EDUC4105

I believe that technology should be used as a means to an end and not an end in itself. That is, technology can be a very useful mathematical tool, however it should not just to be used for interest sake or because we can. Any use of technology in classrooms should always have a clear purpose.

I believe it is very good for secondary mathematics students to be able to use and access technology, such as graphics calculators, to gain a better understanding of concepts by using ideas in a different context. I see a lot of benefit for students to play around with the technology and explore ideas for themselves. This is especially useful for the majority of students who are familiar with using computers.

The main benefit of teaching and learning mathematics with technology is that students gain deeper understanding since the concepts are presented from multiple perspectives. The ideas in a topic are not restricted to paper, but can be manipulated and applied in a new context using technology. Teachers are also able to present and demonstrate content in new and interesting ways. Through using technology, students also gain graphing and computational aids for their mathematical toolbox that allows focus on concepts, avoiding any lengthy working out.

It is important to remember that it is the mathematical ideas that are important, not the use of technology itself. Technology should not be used if it is not needed. If we can do the same thing with pen and paper, then why not do it that way? For lessons which incorporate technology, the use of technology should have a clear focus and student activities should be carefully planned. All activities should have the students actually doing something with a view to understand a concept, rather than simply seeing what we can do with the technology. Activities should also take into account different student abilities, so that advanced students can keep exploring ideas, while slower students could input all required data.

A major disadvantage of using technology is that students may not see it as important if it is not part of assessment. Teachers and students must have the focus of using technology to enhance understanding of the assessable content and that it is worthwhile. Alternatively, the use of technology could be included as part of assessment.

There are practical and equity issues involved with teaching and learning mathematics through the use of technology. Schools may only have limited computers for student use, or classes might only be able to use computers at school at certain times. The equity disadvantage is obvious where there might be some students who do not have access to a computer or relevant technology at home, or are unfamiliar with their use compared to other students.

I personally think that technology should be incorporated in teaching and learning secondary mathematics, as long as the technology is used appropriately.