MATH TECHNOLOGY PROGRAM

Math Technology Program

Introduction

Technology can serve at least four roles in teaching and learning of mathematics. In particular, the technology can help mathematical concept and skill development, to solve mathematical problems, mathematical reasoning, and (mathematical communication (Boland 2005).

Technology as an aid in mathematical concepts and skills In particular, in the field of mathematical concepts and skills, technology gives students an opportunity to deal with multiple representations, enhances the ability to visualize, increases the possibilities for the construction of mathematical knowledge, and ENH opportunity for individual and individual diagnosis, rehabilitation and evaluation (Klotz 2001).



What are the basic steps to apply a planned approach to implementing technology?

Integrated studies of the use of technology in the last five years at California School of Technology model projects have produced results that determined the critical component in the school and classroom level technology planning (Klotz 2001). Later in this chapter describes the minimum components for an effective school level and class level technology plan. Planning process described below should be considered when developing, testing, implementation and evaluation of school technology plan.

Convening of the school or departmental planning committee

Determine the planning partners including teachers, representatives of district administration, parents, more importantly, possible business partners, and a representative from the district office, the regional agency or department of education as necessary(Kimmins 2005). Most middle schools and high schools are organized by department and develop technology plans by department, rather than school-wide. Effective projects continue to attract the advisory groups in planning, as well as ongoing support and project monitoring and review of the plan when necessary. Technology planning should be part of existing local planning processes of school.

Coordination with existing school and district plans

Identify and review existing plans and guidelines for schools to change those plans. School Technology Plan (STP) must be an integral part of the existing plan schools already require some programs, such as school improvement plans (SIP). It was found that the technology plan for long, unless they are an integral part of an overall plan and, therefore, be considered as part of an overall program of the school. This suggests that teachers should update the general plan for the school to describe the use and coordination of existing and planned technology to support or expand the educational objectives of the plan. (Chazan 2009)

Determine the pupils and students of the program requirements

Review of local needs assessment information, resource inventories, school performance and school accreditation reports, and other relevant information to determine the need for restructuring or expanding into account the application of technology. If time and resources, the needs survey should be conducted(Bae Choy et.al 2000). This plan should identify the students and teachers need to decide on the plan. Needs to be documented and school staff should be directed to the differences between existing and desired conditions for teaching and learning.

Identify available technology-based resources and support

Review of existing uses of technology and information resources at the school and their relationship to the goals and objectives of existing or ...