User:Emilyude

Return to: ETAP 623 Spring 2018 Section 6476 | BYOD In The Mathematics Classroom

About Me

I graduated from Manhattan College with a bachelor's degree in Secondary Mathematics Education. During my time at Manhattan, I played four years on the collegiate soccer team and was a member of the L.O.V.E program (Lasallian Outreach Volunteer Experience). I am currently a high school Algebra and Geometry teacher on Long Island. The school that I teach in has about 1,500 students and class sizes of about twenty five students. We have recently received a grant which allowed the district to purchase Smart Boards and Google Chrome Books. For this reason, I was interested in a master's degree of Curriculum Development and Instructional Technology. I am currently enrolled and have just started my first semester.

My Topic and Purpose

BYOD In The Mathematics Classroom

Technology is a powerful tool that can support and transform learning in the classroom. While technology has the potential to be a distraction, it can also make learning more engaging and prepare our students for the technological future ahead of them.

Learning Outcomes

Learners will be able to:

Select technological resources that can be implemented in a high school mathematics classroom and describe how these tools would be beneficial.
Manage a BYOD policy that will ensure a successful learning environment.
Troubleshoot potential elements of technological devices in the classroom.

Needs Assessment

Problem: The bring your own device (BYOD) movement has grown rapidly the last few years. "In fact, about 83% of U.S. schools school districts ... plan to have policies allowing student devices to be used in the classroom for learning" (Kolb, 2018). With this movement toward one-to-one devices, it is essential that teachers, students, parents, and administration have a mutual understanding regarding the appropriate use of technology in the classroom. A well developed BYOD policy will ensure that students remain on task and engaged throughout the learning process. To ensure that technology is used properly in the subject area, educators must have a strong understanding of how the resource supports learning and ties directly to the learning objective. The use of technology can be a seamless transition if educators are willing to develop a well structured policy in agreement with students, parents, and administrators.

Gathering Information on the Problem:

In a survey that I sent to fourteen mathematics teachers in my department, 10 responded.

Survey questions:

1. How long have you worked in the education field?

2. How frequently do you utilize technology in the classroom?

3. Which of the following tools have you used in your classroom? (Google Classroom, Quizizz, Kahoot, Poll Everywhere, Quizlet Live, QR Codes, ALEKS)

4. Do you have an electronics policy in your classroom?

5. If a student forgot their smart device would you allow them to use their cell phone?

What is To Be Learned:

Participants in this course can expect to design a BYOD policy and implement technological tools into their everyday classroom.

Learners:

This course is designed for teachers in a secondary mathematics classroom. It is aimed at assisting teachers who wish to implement a BYOD policy into their classroom and incorporate technology tools that will benefit their students' understanding.

Analysis of the Learner and Context

The learner in this course is a mathematics teacher in the 7-12 classroom setting. The BYOD policy and many of the technology resources can be alter to use in different subject areas. Participants need access to the internet, a computer, and Smart Board. Participants should also be familiar with navigating the computer and using a variety of smart devices such as cell phones, Chromebooks, tablets, etc. This course will incorporate different technology applications such as Quizlet, Quizizz, and Evernote so, the participant should be willing to investigate and implement new strategies into the classroom setting.

Performance-Based Objectives

To demonstrate learning, the participants will:

Create a BYOD policy that can be implemented in the classroom.
Develop a technology resource for a mathematics classroom and summarize how the application will enhance the lesson.
Generate a Google Document for potential troubleshooting elements.

Task Analysis

1. Goals:

Terminal Goal: Participants will be able to create a bring your own device (BYOD) policy, develop technological resources, and provide troubleshooting elements for a mathematics classroom.

Enabling Goals:

Participants will understand how to structure and communicate a successful BYOD policy.
Participants will become comfortable developing at least one technological resource.
Participants will develop strategies for potential technology problems.

2. KASI:

Knowledge:

Navigating the internet.
Using a variety of smart devices.
Mathematics content.

Skills:

Ability to navigate the internet.
Ability to take screen shots and import images.
Experience with Google Documents.
Identify learning objectives that could be enhance with technology.

Interpersonal Skills:

Effective communicator with students, parents, and administration.
Effective at asking questions when unsure of how to accomplish a learning task.
Willing to implement new strategies into the classroom environment.

3. Pedagogical Approach:

Unit 1 BYOD Policy: Instructivist - Participants will learn from the information provided on BYOD policies. Constructivist - Participants will apply this knowledge and create a BYOD policy.

Unit 2 Technology Tools: Instructivist - Participants will learn about three different applications that can be used in the mathematics classroom. Constructivist - Learners will create their own technology resource that can be implemented into the classroom.

Unit 3 Troubleshooting: Instructivist - Based on their experience creating and implementing the application, participants will create a Google Document with a list of troubleshooting elements.

Curriculum Map

References and Resources

1. Liz Kolb. (2018). Ensuring Equity In Your BYOD Classroom. ISTE Journal.

2. Ulmer, R. (n.d.). Steps for Implementing a Successful BYOD Program at Your School. Retrieved April 10, 2018, from https://www.sutori.com/story/steps-for-implementing-a-successful-byod-program-at-your-school