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G4 Generation Mthe Millenials.Ppt
- 1. GENERATION M: The Millennials CEP 810 Estee Adery, Tim McGee, Tyler Robinson, Laura Shears & Cheryl Schaefer
- 11. Student Access to TECHNOLOGY and LEARNING
- 26. Bibliography Barack, Laura. “Cyberbullying dissected.” School Library Journal . 1 October 2008. 12 November 2008 < http://www.schoollibraryjournal.com/article/CA6599771html?q=cyber+bullying >. Keith, Susan, and Michelle E. Martin. "Cyber-bullying: creating a culture of respect in a cyber world.“ Reclaiming Children and Youth 13.4 (Wntr2005): 224(5). Educator's Reference Complete . Gale. Library of Michigan. 28 November 2008 http://0-find.galegroup.com.elibrary.mel.org/itx/start.do?prodId=PROF>. MacFarlane, Maureen A. “Misbehavior in cyberspace.” School Administrator .” 64.9 (October 2007): 14-16, 18(9). 28 November 2008< http://0-firstsearch.oclc.org.elibrary.mel.org/sic >. "Pennsylvania Office of Attorney General: 1 of 3 Teens and 1 of 6 Preteens are Victims of Cyber Bullying; Teenager Recounts Harrowing Tale of Online Death Threats." PR Newswire (August 17, 2006): NA. Educator's Reference Complete . Gale. Library of Michigan. 2 Deember 2008 <http://0-find.galegroup.com.elibrary.mel.org/itx/start.do?prodId=PROF>. “ Teens engage in Internet bullying.” Technology Wire . (7 January 2005): NA. Computer Database. Gale. Library of Michigan. 23 November 2008 < http://0find.galegroup.com.elibrary.mel.org/itx/start.do?prodId=CDB >. A complete bibliography & presentation notes on this topic are located in the Internet Safety folder found on the Resources page of my website.
- 27. Are calculators contributing to the demise of American math skills?
- 37. Bibliography
Hinweis der Redaktion
- TECHNOLOGY HAS BECOME A FULL TIME JOB FOR STUDENTS. Secondary aged students should be spending quality time building relationships outside of the technologically advanced world. What ever happened to “playing outside” and getting in trouble if you were not in before dark? Generation M does not get in trouble because they were outside playing with their friends until late, however they get in trouble because they spent too much time on the computer playing videogames and did not get their homework complete.
- Generation M can connect individually (via text message and calling one another) however, in turn, this piece of technology hinders socialization as this forms a barrier of disconnection at a face-to-face social level.
- When one walks through the halls of Lakeland High School, he will find students texting one another and talking on their cell phones during passing time. One would also see students congregating by their lockers. However, even when students are socializing, the interruption of a vibrating cell phone will put a conversation on hold. Students, mid conversation, will check their pocket and respond to the text message while continuing the face-to-face conversation. Generation M has mastered multi-tasking and in the process are hindering their social communication skills.
- Multitasking with Technology hinders the cognitive process of our future. This is exactly what the secondary education generation does on a daily basis. They are multitasking, and are not 100% engaged with a their assignments (such as homework or school work). Having technology at their fingertips hinders their cognitive process and also their future. Will they ever focus on a single obligation? Or are they “programmed” to multitask?
- Cheating has been taken to a higher level with the increase in technology. No longer do students need to hide answers in their calculators, or write on their hats, or make a cheat sheet to tape to their water bottle or slide into their clear pen. With the advanced technology, it is harder to catch students who are being dishonest.
- While working at the math help desk, it is almost a daily occurrence that I will see a student get out a calculator to perform simple calculations such as those shown in this image. When I was a student, we only used calculators for truly complex calculations that are difficult to do in your head or with paper and pencil. There weren’t a lot of calculators around, so the teacher would put one out for the students to use when needed. Since we had to walk to a special table during the middle of a test to borrow the teacher’s calculator, we usually found it was just easier to calculate things ourselves. Now almost all students like the student pictured here have advanced calculators that they keep handy all the time while studying mathematics.
- Jing Ling is both a friend and a colleague that I usually run with once per week. While running we discuss all kinds of issues related to teaching mathematics. One week we got on the subject of calculators and how students use them for both simple things and for complex things that were intended to do by hand. In some of the following slides I will show examples of how a problem might be done with and without a calculator and the difference in learning that goes on with each method.
- In these images, you can see a huge difference between the graphs that a student drew by hand and the graph that a student copied from a calculator image. The one that was drawn by hand shows much greater detail than the one copied from a calculator. The detail comes from the fact that the student had to think through the steps to get the image. The student had to understand what causes the graph to cross the dotted line (the asymptote) and that the graph comes back to approach the asymptote. In the other image, the student simply copied what they saw in their calculator without understanding the image.
- In calculus, students have to figure out how to find volumes of expressions. Even though their image may not be as pretty as a calculator image, the work they do in figuring out the image, helps them set up the integration formulas. When the image is provided for them, it might help them get an idea of what they are working with, but they still need to go through the hard work of figuring out what a cross section of the graph looks like and how that affects the integral.
- Algebra students have to manipulate expressions just as arithmetic students need to. For example, fractions need to be added, subtracted, multiplied, divided, and simplified. If a student has used a calculator to perform these tasks since middle school, then how are they going to be able to do what is needed when they are faced with algebraic expressions. The concepts are the same, but most calculators are not going to give you the answer when you don’t have actual numbers to plug in. Also students who have grown dependent on calculators to do such tasks are going to be severly limited in how far they can progress in their mathematics education and this will limit their career choices as an adult.
- Doing long division is another example of a skill that translates directly from arithmetic to algebra. Algebra and Calculus students need to be able to do long division on variable expressions in order to do higher level math operations such as figure out what a rational graph looks like and integrate an expression. If the student has always used a calculator to do the dividing for them, they are going to be lost when they need the skill in higher level mathematics.
- Arthur Wohlwill stopped by while I was working on this presentation and told me about the high school students that he tutors in Chemistry and how they will pull out a calculator to do simple calculations such as 100 divided by 50. This seems to be a hot topic among college science and math teachers because most of us are old enough to have received a large part of our education without the use of calculators. We know how to use them, but we also know when to use them and when they are not needed. I spoke with Mr. Taylor, my high school math teacher who is still in the teaching business even though I graduated nearly 28 years ago. He discussed at length how many kids have explored with the calculator but don’t really understand many of the basic concepts and have learned how to use the calculator to replace understanding. There are a few kids who use it properly as a visual aid, but this is not the majority of students.
- I work at the math help desk at Lansing Community College. I get to see all kinds of students, some fresh out of high school and some older students. Aaron is one of the younger students. He was working on a problem involving finding the vertex of a parabola using his calculator. I showed him how to do this without a calculator and he made the comment that is quoted above. He did not know that I was doing a project on this topic, so I asked permission to quote him.