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http://www.nms.org/News-and-Views/Blog/2013/October-2013/Technology-in-the-Classroom-The-Benefits-of-Blende.aspx

- With the use of technology students are more focused, more excited to learn, can learn at their own pace, and are preparing for their futures.  I have experienced this first hand – when I give my kids a lesson that utilizes technology they are much more focused and excited than when they’re forced to listen to me explain something… I think a aspect of this is pride that they are completing lessons on their own.  Working at their own pace is also a huge component – this is especially helpful to my lower level students and students with learning disabilities.

https://www.edutopia.org/discussion/3-ways-tech-integration-can-be-detrimental

- This article highlights ways in which technology can be used improperly – where it would not be nearly as effective as it could.  Key points: teachers must choose the right technology, the students should be using technology in the way in which it was intended, and teachers must collect and analyze data regularly to monitor student success.

https://www.edweek.org/ew/articles/2016/04/27/the-student-cellphone-addiction-is-no-joke.html

- This article may be a bit aggressive… addiction, really?  But, I also think it brings up some extremely valid points.  If we’re eager to encourage our students to use their cell phones in a productive manner in the classroom – how do we ensure that they’re on task, rather than distracted?

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Is there a specific type of technology I am going to focus on?... Possibly the use of smart phones.  Some of the articles I've reviewed are specific to smart phones, some are specific to tablets, and some discuss technology in general.  Are certain types of technology better or worse?

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Resources for my action research project: Improving Student Success with Technology		Ashley Williams

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Resources for my action research project: Improving Student Success with Technology		Ashley Williams 1)     https://files.eric.ed.gov/fulltext/ED554557.pdf Costley, K.C. (2014, October 30). The positive effects of technology on teaching and student learning. Retrieved from ERIC database. (ED5545...

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NCTM is a highly regarded resource for mathematics teachers - I feel that this article highlights my beliefs about the importance of technology in math classes.

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A Position of the National Council of Teachers of Mathematics

Question: What is the role of technology in the teaching and learning of mathematics?

NCTM Position

It is essential that teachers and students have regular access to technologies that support and advance mathematical sense making, reasoning, problem solving, and communication. Effective teachers optimize the potential of technology to develop students' understanding, stimulate their interest, and increase their proficiency in mathematics. When teachers use technology strategically, they can provide greater access to mathematics for all students.

Technological tools include those that are both content specific and content neutral. In mathematics education, content-specific technologies include computer algebra systems; dynamic geometry environments; interactive applets; handheld computation, data collection, and analysis devices; and computer-based applications. These technologies support students in exploring and identifying mathematical concepts and relationships. Content-neutral technologies include communication and collaboration tools and Web-based digital media, and these technologies increase students' access to information, ideas, and interactions that can support and enhance sense making, which is central to the process of taking ownership of knowledge. Findings from a number of studies have shown that the strategic use of technological tools can support both the learning of mathematical procedures and skills as well as the development of advanced mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g., Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009; Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).

In a balanced mathematics program, the strategic use of technology strengthens mathematics teaching and learning (Dick & Hollebrands, 2011). Simply having access to technology is not sufficient. The teacher and the curriculum play critical roles in mediating the use of technological tools (King-Sears, 2009; Roschelle, et al., 2010; Suh, 2010). Teachers and curriculum developers must be knowledgeable decision makers, skilled in determining when and how technology can enhance students' learning appropriately and effectively (ISTE, 2008). All schools and mathematics programs should provide students and teachers with access to instructional technology-including classroom hardware, handheld and lab-based devices with mathematical software and applications, and Web-based resources-together with adequate training to ensure its effective use.

Programs in teacher education and professional development must continually update practitioners' knowledge of technology and its application to support learning. This work with practitioners should include the development of mathematics lessons that take advantage of technology-rich environments and the integration of digital tools in daily instruction, instilling an appreciation for the power of technology and its potential impact on students' understanding and use of mathematics (Nelson, Christopher, & Mims, 2009; Pierce & Stacey, 2010). In addition to enriching students' experiences as learners of mathematics, use of these tools maximizes the possibilities afforded by students' increasing knowledge about and comfort with technology-driven means of communication and information retrieval (Gadanidis & Geiger, 2010; Project Tomorrow, 2011).

References

1. Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology to support reasoning and sense making. Reston, VA: NCTM.

2. Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced mathematical learning-from collaboration to performance. ZDM, 42(1), 91-104.

3. International Society for Technology in Education. (2008). National educational technology standards for teachers. Retrieved fromhttp://www.iste.org/standards/nets-for-teachers.aspx

4. Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 5(1), 25-37.

5. King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 32(4), 199-201.

6. Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and web 2.0: Transformation of teaching and learning. Tech Trends, 53(5), 80-85.

7. Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by mathematics analysis software. International Journal of Computers for Mathematical Learning. 15(1), 1-20.

8. Project Tomorrow (2011). The new 3 E's of education: Enabled, engaged, empowered. How today's students are leveraging emerging technologies for learning. Retrieved from http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation(Students).pdf

9. Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., Claro, S. (2009). Scaffolding group explanation and feedback with handheld technology: Impact on students' mathematics learning. Educational Technology Research and Development, 58, 399-419.

10. Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833-878.

11. Suh J., & Moyer, P. S. (2007). Developing students' representational fluency using virtual and physical algebra balances. Journal of Computers in Mathematics and Science Teaching, 26(2), 155-173.

12. Suh, J. M. (2010). Tech-knowledgy for diverse learners [Technology Focus Issue]. Mathematics Teaching in the Middle School, 15(8), 440-447.

(October 2011)

NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. Each statement defines the Council's position or answers a question central to the issue. The NCTM Board of Directors approves position statements.

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Strategic Use of Technology in Teaching and Learning Mathematics - National Council of Teachers of Mathematics

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A Position of the National Council of Teachers of Mathematics Question: What is the role of technology in the teaching and learning of mathematics? NCTM Position It is essential that teachers and students have regular access to technologies that support and advance mathematical sense making, reasoning, problem solving, and communication.

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1) Informed Consent
2) Relational Ethics
3) Confidentiality
4) Anonymity
(D. Clifford, personal communication, January 17, 2018)

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1) What do my students use their cell phone (and other technology) for most often? It can certainly be a distraction to them - think texting, social media, etc.
2) Do my students prefer to learn from technology or from a hard copy textbook?

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Since this is an upper level math course the majority of my students are highly interested in math and motivated to be successful. (This is the class that will benefit from my action research project.)

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Technology can have positive effects on students' learning.

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Technology can have positive effects on students' learning.

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I want to consider in what ways I can use technology in my classroom to make math more meaningful for my students.