The Importance of DisciplineSpecific Graduate Technology Education

1
The Importance of Discipline-Specific Graduate
Technology Education

• 2004 Society for Information Technology Teacher
  Education Conference
• Lynn Stallings, Barbara Ferguson,
• Marjorie Economopoulos
• Kennesaw State University
• Kennesaw, Georgia, USA

2
Context of Course Development

• Purpose of course
• Goals of course
• Technologies
• Mathematics content
• Mathematics teachers

3
Course Objectives

• Based on Georgias Technology Standards for
  Educators, adopted from the ISTE NETS Standards
• 0. Teachers Have Basic Technology Skills.
• Teachers Extend Technology Skills.
• Teachers Build Knowledge of Math Technologies.
• Teachers Use Technology to Teach Meaningful
  Content.
• Teachers Use Research-based Instructional
  Practices.

4
Course Objectives (cont.)

• Teachers Become Ongoing Learners and Critical
  Thinkers about Technology.
• Teachers Increase Their Own Productivity and That
  of Learners.
• Teachers Increase Repertoire of Instructional
  Strategies.
• Teachers Provide Optimal Access in a Variety of
  Configurations.
• Teachers Use Technology in Authentic,
  Interdisciplinary Contexts.

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Technologies

• TI-Interactive
• TI-83 plus
• TI-Connect
• CBLs and CBRs
• TI-Navigator
• WebCT

• Web applets
• Geometers Sketchpad
• Fathom
• Dreamweaver
• Excel Access
• Digital camera

6
Assignments and Activities

• Apply technology to appropriate grade level
  curriculum
• Extend definition of technology beyond computers
• Performance-based assessments for
• middle school mathematics teachers
• secondary mathematics teachers
• county math supervisor
• department chair
• technical college professor teaching online math
  course.

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Successes of the course

• Teachers experienced a variety of technology
  tools.
• Teachers developed confidence as technology
  learners.
• Differentiation made course appropriate for
  teachers with varying technology experience and
  mathematical knowledge.
• Teaming of Mathematics and Education professors
  was professional development for both.

8
Recommendations

• Teachers need the flexibility to develop a deeper
  knowledge of some technologies while gaining a
  familiarity with many technologies.
• Instructors must model effective teaching of
  mathematics using technology.
• Course must balance the learning of new
  mathematics and of new technologies.

9
Thanks for coming!

• Lynn Stalllings
• lstalling_at_kennesaw.edu
• Barbara Ferguson
• bferguso_at_kennesaw.edu
• Marj Economopoulos
• meconomo_at_kennesaw.edu