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Edtech Advocacy &
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X, Y and Devices: Using Technology to Create Inclusive Math Classrooms

Explore and create

Explore and create : Creation lab


Friday, December 4, 11:10 am–12:00 pm PST (Pacific Standard Time)

Victoria Thompson  
Technology integration? In a math classroom? Yes, it’s completely possible! Come learn (and create!) with us on how technology can help provide an academically safe environment for mathematics teaching and learning — environments where students feel secure and confident in engaging with one another, their teachers and math!

Audience: Curriculum/district specialists, Teachers, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Equity & inclusion
Grade level: PK-12
Subject area: Math, STEM/STEAM
ISTE Standards: For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
For Education Leaders:
Equity and Citizenship Advocate
  • Ensure all students have skilled teachers who actively use technology to meet student learning needs.
Additional detail: Session recorded for video-on-demand

Proposal summary

Purpose & objective

The purpose of this session is to demonstrate how technology can help provide an academically safe environment for mathematics teaching and learning. Math course access, curriculum materials, and teacher-readiness varies across all of our nation's schools, but technology can help bridge that gap. Sometimes students and teachers struggle with their math ability due to preconceived notions (i.e. “I was always bad at math”) or negative messages at home or at school. Additionally, there is a lack of women and people of color in fields that are math-heavy, and research unfortunately suggests that these groups are often discouraged from pursuing these careers at an early age. At the end of this session, participants will be able purposefully integrate technology into their math classrooms and promote a more inclusive and equitable classroom environment.

Technology intervention used in this session will be devices (laptop, phone, tablet) for both the students and the teachers in the classroom, Microsoft Forms/Google Forms (online form websites, used for ease of grading, data tracking, and creating engaging questions), Microsoft Teams/Google Classroom/Class Websites (all hubs for posting, sharing, and creating information to share to students), Pear Deck (a digital presentation and engagement tool, used for presenting information and engaging students in analytical thinking), MathShare (a digital problem-solving aid, used for step-by-step solving walkthroughts), Microsoft OneNote (a note-taking app, used for organization of documents, lists, and notes), Script Calculator (a digital inking app for math and problem solving, used for digital inking capabilities), and Khan Academy (a math website, used for enrichment and remediation lessons).

The primary model employed in this session will be an inquiry learning model. Attendees will learn about how using technology to foster an inclusive math classroom through the experience of listening to lesson suggestions, solving open-ended problems in those lesson suggestions, and arriving at solutions in many different ways. Attendees will also have the opportunity to lay the foundation for their own inquiry lessons or adjust modifying lessons to fit this model if they so choose.

Evidence of success will be measured both during and after the session. The metrics during the session are the teacher’s ability to create intellectually ambitious tasks with technology and use technology to create effective scaffolds and supports. When the 2020-2021 school year begins, a survey will be sent out where each educator will reflect on their future ability to engage students in active learning with technology based off of the session.

Outline

First, welcome and introductions will occur. This will be in a peer-to-peer interaction format, where the audience will think-pair-share about themselves and then share with the group. Afterwards, the presenter will introduce herself. Then, following five minutes will be reserved for information on why this topic is important and also the data that supports this. This will be a device based activity, as teachers will log into their devices and participate in this portion using Pear Deck (a platform like PowerPoint where slides are displayed on individual screens). After that, the presenter will share strategies working with 4 different populations (PK-2, 3-5, 6-8, and 9-12) and how integrating technology benefits both mathematics content and the principles of an inclusive classroom. This is more lecture based, but will have opportunities for peer interaction regarding lesson application and strategy suggestions. The following 40 minutes of the time will be spent as a peer-to-peer interaction workshop, where educators will work either in partners or in small groups on modifying pre-existing or future lessons to incorporate technology with the purpose of making the lesson more inclusive. The last ten minutes will be reserved for questions/comments regarding the session or the session topic.

Welcome and introductions will take five minutes. Information on why this topic is important and also the data that supports this will take five minutes. For 30 minutes, the presenter will interactively share strategies working with 4 different populations (PK-2, 3-5, 6-8, and 9-12) and how integrating technology benefits both mathematics content and the principles of an inclusive classroom. The following 40 minutes of the time will be spent as a workshop, where educators will work either in partners or in small groups on modifying pre-existing or future lessons to incorporate technology with the purpose of making the lesson more inclusive. The last ten minutes will be reserved for questions/comments regarding the session or the session topic.

Supporting research

Goals for Achieving Diversity in Mathematics Classrooms - https://www.google.com/search?q=lack+of+diversity+in+math&oq=lack+of+diversity+in+math&aqs=chrome..69i57j33.3507j0j4&sourceid=chrome&ie=UTF-8

What You Need To Know About The STEM Race Gap - https://blog.ozobot.com/steam/need-know-stem-race-gap/

The Science of Color - https://girlspursuingscience.com/black-and-brown-girls-in-stem/

Students Perceptions of Mathematics Teaching - https://www.oecd-ilibrary.org/docserver/9789264039520-6-en.pdf?expires=1568857919&id=id&accname=guest&checksum=75813660DB6F79044DC99F10E0F2DC87

Access and Equity: Promoting High-Quality Mathematics in Grades 6-8 - Book

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Presenters

Photo
Victoria Thompson, Technology Access Foundation

Victoria Thompson is a STEM Integration Transformation Coach and education technology consultant from Tacoma, WA. She is passionate about empowering teachers and students to use technology purposefully and leads professional development for technology integration in math education, decolonizing STEM curriculum, using technology to create inclusive classrooms, and project-based learning as a vehicle for equity. During her free time you can find her at Disneyland with her wife or taking her dog, Ren, on a walk.

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