The Technology "Crutch"

Over the past few weeks, I have been working on a few projects for a Technology in the Secondary Mathematics Classroom course that I am taking at Auburn.  I have learned a lot of new things, and we definitely aren’t done yet! I am looking forward to all the new things that I will learn about over the rest of the summer. 

So…why is this “blog relevant”??

I have realized something over the last few weeks that I never really consciously realized before.  If you are using Dynamic Geometry Software, Graphing Calculator, or some sort of Mathematical Action Technology, you MUST still understand the mathematics behind what you are doing (NCTM, 2009).  You can’t complete an activity just because you are using technology because the technology can’t do the work for you.  You have to also have an understanding

Here is how I came to this realization: I am working on a project for my technology class using Dynamic Geometry Software: specifically Geogebra and a TI-Nspire CAS.  My geometry skills aren’t perfect by any means, but in order to complete this project, I have to have some understanding of vocabulary and an understanding of how to use the technology to accomplish the goal. 

A lot of times, people who are against the use of technology think that by using technology we are giving students a crutch to help them “get through” a math course (NCTM, 2014).  I personally disagree.  I have a degree in mathematics education, and despite my degree, I still have to have some grasp on the concepts that we are using. 

Isn’t our goal as teachers to prepare our students for things that will come next? By using technology in our classrooms, we are providing students the opportunity to learn to use tools—in a supportive environment—that will help them in college and future careers.

Please share your thoughts on technology in the classroom below!