a positive outcome for any student. Roblyer and Doering (2013) stated that simulated activities with virtual manipulatives “are popular because they offer more flexibility than activities using actual objects” (312). I agree with you that this is more affordable than classroom sets given that it is not unusual for pieces of the sets to go missing almost as soon as you begin using them.
ReplyDeleteRoblyer and Doering (2013) make a very good observation when they say that "teachers should consider an appropriate combination of off and on computer activities" (p. 310). Technology seems like a good idea for providing a way to visualize mathematical concepts, like you said, and, if employed more by school systems, will make teachers more likely to actually explain the abstract concepts behind the formulas, where (from personal experience, at least), I find that teachers sometimes like to emphasize the rote memorization of formulas and processes to the detriment of teaching the concepts behind the math.
ReplyDeleteRoblyer, M. D., and Aaron H. Doering. Integrating educational technology into teaching: Pearson new international edition. Pearson Higher Ed, 2013.
I really like the virtual manipulatives which you discuss as the technology that can be integrated into your math classroom. According to Roblyer and Doering (2013), these virtual manipulatives "offer more flexibility than activities using actual objects in the way teachers can use them to illustrate concepts" (p. 312). This is a very useful tool for the classroom.
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