Digital Blog Post #E- Chapter 7

Chapter 7

In the “Rosie rediscovers Math” section in the text, we can see how engaged a student was while using a mobile device. The teacher explains that she’s always busy making lessons plans focused on tests that she doesn’t make time to create activities that the students will actually enjoy.  (Maloy, et al, 2013, p. 158) We know that the majority of our students already use technology for large portions of their days, so why not integrate it into our classrooms as a successful learning tool?

We want our students to learn based off of real-world situations. Our education system uses problem- based learning so our students are prepared for their futures. George Polya brought forward a three step problem solving method in completing math problems.  Understanding the problem is the first step and that includes knowing what you are being asked. Students can reflect on previous knowledge to help them prepare to solve the problem. The second step is using problem-solving strategies and this will require the student to break the problem down. Students will choose the best strategy to get the correct answer. The last step is where students check their answer and decide if their answer is the best choice. The student might go back and complete the problem again or get rid of choices they know are not correct. (Maloy, et al, 2013, p. 159) I like this approach because students are able to use and build their critical thinking skills.

Certain programs promote either higher-order or lower-order thinking in students. As educators, we have to be able to tell the difference. Lower-order thinking requires students to reflect and interpret information while higher-order thinking involves breaking down the information while using one’s perspectives and real-world experiences to evaluate it. An example of a lower-thinking order website would be ABCYa. This website serves as practice for spelling bees and requires students to use their memorization to solve the “problem.”  Energy City is a game that involves higher-thinking order where students learn how to sustain energy using renewable and nonrenewable resources (Filament games). With this game, students aren’t memorizing information, instead, they are using real-world situations to learn.

Google Earth is a very successful learning tool. Google Earth is accessed by computer and lets you see the world from a bird’s eye view. I think so highly of Google Earth because it allows students to learn more about direction, landmarks, and details of the world around them. (Maloy, et al, 2013, p. 166) I would create a scavenger hunt activity for my students where they will need to use coordinates provided by me to locate certain areas. I will ask the students to describe or even illustrate what they find when they type the coordinates in.

Using the appropriate technology tools can promote higher thinking and prepare our students for real-world situations. If our student’s our using technology for most of their days anyway, we should create ways so they can learn and grow from it. I thought this chapter displayed many good points and ways to use these technology tools. These tools will engage our students and then help them transform into more creative and complex thinkers and problem solvers.

Resources:

AbcYa.com. "Spelling bees and Spelling practice." AbcYa. 2105. Retrieved 

   from  http://www.abcya.com/spelling_practice.htm

Alaimo, A. (2015, October 3, 2015) Digital Blog Post #E. Created

   with https://prezi.com/ik9ub1c3eq8i/3-step-problem-solving/#

Filament Games. "Stem learning game projects." Filament Games. 2015. Retrieved 

   from https://www.filamentgames.com/project-categories/stem

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2013). Transforming Learning with New   

   Technologies. 2nd Edition. Boston, MA: Pearson Education Inc