Reflection
Throughout my master’s program and in my most recent courses I have learned a great deal about the newer technologies available to help our student’s learn and grow by using 21st century skills. Thanks to fellow classmates we were able to share many useful resources and strategies that enable us to implement these tools appropriately and effectively. As a mathematics teacher, I have found that a student’s mathematical identity is extremely diverse and differentiation of instruction is an absolute necessity. Differentiating lessons with technology allows an educator to manage a full class of diverse needs and provides students with appropriate learning tools, resources, and skills that will generate meaningful experiences without sacrificing rigor or validity (Laureate, 2009).
Mathematics is a subject that requires a strong foundation as it continues to build upon previous skills and concepts. It is extremely important to identify student’s needs and interests to bridge gaps and repair disconnects in order for student’s to move forward and continue to achieve greater goals. Web technologies are tools that help educators differentiate instruction by appropriately matching the students with tools and self-assessments to repair skill deficiencies or propel a student into further exploration and discovery to make connections on their own. “Understanding the general characteristics of each learner is an important first step toward making an effective match among learner, technology, and instructional strategy (Bray, Brown, & Green, 2004, p. 31).
Technology also allows me to extend learning from the classroom to home. I have shared several resources with parents and am currently working toward creating a web page that contains links to these helpful tools and resources. My web page will include assessment tools and ideas as well as student work. For example, prezi.com, glogster.edu, wiki space and blog space links will be provided for collaborative learning experiences. I will also post the web site for UDL as it offers many links to free tools and resources to aid in accomplishing my goals for offering a variety of ways for students to take in information and make sense of concepts and ideas.
My goal prior to starting this program is to help students become truly interested and curious about mathematics and its applications. “Researching topics of personal interest encourages students to become more actively involved in the learning process, which in turn boosts their levels of accountability” (Smith & Throne, 2007, p. 18).
As I work toward implementing technology seamlessly and effortlessly into my classroom, I keep in mind my overall objective is to have students create meaningful projects that require the use and skills of mathematicians. To achieve this goal I must determine students interests and be able to differentiate the content, product, affect, and learning environment based on student’s readiness, interests, and learning profiles (Laureate, 2009).
I have inquired about mimio technology to my department head as we have been anxiously awaiting Smart boards. I suggested the mimio because it is less expensive and portable while providing similar visual tools and interactive technology. On a more immediate basis I will use our computer carts for students to access applets and tools offered by The National Council of Teachers of Mathematics. These tools help differentiate a lesson for those who require a different perspective in order to fully develop a given concept.
Technology allows for differentiation within the classroom to be manageable by identifying and grouping students appropriately. I envision my classroom as workstations where students can work collaboratively in a variety of scenarios, i.e. hands-on exploration, skill practice and remediation, as well as a place for quiet independent work if desirable. This course has given me many ideas and I look forward to implementing and building upon these ideas through continued research and professional development.

Reference
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: a guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009). What is differentiated instruction?. [DVD]. Reaching and engaging all learners through technology. Baltimore, MD.
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education.
Tomlinson, C. (2009). Learning Profiles & Achievement. School Administrator, 66(2), 28-34. Retrieved from EBSCOhost.