Saturday, September 24, 2016

Teaching Algebra II: Technology Integration | Larry Cuban on School Reform and Classroom Practice

Teaching Algebra II: Technology Integration | Larry Cuban on School Reform and Classroom Practice:

Teaching Algebra II: Technology Integration

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I observed an Algebra 2 class at Hacienda (pseudonym), a Northern California high school, on September 9, 2016. The high school has over 1900 students, mostly minority (Asian and Latino). About 20 percent of the students are eligible for free and reduced lunch–a measure of poverty used in U.S. public schools. Over 98 percent graduate and a very high percentage of those graduates enter college. About one-third of students take Advanced Placement exams with well over 80 percent qualifying for college credit. Less than 10 percent of students are English Language Learners and just over that percentage have been identified with disabilities. This is a high school that prides itself on academic and sports achievements and is recognized in the region, state, and nation as first-rate.
Beverly Young (pseudonym) is a veteran teacher of 22 years at Hacienda.  A slim woman of average height, wearing black slacks, white blouse with a beige sweater, she has been department head and very involved in coordinating the math curriculum at the school. Since 2008, she has embraced different technologies for the efficiency they brought to her in making out quizzes and tests and their help in connecting to students. She has been using an iPad with educational apps particularly Doceri for her math lessons since the tablet appeared.
The 50-minute lesson on Friday morning went swiftly by as the fast-paced, organized teacher taught about factoring quadratic equations. Announcements about upcoming quiz are posted on bulletin board next to whiteboard: “9/14—9/15, Quiz 4.1 to 4.2” –and upcoming test—“9/21—9/22, Test on 4.1 to 4.4.” The numbers refer to textbook sections.
There are 26 students in the room sitting at five rows of three desks next to one another, all facing the whiteboard. Young, carrying her iPad with her as she walks around, uses a remote to post slides and videos on the whiteboard during the lesson.
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For the first five minutes, Young shows a video about the Rio Paralympics. As students watch the brief video, Young, holding her iPad, walks around recording who is present and then stamping homework that students had laid out on their Teaching Algebra II: Technology Integration | Larry Cuban on School Reform and Classroom Practice:

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