College of Teacher Education & Leadership
Arizona State University
EDT 548: Using Technology
in Mathematics and Science Education
Dr. Alice Christie

Course Description

EDT 548: Using Technology in Mathematics and Science Education is a hands-on exploration of technologies and their applications in mathematics and science education. It is geared to meet the needs of K-12 educators and emphasizes collaboration between participants. Theoretically, technologies are viewed as useful tools for integrating curriculum and for helping educators re-vision curriculum. Social, philosophical and theoretical issues surrounding the use of technologies in mathematics and science education are explored in the class readings and discussions.

Note: EDT 548 (Using Technologies in Mathematics and Science) is a parallel course to EDT 547 (Using Technologies in Language Arts and Social Studies). Students should choose one of these two courses depending on their interests and teaching assignments.

An important goal of this course is for students to be empowered by technologies to enhance instruction in mathematics and science classrooms. Students should gain a solid understanding of software and hardware appropriate for their classrooms as well as the motivation to use technology for personal and professional purposes within their classrooms. Upon completion of this course, students should be able to:

1. demonstrate an understanding of and an ability to use email to communicate with others;
   
2. demonstrate an understanding of and an ability to use a blog to communicate with others;
   
3. demonstrate an ability to use a wide variety of hardware, software, and Internet-based tools that are applicable for mathematics and science education within elementary or secondary classrooms;
   
4. demonstrate an understanding of and an ability to use a variety of browser tools: navigation, search engines, bookmarks, and others to locate and use electronic resources available on the Internet;
   
5. demonstrate the ability to utilize the Internet to locate math and science lesson plans and resources;
   
6. demonstrate the ability to evaluate the pedagogical soundness of math and science lesson plans and resources available through the Internet;
   
7. develop a WebQuest which incorporates the use of technologies and technological resources by both teacher and students with special emphasis on mathematics and science;
   
8. demonstrate an understanding of exploratory learning as facilitated by electronic simulations and electronic manipulatives;
   
9. develop a unit of study facilitated by electronic simulations and electronic manipulatives;
   
10. demonstrate an understanding of the National Council of Teachers of Mathematics Standards, the National Science Education Standards, and the Arizona Academic Standards as they apply to using technologies with mathematics and science classrooms;
    
11. develop (through the integration of the class readings, class discussions, personal use of technologies, and personal philosophy of education) a theoretically informed argument for using technologies to enhance and/or re-vision mathematics and science curricula;
    
12. demonstrate the ability to conduct scientific inquiry and synthesize relevant information regarding the use of technologies in mathematics or science education;
    
13. deal effectively with the frustrations that are inherent in using technologies.
    

    

Students will participate in an action-oriented classroom that will feature lecture, illustrated lecture, discussion, demonstration, hands-on activities and presentations, and project presentations. The emphasis will be on doing rather than talking about computers and telecommunications.

Additional lab time beyond the scheduled course hours will be necessary to fulfill the course requirements. University policy specifies that students should expect to complete two hours of work OUTSIDE CLASS for every hour of work IN CLASS. You may use the computers in Fletcher Library and Technopolis any time the Library is open. Additional lab time beyond the scheduled course hours will be necessary to fulfill the course requirements. Hours for Fletcher Library and Technopolis for Fall 2006 are:

Your assignments provide you with what I consider to be a minimum amount of hands-on time. The more you use and experiment with computers and software, the richer your learning experience will be.

• All assignments should be word processed and consistent with upper division university writing; that is, university level grammar, correct spelling, and logical, clear organization.
  
• Class sessions will begin on time. Please make every effort to be prompt.
  
• Because of the condensed nature of this course, attendance is mandatory. Please call the instructor before class should an emergency arise.
  
• Cheating: Cooperative or collaborative learning is encouraged! However, understand the fine line between collaboration and cheating. Turning in the work of another person is considered cheating and offenders are subject to university disciplinary action.
  
• Be courteous to your classmates and turn OFF cell phones and pagers during class.
  
• Please notify me if you have a disability and I will do everything I can to accommodate your learning experience.
  

1. Electronic Mail, Course Readings and Blogging (10%)
   
   You will use electronic mail to communication with me and your classmates. The minimum requirement is to email any questions or comments you have, and email your classmates regarding any group assignments.
   
   You will use blogging to communication with me and your classmates with responses to your online readings. The course readings were selected to challenge and broaden your thinking about the use of technologies in mathematics and science education. Course readings have four parts:
   
   Part 1: The "Every Week Readings" provide recent and newsworthy ideas to make science and math relevantevery day to your students. Post one story and a summary to our Math Science News of how you will use this story in your classroom. This assignment is due once weekly (Weeks 2-14).
   
   Part 2: There are several required readings and reading responses due Weeks 2, 4, 6, 8, 10, 12, and 14 (our "online weeks). You will each create a reading response blog (using Blogger.com) to complete this assignment. You should read and respond to each article via your blog BEFORE class as listed in the schedule of assignments and class activities.
   
   Part 3: The Optional Reading were selected to help you with a special interest AND with your research paper (see below). Choose one article from the Optional Readings Weeks 3, 5, 7, 9, 11, and 13. There is no formal response to these readings, but you should incorporate the information your gather into your research paper (being sure to cite your sources).
   
   Part 4: Respond to the reading response blogs of two of your classmates on Weeks 2, 4, 6, 8, 10, 12, and 14.
   
   Description of Reading Responses. Your reading responses should include short summaries of the articles as well as your response to the articles (a rebuttal, a critique, a classroom application of an idea, an extension of the argument, etc.). I encourage in depth participation, as the more you use these tools, the more facile you become with them.
   

2. Digital Media Project (15%)
   

   You will use the digital camera or digital camcorder to capture images of mathematical or scientific aspects of everyday life. This assignment has three parts:
   
   Part 1: Incorporate spreadsheets and/or graphing in some way in this project
   
   Part 2: Present your project to the class in either a slide show or iMovie™ format with a brief synthesis of your discoveries.
   
   Part 3: Write a two-to-three-page overview of how elementary or secondary teachers can incorporate the use of digital cameras and/or camcorders into the teaching and learning of their classrooms.
   

3. Internet Resources for Math and/or Science (10%)
   
   During this class, you will have ample time to explore the Internet. So that this experience has some meaningful direction, you will develop a Math and/or Science Internet Resources Site for your students in which you select sites which you feel are helpful for mathematics or science instruction. Please use a format similar to this:
   
   
   • Name of the site
   • URL (address) of the site
   • Intended audience
   • Description of the site

   You should expect to list a minimum of 25 sites in this project, but you may include as many as you wish.
   
   Samples of the Internet Resources Projects by 2002 EDT 548 Students. Click on any student's name for a model.
   

4. Lesson Plans in Mathematics and Science (5%)
   
   

   While browsing the Internet, you will find many places which offer lesson plans for teachers. Using the model listed below, locate and evaluate what you consider to be 5 pedagogically sound lesson plans. Provide a link to the online lesson. Explain the reasons for your choices. At least one of the lesson plans you rate as pedagogically sound should incorporate the use of spreadsheets and graphing in K-12 classrooms.
   
   Note: You will probably review 20 - 25 online lesson plans before finding five that you consider to be pedagogically sound.
   
   Model to use
   Examples of prior students' assignments
   

5. WebQuest with a Math or Science Focus That Incorporates Spreadsheets/Graphing Activities (20%)
   
   The theoretical stance of this class is that technology can help educators move away from a "sage-on-the-stage" view of education in which the expert teacher dispenses prescribed knowledge to a group of empty-headed and passive students to a "midwife" view of education in which students are considered active and knowledgeable participants and teachers are thought of as midwives who facilitate the birth of new and open-ended ideas among all members of the learning community. Given this theoretical stance, you will develop a WebQuest which should: be appropriate for your grade level; explore a fairly broad theme; cut across curricular boundaries as much as possible; and incorporate the use of technology as much as possible.
   
   

   Numerous examples (possible models) of WebQuest are available at the following sites: Bernie Dodge's WebQuest Search Portal Alice Christie's WebQuest Matrix Bernie Dodge: A WebQuest about WebQuests for Elementary Teachers Bernie Dodge: A WebQuest about WebQuests for Middle and High School Teachers
   Finding Resources for Your WebQuest: Step Zero: What to Do Before Searching Four NETS for Better Searching Specialized Search Engines and Directories Alice Christie's WebQuest Resources
   Recently Added Resources from Bernie Dodge FOCUS: Five Rules for Writing a Great WebQuest A Taxonomy of Tasks WebQuest Design Patterns WebQuest Design Patterns (Alternative Form) Design Patterns for Science
   Other Resources Readings and Training Materials Tapped In Online discussion with educators about important and timely ideas and strategies. Sample WebQuests in Science Arthur's Tooth (Elementary School) Classification of Living Things (Upper Elementary School) Food Chain Gangs (Middle School) Erosion and the Grand Canyon (Upper Elementary, Middle School) El Nino (Middle and High School) Solve It with Logic (High School) Sample WebQuests in Math Designing and Building a Montessori Playground (Elementary School) Create a Restaurant (Elementary School) Chocolate: A Multidisciplinary WebQuest (Upper Elementary School) P.S. I Love You (Middle School) Boil, Boil, Toil and Trouble (High School) Geometry in Real Life (High School)

   
   
6. GPS, GoogleEarth, or Geocaching Project (20%)
   
   You will create a content-specific, standards-based unit that incorporates the use of GoogleEarth, GPS capabilities and/or geocaching that is appropriate for your grade and content level. Ideally, it will dovetail with, or be used in association with, either your WebQuest or your Digital Media Project. Be sure to incorporate spreadsheets/graphing into this unit.
   
   As this is the first time I have created this assignment, I have no models to share with you. So, think of yourself as a pioneer, setting the standard for future students.
   
   
7. Research (Synthesis) Paper:
   Theoretically Informed Argument for the Use of Technologies to Enhance Mathematics and Science Teaching and Learning (7%)

   You will write a synthesis paper that explains specific reasons and ways technologies can be used to enhance the teaching and learning of science and mathematics at the elementary, middle or high school level. The paper should include both a general argument for the use of technologies in science and math classrooms, as well as specific examples of technologies and their uses in these classrooms. You are encouraged to cite class readings, among others, in the reference section of your paper. You will probably wish to focus on key objectives for this class in this paper.

8. Reflections (7%)
   After completing your assignments, write a three-five page reflection on the topics listed below. Explain its usefulness to you as an educator and how you might apply these learnings to your future workplace. Write Reflections on the following topics:
   

   • Email, Blogging and Course Readings
   • Digital Media Project
   • Internet Resources for Math and/or Science
   • Lesson Plans
   • WebQuest
   • GPS, Google Earth, or Geocaching Project
   • Research Paper

9. Participation (6%)

Summary of Assignment Presentation:

You may submit your assignments electronically or in paper format.

If you choose a paper format, all assignments should be organized in a portfolio. Your Reflections about each topic/process should be filed at the beginning of each section. Your portfolio should include a Table of Contents and Dividers for each of the seven sections described above.

If you choose a web format, each assignment should become part of a new or existing web site.

Schedule for EDT 548: Using Technology in Mathematics and Science Education Fall 2006
Type	Date	In Class Activities	Assignments
Class 1: Face-to-Face	August 24	Introductions Review of Syllabus/Assignments Introduction to Dr. Christie's Site eMail Database Blogging Groups/Set up Blogs Constructivism Internet Search Engines/Bookmarks In-Class Exercise on Spreadsheets	Purchase Portable Storage
Class 2: Online	Week of August 28	NCTM/NSE /AZ Standards on the Net	Class 2 Readings and Blog Responses
Class 3: Face-to-Face	September 7	Introduction to WebQuests Examining WebQuests on the Net Pedagogical Principles for Lesson Plans Location of Math & Science Lesson Plans Brainstorming Digital Media Project	.
Class 4: Online	Week of September 11	Begin WebQuest, Internet Resources and/or Digital Media Project	Class 4 Readings and Blog Responses
Class 5: Face-to-Face	September 21	Using Spreadsheets in Math and Science Logo and the Logo Roamer	Lesson Plans Due
Class 6: Online	Week of September 25	Work on WebQuest, Internet Resources and/or Digital Media Project WebQuest: Rubrics and Standards	Class 6 Readings and Blog Responses
Class 7: Face-to-Face	October 5	Using Manipulatives in Math and Science: Calculators/Electronic Calculators GPSs/Probes Work on WebQuest and Internet Project	Internet Resources Due
Class 8: Online	Week of October 9	Work on WebQuest, Internet Resources and/or Digital Media Project	Class 8 Readings and Blog Responses
Class 9: Face-to-Face	October 19	Using Digital Media in Math and Science Presentations of Internet Resources	Inspiration Web
Class 10: Online	Week of October 23	Work on WebQuest, GPS/Geocaching and/or Digital Media Project Synthesis Paper Peer Feedback	Rough Draft Synthesis Paper Due Class 10 Readings and Blog Responses
Class 11: Face-to-Face	November 2	Understanding Mathematics CD Producing Math/Science Manipulatives Using GoogleEarth in Math and Science	Digital Media Projects Due
Class 12: Online	Week of November 6	Finish WebQuest WebQuest Peer Feedback	Class 12 Readings and Blog Responses
Class 13: Face-to-Face	November 16	Final Revisions on WebQuests Presentations of Digital Media Projects	WebQuests Due GPS/Geocaching Projects Due
Class 14: Online	Week of November 20	Finish GPS/Geocaching Projects	Class 14 Readings and Blog Responses
Class 15: Face-to-Face	November 30	Presentations of WebQuests Presentations of GPS/Geocaching Projects Conclusions Evaluations and Celebrations	Synthesis Paper Due Portfolios Due Reflections Due

Notes: Complete Readings BEFORE Class each week.

Bolded Items represent assignments due that week.

EDT 548 is a graduate course which includes both theoretical and practical experiences. All written work, oral work, and class participation will be evaluated. Feedback will be provided regularly.

Participation is considered to be one of the most important aspects of your evaluation. Since this class is highly participatory, attendance and a high level of participation are mandatory.

Each of the class components will be assigned weights as follows: