{"id":867,"date":"2021-03-15T16:33:49","date_gmt":"2021-03-15T22:33:49","guid":{"rendered":"http:\/\/bolt.athabascau.ca\/?p=867"},"modified":"2021-03-15T16:33:49","modified_gmt":"2021-03-15T22:33:49","slug":"integrating-technology-across-the-curriculum-middle-school-mathematics","status":"publish","type":"post","link":"https:\/\/bolt.athabascau.ca\/index.php\/2021\/03\/15\/integrating-technology-across-the-curriculum-middle-school-mathematics\/","title":{"rendered":"Integrating Technology Across the Curriculum: Middle School Mathematics"},"content":{"rendered":"

Teacher\u00a0Bloggers<\/span>\u00a0 | \u00a0By\u00a0Meghan Hann and K. Elise Hoeppner
\n<\/span><\/em><\/strong><\/p>\n

Welcome! We are glad you came! We are middle school mathematics teachers located on Vancouver Island, British Columbia, working for RCOA<\/a>, an online and blended independent school. We are excited to share with you how our teaching has been enhanced by the use of Piktochart <\/a>in our middle school mathematics planning and teaching, specifically in the area of Statistics. Bates (2005) encourages educators to not only be concerned with reaching the learning outcome of comprehension<\/em>, but also that of application<\/em>,evaluation<\/em>and analyzing<\/em>. Our focus is to equip our students to be able to apply math into their lives as well as honouring the four big learning outcomes mandated by the BC Ministry of Education<\/a>.<\/p>\n

In this conversation, we are going to highlight this one specific technology platform that we utilized successfully. We will discuss how this platform supports the Community of Inquiry<\/a>, as well as the phases of integration, both strengths and needed improvements, in addition to providing a sample lesson plan.<\/p>\n

Knowing that in a class, multiple learning styles are present, it is an accepted challenge of educators to support each individual. It is nearly impossible for one technology to meet this requirement. Therefore, it is key in teaching to provide students with choice, scaffolding, and opportunity to showcase concept understanding, competencies and skills through utilizing a selected technology. In this past year, this technology choice ranged from paper and pencil, Excel, PowerPoint and Piktochart. This is our experience introducing the newest technology, Piktochart, as an option to our classes.<\/p>\n

Come along and journey beside us as we share our perspectives and experiences with you, as blended and online middle school mathematics teachers who are utilizing the Piktochart program, that can be useful for your teaching, learning, and research.<\/p>\n

~Meghan & Elise<\/p>\n

Part One: The Importance of Technology Integration<\/strong><\/p>\n

There is a direct link between the use of technology and different ideologies of teaching and learning. The effectiveness of a technology cannot be judged without making some basic assumptions about what constitutes effective teaching and learning, and the goals and purposes of education and training.<\/strong><\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ~ (Bates, 2005, p. 4)<\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

Community of Inquiry<\/strong><\/p>\n

Central to successful online and blended learning is the theory from Garrison, Anderson and Archer (2000) the Community of Inquiry<\/em>, that provides a framework for teachers, which incorporates social<\/strong>,\u00a0cognitive\u00a0<\/strong>and teaching\u00a0<\/strong>presences. The research in this area provides practical pedagogy to guide the instructor in methods to create opportunities for rich discussions, critical thinking, and opportunities for reflection. The goal of educators is to support student learning. Working with online and blended courses requires specific approaches that the Community of Inquiry has proven to be successful. Specifically applying the three different presences through technological mediums is a unique aspect of distance learning. The three presences of the Community of Inquiry include:\u00a0<\/strong><\/p>\n

Cognitive Presence<\/span>\u00a0<\/em><\/strong>is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).<\/strong><\/p>\n

Social Presence<\/em><\/span> is \u201cthe ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop interpersonal relationships by way of projecting their individual personalities.\u201d (Garrison, 2009)<\/strong><\/p>\n

Teaching Presence<\/span>\u00a0<\/em><\/strong>is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).<\/strong><\/p>\n

\u00a0\"Garrison<\/strong><\/p>\n

 <\/p>\n

Most technologies, if skillfully employed, are sufficiently robust to meet a wide range of educational needs and achieve a wide variety of desirable outcomes.<\/p>\n

~ (Garrison et.al., 2000, p.92)<\/p>\n

\u00a0<\/strong><\/p>\n

Cognitive Presence
\n<\/strong>Learning Styles<\/em><\/strong><\/p>\n

I know my child is a global- spatial-social-reflective-kinesthetic- sanguine-abstract-melancholy-left-brained platypus. <\/em><\/strong><\/span>I just don\u2019t know what to do with it.<\/em><\/strong><\/span><\/p>\n

~ (Barnier, 2009, p.14)<\/strong><\/span><\/p>\n

\u00a0<\/strong>Cognitive presence\u00a0<\/strong><\/span>includes the facets of neuroscience and learning. We appreciate the humour in the above quote by Barnier as it highlights the multiple intelligences from Gardner (1983)<\/a>, which acknowledges that our students do not come to us in a \u2018one-size-fits-all\u2019 mold.<\/p>\n

\""multiple
“Multiple intelligences test results” by ~C4Chaosis licensed under CC BY-NC-SA 2.0<\/figcaption><\/figure>\n

Technology and distance learning are natural allies, because both potentially permit modification of the environment and learning experiences to better accommodate individual needs and preferences of users.<\/em><\/strong><\/span><\/p>\n

~ (Fayh, 2013, p. 4)<\/strong><\/span><\/p>\n

Our goal is to meet and address the different learning styles of our students. We are moving away from zero choice\/paper-pencil tests to greater choice, which includes integration of technology, not for the sake of using technology for technology\u2019s sake (Rice, 2012), but because we believe that many learners can show an application and evaluation of their comprehension through a different medium than the ones traditionally and historically prescribed. When we assess using only print materials it can be \u201cdifficult for students to impose their own order or structure on the subject matter, or to restructure it for themselves\u201d in order to showcase their understanding (Bates, 2005, p. 102).<\/p>\n

We have found that students who consistently score in the top 20% of the class, function well with teacher directed assignments. The students that have mediocre scores on traditional assignments and tests have proven their understanding and competencies when allowed choice in selecting a type of technology that addresses their unique learning style. Piktochart offers presentation reports, options for collaboration, social media graphics, posters and infographics. All of these stunning display choices come with Piktochart\u2019s free subscription.<\/p>\n

Neuroscience<\/em><\/strong><\/p>\n

The science of learning and brain anatomy have implications in the field of education. Our objective of creating long term memory through attention, rehearsal and retrieval, and integration to create new understanding can be successfully accomplished with proper technology. \u201cGarrison (1990) asserts that it is the activities of sharing<\/strong>, application, and critical analysis by the learner, in conjunction with a teacher<\/strong>and content<\/strong>, that converts information to knowledge (pp. 13-14)\u201d (Fahy, 2013, p. 6).<\/p>\n

Schunk (2020) adds that \u201cnovelty attracts attention; the brain tends to focus on inputs that are novel or different from what might be expected. Another factor is intensity; stimuli that are louder, brighter, or more pronounced get more attention\u201d (p. 45). Carefully selected technology, that addresses the above neuroscience research, creates novelty, and thus garners attention, which makes long-term memory more likely. Piktochart encompasses the novelty and various stimuli in both their training demonstrations, as well as in the options for the projects.<\/p>\n

\u00a0<\/strong><\/p>\n

Part Two: Implementation of Piktochart in our Math 9 Statistics Unit<\/strong><\/p>\n

Teaching Presence<\/strong><\/p>\n

Teachers must decide how to better use technology to illustrate the relationship between learning psychology, learning content, and teaching method, and then decide which technology can better achieve these goals.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/span><\/p>\n

\u00a0~ (Huang, 2017, p. 2046)<\/strong><\/span><\/p>\n

In choosing a technology to support our Statistics Math 9 learning outcomes, we decided to introduce Piktochart to our class. We are excited to share our process that included the identification of goals, future improvements and a practical example of implementation through a sample lesson.<\/p>\n

Identification of Goals<\/strong><\/p>\n

Bates (2005) identifies that technology \u201cprovides educators and governments with the capacity to transform radically our whole education system and nowhere is this truer than in the area of flexible and distance learning\u201d (p. 2). The BC Ministry of Education requires students in Mathematics 9 to analyze the validity, reliability, and representation of data to enable comparison and interpretation of statistics in society. Students are to demonstrate the use of tools or technology to explore and create patterns and relationships, and to test conjectures. They are expected to model mathematics in contextualized experiences, communicate mathematical thinking in a variety of ways, as well as represent mathematical ideas in concrete, pictorial, and symbolic forms. We found that Piktochart gave the students the ability to demonstrate both content and competencies required by the Ministry of Education in unique and creative ways.<\/p>\n

Figure 1: Identification of <\/strong>BC Ministry of Education<\/a>\u00a0<\/strong>Learning Outcomes <\/strong>for the Math 9 Statistics Unit<\/strong><\/p>\n\n\n\n\n\n\n\n\n
BIG Idea:<\/u><\/strong> Analyzing the validity, reliability, and representation of <\/strong>data<\/strong><\/a> enables us to compare and interpret.<\/strong><\/td>\nContent Learning Outcomes: <\/u><\/strong><\/p>\n

-BI: analyzing the validity, reliability, and representation of data enables us to compare and interpret<\/p>\n

C: statistics in society<\/td>\n<\/tr>\n

Competencies:<\/u><\/strong><\/td>\nSpecific Goals & Learning Outcomes<\/u><\/strong><\/td>\n<\/tr>\n
Understanding & Solving<\/span><\/td>\n-apply multiple strategies to solve problems in both abstract and contextualized situations<\/p>\n

-develop, demonstrate and apply mathematical understanding through play, inquiry and problem solving<\/td>\n<\/tr>\n

Reasoning & Analyzing<\/span><\/td>\n-model mathematics in contextualized experiences<\/p>\n

-use logic and patterns<\/p>\n

-use reasoning and logic to explore, analyze, and apply mathematical ideas<\/p>\n

-use tools or technology to explore and create patterns and relationships and test conjectures<\/td>\n<\/tr>\n

Communicating & Representing<\/span><\/td>\n-communicate mathematical thinking in many ways<\/p>\n

-explain and justify mathematical ideas and decisions<\/p>\n

-represent mathematical ideas in concrete, pictorial, and symbolic forms<\/p>\n

-use mathematical vocabulary and language to contribute to mathematical discussions<\/td>\n<\/tr>\n

Connecting & Reflecting<\/span><\/td>\n-connect mathematical concepts to each other and to other areas and personal interests<\/p>\n

-reflect on mathematical thinking<\/p>\n

-use mathematical arguments to support personal choices<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Social Presence<\/strong><\/p>\n

Strengths<\/em><\/strong><\/p>\n

Piktochart fostered collaboration and development of social presence<\/span>\u00a0<\/strong>within our classes by developing students\u2019 ability for clear communication and building of relationships. Communication was developed through utilizing Piktochart to share research on their area of interest. This educational technological platform opened up discussion, instruction and team-building opportunities as all students were new to its application. When students presented their Piktochart, relationships were strengthened as they gained more understanding of their peers\u2019 areas of passions and interests.<\/p>\n

Needed Improvements<\/em><\/strong><\/p>\n

Our learning from this past year has encouraged us to further develop our teaching. Having experienced the students interacting with Piktochart, we will set them up for success with a few key experiences prior to their independent project. The Piktochart platform can be overwhelming and intimidating to those students who have not utilized a digital platform for graphing and display.<\/p>\n

In the future:<\/p>\n