Running Head: MATH CLASSROOM: TECH IT TO TEACH IT 1

The Math Classroom: Tech It To Tech It

MATC Synthesis Paper

In partial fulfillment of the requirements for the

Master of Arts Degree in Curriculum and Teaching
Department of Teacher Education, Michigan State University

Erica Skrip

April 9, 2017
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Yes, thats it exactly Mr. Panda, assures seven year old me as I point to my Little Tikes

easel board.

Mr. Panda and his best friend, a Cabbage Patch doll with hair drawn on using a

permanent marker, smile back at me.

Nice work, students. I boast.

I remember it like it was yesterday. I regularly turned my playtime into school time, my

stuffed animals into students, and the newspapers into homework. Ive been working on

perfecting my teaching strategies since I was a little girl. Thankfully, since then Ive taken a few

classes!

My name is Ms. Skrip or Erica to most adults. I am a fourth year teacher at Chandler

Park Academy High School, a public charter just north of Detroit, Michigan. I live on the east

side where I grew up in St. Clair Shores. After attending a local high school, I remained close by

to attend Wayne State University in Detroit. I graduated from Wayne State in 2013 with a

Bachelors of Arts in Secondary Education, majoring in mathematics education and minoring in

health education. Majoring in math was an easy decision. I have always loved the subject, even

as a small child. Mr. Panda was forced to take plenty of math classes growing up.

During my time at Chandler Park I have taught predominantly ninth grade Algebra 1.

Other classes that I have taught include: Algebra 2, College Algebra, and Pre-Calculus. Our

mission at CPA is to deliver academic excellence, character development, and leadership for the

urban child who would benefit from a culturally and academically enriched preK-12 college and

career preparatory education. This culture is promoted throughout the district by fostering a

learning environment that encourages all students to explore and identify their own strengths

meanwhile mastering the content and skills that will make them successful in future endeavors.
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As a result, our district is a competitively ranked public high school in our area and continues to

promote academic success. These initiatives and the culture created here align with many of my

values and principles of education.

After a couple years of teaching I began to develop an idea of how I might imagine

myself expanding my skill sets in the classroom and eventually stretching my experience outside

of the classroom. I look forward to working in the classroom for several years to come but in

time, I would like to pursue a position related to the development of curriculum or offering

training and support to teachers. While I see many of my colleagues pursuing careers in

administration, I have been faithfully dedicated toward investigating the development,

implementation, and monitoring of curriculum in the classroom. While looking into graduate

programs, I came across Michigan States MATC program. I was grateful to learn that the

MATC program at MSU was designed in a way that aligned with my teaching goals. Michigan

State outlines the goals of the program critical inquiry, accomplished teaching, and

collaborative professional development. I knew this was going to be exactly what I wanted.

Eventually I felt comfortable enough to embark on a new educational adventure. I began the

MATC program at Michigan State University in September 2015.

As my years in education increase and I conclude my coursework, I realize I have an

even stronger passion for teaching now than prior to beginning graduate school. More specific

passions, if you will. Throughout my last couple of years I have used my courses and program

plan to purposefully focus on using technology in math classrooms and in math instruction. I am

appreciative that the MATC program permits me to tailor my course plan allowing me to

concentrate on not just mathematics education, but also the use of technology in the mathematics

classroom. I was able to explore and discover the countless opportunities allotted by technology.
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Of my seven selected artifacts, three of them are based on technological tools and

highlight my area of focus, teaching math with technology. Artifacts three, four, and five vary

between an evaluation template, an interactive review game that students can play on their

phones or other Internet devices, and a self-made vodcast, respectively. These projects have

proven to be some of the most meaningful works I have completed relevant to the incorporation

of technology in my classroom and my overall philosophy of teaching. These artifacts also

illustrate standards of the MATC program, particularly ones that align with my own personal and

professional goals as an educator: understanding and commitment to students and their diversity,

understanding of subject matter, how to teach it, and how to design curriculum, instruction, and

assessment to foster students understanding, and reflective, systematic inquiry and study or

refinement of ones practice.

When using technology in the classroom, I have found that there is an abundance of

research and resources to consider. I will elaborate on just a few ideas that I have found to be

significant throughout my coursework. To begin, teachers must understand the theoretical

framework behind using technology in the content area. TPACK, or Technological Pedagogical

Content Knowledge, is a framework established in order to illustrate the pedagogical model.

According to TPACK, expert teachers now are those who can bring together knowledge of

subject matter, what is good for learning, and the technology itself (Koehler & Mishra, 2009).

This framework was first introduced to me during TE 831 Teaching School Subject Matter with

Technology. It continued to be relevant throughout my later courses. In mastering TPACK, I

examined technology and its application in the classroom. Teachers must deliberately plan to

use technology. We must execute with a purpose and acknowledging when we reach various

levels of implementation. These tiered levels make up the SAMR model, a framework that helps
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educators integrate technology in their classes and to understand the levels of rigor involved in

that work. The model's simple design is made of four levels: substitution technology acts as

direct tool substitute with no functional improvement, augmentation technology acts as direct

tool substitute with functional improvement, modification technology allows for significant

task redesign, and finally redefinition technology allows for the creation of new tasks that were

previously inconceivable (SAMR Model for Teachers 2017). The SAMR model helps us

understand the complexity involved in successfully planning and implementing technology in the

classroom.

In our conscious efforts to integrate technology into our lessons, we must be attentive.

Throughout my coursework I have seen technology be used for remedial purposes, instructional

or fluency purposes as well as enrichment purposes. In CEP 805 Learning Math with

Technology, this is a prominent focus laying the groundwork for the course project, an online-

based collection of technological tool and resource evaluations. My classmates and I have been

collaborating to build an online catalog that is made of evaluations of various technological

tools. The template that I have used in these evaluations can be viewed in Artifact Three. It

wasnt until this course that I learned to be deliberate in my planning with technology.

Technology can be our savior or our adversary. In his publication in Research on Technology

and the Teaching and Learning of Mathematics, Glendon Blume writes, Technology can

change the nature of opportunities for the mathematical activities of conceptualizing,

representing, generalizing, symbolic work, and modeling as well as for student roles (Blume

2008). We learn that technology can expand the opportunities for conceptualizing math

concepts, technologies can afford students opportunities to learn and create multiple

representations, and these tools are able to support the generalization of mathematical activities
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(Blume). However, Blume goes on to say, the availability of multiple representations does

not ensure enhanced learning what matters is the action taken on those representations as well

as the reflection on that action (Blume). In my earlier years of teaching I found myself using

technology just for the sake of using it. Since, as a more refined and matured educator, I have

learned of and embraced the valuable affordances of technological tools and resources. I now

use this information constructively to enrich my classroom instruction.

As with any teaching practice, and as Blume assured us, we must be reflective when we

are integrating technology in our daily lessons. I often asked myself questions such as, Is it

serving the purpose I intended? Was it motivating to students? In what ways did I pass the

substitution level of implementation? How can I increase its efficacy in my next lesson? I

found that the more time I dedicated to reflecting about the delivery of my lessons, and the more

deliberate I was in my intention and selecting of the technology, the more engaging and effective

my lessons became. Our program goals describe the need for deep reflection of ones own

beliefs and practices. It goes on to say there should be evidence of monitoring students needs

and adapting accordingly (Kurf 2017). Although its not always comfortable, Brianna Crowley

points out in her article, Tips for Tech-Cautious Teachers, Occasionally, we teachers need to let

ourselves experience discomfort and uncertainty, just as we expect our students to do (2012).

Ms. Crowley makes this claim in reference to both the using of technological tools as well as the

self-reflection about such a lesson. Amy Vetter, author of Teachers as Architects of

Transformation: The Change Process of an Elementary-School Teacher in a Practitioner

Research Group, used the work of education theorists Dewey, Schn and Kegan to support her

claims regarding teacher change. An advocate of teacher reflection, she credited Schn and

wrote, teacher transformation occurred through reflection about personal experiences in the
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classroom that analyzed, adapted, and challenged assumptions. He believed that teachers were

likely to assess, understand and learn from experiences (2012). Vetters writing argues that this

self-assessment, or reflection, is necessary in the profession as education is a dynamic and

continuously changing field. Consequently, teachers must be willing and capable of continuous

change. Reflection makes this possible. Using technology in lessons, especially if you

previously had not, can be intimidating. It can also be a colossal fail at times. I have had the

wonderful experience of this. Thankfully I had colleagues, both in the workplace and on D2L,

that were available to aid me and be entirely supportive. Hiccups will occur and these are

obstacles that we must and will overcome. I found that jornaling during my lunch hour was a

great way to help with these ideas and struggles.

I have also dedicated a considerable amount of my studies in the MATC program

focusing on creating classroom cultures that are supportive to all students. Over the past two

years I have concentrated on building environments that promote the lifetime learning of each

and every student regardless of gender, race, religion, socioeconomic status, sexual orientation,

or any other distinguishing trait. Again, I am grateful that the program at Michigan State

University has allowed me the flexibility to plan my coursework as I see fit based on my own

teaching goals. While reviewing research in TE 818 Curriculum in its Social Context and CEP

832 Educating Students with Challenging Behaviors, I have developed four ideas or strategies

that I believe are effective in helping build a nurturing classroom environment. 1) Building

relationships with both students and parents, 2) effective classroom management, 3) solid

strategies for remediating challenging and otherwise off-task behaviors and 4) working closely

with special education or otherwise low-performing students.

Building relationships with your students and their parents or families is one of my top
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strategies for creating a positive environment for students. Elaine Chan is an assistant professor

of diversity and curriculum studies in the Department of Teaching, Learning, and Teacher

Education, College of Education and Human Sciences, University of NebraskaLincoln. In her

article, Student experiences of a culturally-sensitive curriculum: ethnic identity development

amid conflicting stories to live by she writes, When students come to school they bring their

[various] home cultures, developed through interaction with family and community members

(Chan 2007). It would be inexperienced of us to think that as our students walk in, they are all to

speak, listen and behave in the same way producing the same results. We must accept the

diversity of our students and create a culturally relevant curriculum that will support and promote

their success. We must initiate positive conversations with students homes and commit to

learning something culturally relevant about each of our students. When students know that you

have an interest in them, their interests, or in their life at home, they are more likely to build a

student-teacher relationship that in turn increases their learning experience in the classroom.

Building this repertoire amongst students should be a key element in your classroom

management plan. Thoughtfully designing and implementing a classroom management plan will

also help develop a positive classroom environment. Classroom management plans (CMP) are

useful for outlining policies, rules and procedures, establishing positive and negative

reinforcements, communicating the classroom discipline policy, etc. These plans are also largely

responsible for setting the tone of your classroom. Artifact Seven is an online-based presentation

that models the development of a comprehensive CMP. While taking CEP 841 Classroom

Management in the Inclusive Classroom I created the presentation on a public format so it is

accessible to anyone. I also had the opportunity to share my presentation at one of our staff

meetings. My colleagues appeared to be impressed and a few shared that the presentation has
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made their beginning plans next year so much less stressful! I was glad to have had the

opportunity to not only share my work with others, but to see someone so thankful. My current

CMP is a living and breathing document, something that I am continuously working to improve

and find ways to create the classroom feel that I am looking for.

I believe that it is imperative to include plans or strategies for dealing with challenging

behaviors in your classroom management plan. These plans should be clear and specific, firm

but fair. Students should never be able to play the, I didnt know, card. In the most difficult

situations, you should have specific plans set aside aimed toward working with a particular child

and a particular behavior issue. During CEP 832 Educating Students with Challenging

Behaviors, I had the opportunity to complete a case study focusing on one child in particular.

This project brought my attention to new ideas regarding discipline and modifying behaviors that

I was then able to attempt with my case study student. Some students require a different

approach. Which brings me to my last strategy, working closely with special education or

otherwise low-performing students. After several years of working with ninth graders I have

found several common trends in the classroom, one of which is self-doubt. This is particularly

true of my most struggling students. However, I have found that making an extra initiative to

build a relationship with these students makes a huge difference in their motivation. Once I can

get them motivated to work I can better monitor their understanding and work closely with them

to improve their fluency.

Developing and maintaining a culturally relevant environment and curriculum is a multi-

dimensional task that takes thoughtful initiative. As teachers, we must gracefully accept the

cultures of our students as they come while attempting to establish an additional and separate

culture of the classroom that encourages our unity as a learning group but still maintains the
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individuality of each student. This balancing act illustrates dedication to the diversity of our

students and a critically inquisitive mindset. Teachers must know that students care about school

more than we think. In the article, Reconstructing the Cultural Context of Urban Schools:

Listening to the Voices of High School Students, Jennifer Friend and Loyce Caruthers from the

University of Missouri-Kansas City shared their gatherings after listening to the voices of high

school students in urban settings. Students shared what they loved about school, including

relationships with teachers, seeing friends, hands-on learning activities, one-on-one time with

teachers, the atmosphere at school, mathematics, and a general love of learning (Friend &

Caruthers, 2012). Of the seven things listed, five are related to the cultural and environmental

status and feeling of the school day. They care and they especially care about their environment.

I believe that my time in the MATC program at Michigan State has allowed me to create

a learning experience that has and will continue to help me grow as an educator. I have

identified ways of creating a classroom culture that promotes the success and achievement of all

students. I have discovered ways to embrace the multiple learning styles of my students and

create lessons that are differentiated accordingly using technology. I have fine-tuned ways of

finding, selecting, evaluating and using technological tools as significant learning opportunities.

The list goes on and on. Meanwhile, I have realized my interest in expanding my professional

goals as a teacher. In future endeavors I would like to continue to pursue my focus in using

technology to teach and support the teaching of secondary math. I will also continue to stay

abreast the latest pedagogical movements in relation to creating classroom cultures. Usefully, in

the making of my portfolio I have been able to illustrate these focus areas using my selected

artifacts and commentaries.

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REFERENCES

Blume, Glendon. (2008). Algebra and Function Development. Research on Technology and the

Teaching and Learning of Mathematics. Research Syntheses. 1.

Chan, E. (2007). Student experiences of a culturally-sensitive curriculum: ethnic identity

development amid conflicting stories to live by. Journal of Curriculum Studies, 39(2),

177-194. doi:10.1080/00220270600968658

Crowley, B. (2012, October 24). Tips for Tech-Cautious Teachers. Education Week: Teacher.

Friend, J., & Caruthers, L. (2012). Reconstructing the Cultural Context of Urban Schools:

Listening to the Voices of High School Students. Educational Studies, 48(4), 366-388.

doi:10.1080/00131946.2011.647152

Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge?

Contemporary Issues in Technology and Teacher Education , 9(1), 60-70.

Kurf, Paul Dr.. (Spring 2017). TE 872: Teachers as Teacher Educators [Syllabus]. Location:

College of Education, Michigan State University.

SAMR Model Explained for Teachers. (2017). Retrieved from

http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html

Vetter, A. (2012). Teachers as Architects of Transformation: The Change Process of an

Elementary-School Teacher in a Practitioner Research Group. Teacher Education

Quarterly, 27-49.