Incorporating Technology into a Math Classroom

Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | Caley Maida

Course Overview


In this current day and age, technology is becoming an increasingly important tool to use in everyday life. These resources extend to the classroom and can prove to be beneficial to not only the students, but also the teachers. Many schools are provided with some type of technological device, such as SMART Boards, Chromebooks, laptops, or iPads. It is becoming an expectation that teachers will utilize these devices to their full potential. Unfortunately, many teachers are unaware of some of the wonderful and effective ways in which they can use these tools. This mini-course serves to teach teachers about different programs they may use in their own classrooms, specifically, in math classrooms where it may seem impossible to incorporate technology into the lesson plans. National Research Council (2018) discusses "technology's capability to support three instructional goals: linking formal and informal learning to improve learners' outcomes, orchestrating the complexities of instruction in the classroom, and developing students' writing through interactivity and feedback" (p. 180). This mini-course explores each of those goals. Learners will try out different programs and learn about how they can use them to teach, assess, and differentiate in their own classrooms. Each program is unique and contains its own strengths and weaknesses. Learners will be able to see how each one works, so that they may use it productively in their own classroom instead of using it just because of the expectation.

Assessment of Learner Needs

In order to complete this mini-course, learners will need access to the internet. When implementing the skills learned in this mini-course, learners will need their students to have Chromebooks, iPads, or cell phones in order to access the important resources. Learners will need to be open to using technological resources in their classroom and open to the idea of trial and error. Although each of the four tools presented here are fairly simple to create and implement, they still will not be perfected without practice. With more and more usage, learners will be able to grow confident in their abilities to incorporate these resources into their lesson plans, and will learn more of the details along the way.

Performance Objectives

  • After watching a video tutorial on creating an online game, educators will create their own content-specific game.
  • Given information on four different online tools, educators will write a one paragraph description comparing and contrasting the resources.
  • After each of the first three units, educators will complete a 6-9 question survey assessing their understanding of the online games.

Course Units

This mini-course includes the following four units. Click the title of a unit to go to its page.

Unit 1: Kahoot!

During this unit, learners will practice using Kahoot! This online tool gives quizzes to students as a class and is administered in real time. This multiple-choice form of assessment is formatted in a game style that keeps track of scores throughout the process.

Unit 2: Quizziz

In this unit, learners will practice with a game similar to Kahoot! named Quizizz. Quizizz is an assessment in the form of a game. It engages all students in real time while also allowing them to answer the questions at their own pace. Students compete on a leader board based on accuracy of answers.

Unit 3: Desmos

This unit teaches about an interactive technological tool called Desmos. Desmos is an online program that allows students in the same class to work together to make discoveries on different topics. Teachers choose which game to give their students, and then the students give each other clues or ask/answer questions to solve the problem.

Unit 4: DeltaMath

The final unit is based off of another online resource called "DeltaMath." DeltaMath is an independent activity for students and may be used in class or out of class. Teachers are able to choose lesson topics and the website randomly assigns students to these problems. This resource includes a "Hint" button for students to view a similar worked out example that will help them solve their own question.

Extended Resources
Mayer, Richard E. (2007). Learning and Instruction, Second edition. Merrill Prentice Hall.
National Research Council. (2018). How People Learn II: Brain, Mind, Experience and School. National Academies Press.