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Handhelds, Microworlds and the Web: New Vistas for Learning and Teaching Mathematics (or What does a Dynamic Classroom Look Like?) by Ihor Charischak

If you have visited the ENC (Eisenhower National Clearing House) website (http://www.enc.org) recently, you probably noticed that they are doing some polling. Here's one that you will find in their archives that has to do with the theme of this year's CLIME (1) session. (http://www.enc.org/thisweek/poll/archive/1,1430,76,00.shtm)

Which one of these technologies do you believe will do the most to enhance math or science instruction in your classroom?
1. handheld computers and PDAs.
2. access to the Internet.
3. wireless laptop computers.
4. online courses available from virtual schools and colleges.
5. instructional software.

Which one would you choose? The results here were mixed. Leading the pack was wireless laptop computers (27%) followed closely by instructional software (26%) with access to the Internet (19%), Handhelds/PDAs (14%), and online courses (11%) filled out the rest. I wondered if these results were a surprise to anyone. One of my colleagues replied by saying

"I wasn't surprised at all. I predicted the results before looking. I think the poll reflects the increased availability of low-cost laptop computers and wireless networks in schools. The hand-held technology still has a way to go before it can compete with the laptop computer in terms of ease of use, flexibility and representational capacity. Good instructional software is still as important as the technology on which it is used!"

So it appears that what we want and need is good instructional software that is accessible and compelling for both teachers and students to use. Emerging technologies (ET) bring with them unique and compelling ways to engage students and teachers in teaching and learning. According to ìHow People Learnî (2) ET makes it possible to

Bring exciting new curricula based on real-world problems into the classroom;
Provide scaffolds and tools to enhance learning;
Give students and teachers more opportunities for feedback, reflection, and revision;
Build local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people;
Expand opportunities for teacher learning.

So at today's CLIME session we will take a look at some examples of how handheld/laptop ET will offer teachers opportunities to make their classroom more dynamic and realize the dreams about the joy of learning that Bill Nye alluded to in his opening session. Here's an example from Bert Waits:

ìIn a few short years, students are going to be walking around with portable computers that will be inexpensive, handheld, networkable, crosscurricular, and Internet accessible. Students will be able to work together and get real-time feedback on their progress. Learning will not come in the lecture-and-recitation format that you and I experienced. A truly networked classroom is going to provide a dynamic learning environment where all students can participate, demonstrate understanding, and master concepts. It's going to be student-centered learning. This is where we are going, and I, for one, am extremely excited about it!

Bert Waits. "Handheld Technology: An Essential Ingredient in Teaching and Learning Mathematics"
http://www.enc.org/focus/horizons/document.shtm?input=FOC-002315-index

1. For more information about CLIME (the Council for Technology in Mathematics Education) visit http://www.clime.org
2. Bransford, J. How People Learn: Brain, Mind Experience, and School, (National Research Council. 2001) http://bob.nap.edu/html/howpeople1/index.html (on-line version)

For more details this session and CLIME visit http://www.clime.org