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Wilson, I agree with you that technology is not always the best way to teach a concept, but it is a great tool to aid instruction and for students to justify and explain their thinking.

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Hausmann and Wilson, I agree that the use of technology can strengthen mathematics but it isn't always the best tool for every math standard.

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I agree with Wilson; I often worry about whether I'm utilizing the iPads enough, but I know that there's not always application for it (no pun intended) in a particular lesson. However, like Wilson (and the article) said, it's more about being strategic as opposed to being continuous.

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Beck and Trent, I agree that math should be the focus rather than the technology. Strategic use is the only way it benefits students.

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We connected with the part of the article that mentions thoughtfully designed ways to use technology in math. So making sure that technology is integrated meaningfully into math lesson.

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I connected with the idea of it being "thoughtfully designed." Technology has to be integrated intentionally or it does not enhance student learning.

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I connected with the idea that the use of technology can strengthen mathematics instruction and learning but must be strategic. The tool enhances the learning but technology is not always the best means to teach the topic/concept/skill. The use of technology in relation to mathematics must be intentional and purposeful.

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Math is the focus-not the technology. Tools and technology need to be used strategically to benefit students.

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Briseno, I like your point that technology can give students a different perspective and give kids a different way to communicate math.

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I agree with the idea that some things are just easier being worked with pencil and paper! These kids are definitely teaching me how to be more flexible with technology.

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I connected with the idea that strategic use of technology can strengthen mathematics teaching and learning. That being said, the word "strategic" would imply a carefully designed plan and while I agree carefully designing a lesson plan to strategically include technology is imperative, there is also something to be said for capitalizing on student choice. To be open and flexible enough as an instructor to respond to learners' choices can lead to unexpected discoveries. As instructors we have to be willing to let that happen. This is the power I see in the "you do, we do, I do" model.

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Samantha, I agree with you...the strategic use does not imply continuous use of technology. Technology is not always the best means to teach a skill or concept. I know in first grade, it is better for students to experience the concept in a concrete way, before move to enhancing and enriching the lesson through the use of technology.

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I haven’t had the chance to use technology in my setting. I have had the pleasure of being in Trent’s class and observing her students use their iPads as math tools.  I have seen her students use an app with manipulatives to solve fraction problems in their work book. For example they have used the app for making fractions and observing their differences.

The part of the NCTM position that stood out to me was, “students will eventually employ the procedures without the aid of technology.” I believe that once the students obtain a firm grip on fractions by using the app that they will become so comfortable and confident that they will be able to work fractions more quickly and efficiently without the aid. Therefore, giving the students a different perspective and an easily accessible tool for differentiated instruction.  Finally, I believe that this app can enhance and communicate math in a way that makes the experience less stressful!

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Puett I agree with your point that technology needs to be used thoughtfully to enhance our instruction. I always ask myself if a math application is going to be a tool/resource for my students before I introduce it into a lesson. Sometimes an app fits and other times it doesn't.

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I connected with part that explains that "strategic use does not imply continuous use of technology." Math is the focus of the lesson, not the technology. I will always love pencil and paper to solve certain math problems. Technology is a great tool that aids in mathematical instruction. Certain math applications have been a great resource for my students to use to help them solve math problems.

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Karen, I agree with your point about the math being the focus of the instruction. I think it can be easy to assume an app or a website is capable of teaching our students the content, or that they are capable of learning it from one of these sources, however, I think at a certain point for every students, math concepts and their applications have to be explicitly taught!

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The part of the article I connected with was the part that explains that technology should be used by students and teachers, "thoughtfully," so that, "the capabilities of the technology enhance how students and educators learn, experience, communicate and do mathematics." I have tried to make the 1:1 technology beneficial for the students and myself by providing meaningful ways for students to deepen their understanding of the concepts, while providing myself a more authentic and real representation of where each student is at in their learning.

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While I am at the basic step of technology and math, I am trying to move past "replacement". What resonated the most with me is the statement that math is the focus of instruction...not the technology. The technology can be a dive used to justify and explain thinking.