Good Use of Technology in the Classroom

What is a good use of technology in the math and science classroom? What would such a learning experience and environment look like? What would be some characteristics of what it is and what it isn't?

Having only taught one semester of math using no technology other than the whiteboard, and having no experience in teaching general science, I am not sure if I can really answer these questions. Anyway, here are my thoughts. I think a good use of technology in the math and science classroom is one that helps the students to construct their knowledge that closely resembles to either absolute truth (objectivist view) or a reality based on the experiences and interactions with the environment (constructivist view). For me, math is an abstract discipline. We can’t really touch and feel mathematical objects, like numbers, algebra, graphs, sets, etc. Similarly many scientific concepts are abstract in nature. Although we can do experiments in science, it is difficult really understand chemical reaction, biological growth, or physical interactions just by observation (Steele, 2002). So any tools or technologies that can help students have a better grasp of such abstract concepts are useful in the classroom.

For math, I can think of the graphing calculator or the bigger computer version, Maple program are examples of good uses of technology in the math classroom (http://www.maplesoft.com/). These technologies allow the students to visualize mathematical concepts through graphs and different ways of mathematical formula manipulations. Through interacting with the mathematical objects, and their transformations and being able to visualize the effects, e.g. in graphs, the students may come to a better understanding of the mathematical concepts.

Similarly, in science, simulations on the computer play an important role in helping students to associate abstract concepts with mental constructs. A realistic simulation provides the students the ability to experiment and manipulate an artificial world that closely resembles the reality and thus allowing her to have better understanding and predictions of the physical world.

The selection of mathematical tools and scientific simulations must be carefully made for the students so they don’t get overwhelmed. Even for scientific calculators, there is a wide range of selections out there. Some simulations can be too detailed while others are too simplistic.

What makes this a good use of technology? Is this a vision or is it possible in real classrooms? What makes this vision a challenge to implement and what might be needed to actualize it?

Simulations and mathematical tools like graphing calculators and Maple are commonly used in the science and math classrooms. Good and realistic simulations are not easy to come by though although there seems to be quite a number of them around. In my son’s high school, there are a number of scientific calculators that the students can borrow. However, such technologies can be expensive to produce and be purchased.

References

Steele, B. (2002). Why are some scientific concepts difficult to grasp? Retrieved on May 12, 2007 from http://www.pitt.edu/utimes/issues/34/020321/12.html