Ashley+Sewell

__About Me __
My name is Ashley Sewell. I am a senior at Clemson University. Upon my graduation in May, I hope to find a job teaching high school mathematics. My hobbies include hiking, camping, snowboarding, and going to the lake
 * I believe that technological aids are currently being under used in the teaching of mathematics. I think students could greatly benefit from the use of Promethean boards, education websites, and mathematical tools such as calculators and computer programs.
 * My teachers did not make good use of technological aids when I was learning mathematics. Some of them used over head projectors, but that was the extent of their use of technology.
 * The experiences I have had with incorporating technology into mathematical lessons have come from my EDF 315 class. I learned how to create lessons with Promethean board software, I incorporated resources from Discovery Education into my lessons, and also used technology such as Prezi, Powerpoint, and Google Docs. I have also used simple technologies such as over head projectors and calculators.

__Online Assessment__
media type="custom" key="10374618" [|To respond click here!] //What are the benefits and challanges for this technology?// The benefit of this is it can incorporate technology into the classroom that interest students. Also it can allow all students to answer questions in a way that doesn't require them to speak out infront of their peers, which can be difficult for some student. This technology can also serve as a tool for informal assessment of students. The challenges that this technology hold is insuring it is used properly. By allowing students to use cell phones in the classroom, you are opening the door for it to serve as another distraction to students. = =

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__Video Recording __
===[|Algebraic Word Problem Video] === The reason I choose this video is because I felt it was a good example of a way videos can be used for instructional purposes. In this video the instructor explained how to solve the problem in a step by step manner. The video allowed students to see visual representation of the problem. Also students can watch this video several times. Also they can rewinded the video to re-watch certain portions. As an instructor I can create example videos as a resource for students, available at any time.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;">__Microsoft Mathematics 4.0__
<span style="color: #000000; font-family: Verdana,Geneva,sans-serif;"> <span style="font-family: 'Arial Black',Gadget,sans-serif;">I would use Microsoft Mathematics in my future classroom. I think it would be very helpful to show the class different graphs, and could be used to show all steps in solving a problem. By having students use calculators on their own to see a graph, you run the risk of having a student who is unable to keep up with the calculator steps, and never gets to see the graph because they are too scared to ask for help. With Microsoft Mathematics, you are able to prevent this.

<span style="font-family: 'Arial Black',Gadget,sans-serif;">I would recommend this software for students to use at home, if they do not have a calculator. However, if they don't have a calculator, they may not have a computer. I think one problem with having students use this software, is that they may use if for solving equations, which I would want them to do by hand.

<span style="font-family: 'Arial Black',Gadget,sans-serif;">I think as a students I would find this software very intriguing. Today, technology plays a very big part in our lives. By incorporating technology into the classroom or lesson, you may be able to engage students easier, because they find technology useful so then they may find the mathematics useful.

__<span style="font-family: 'Arial Black',Gadget,sans-serif;">Smart Exchange __
<span style="font-family: 'Arial Black',Gadget,sans-serif;">The Smart lesson I chose was on <span style="font-family: 'Arial Black',Gadget,sans-serif;">The standard this lesson is for is M.A.9-12.G.2-2: Apply properties of parallel lines, intersecting lines, and parallel lines cut by a transversal to solve problems. This lesson serves as a review on information about perpendicular lines, such as writing an equation for a perpendicular lines passing through certain points, or determining if two lines are perpendicular. This lesson is different from traditional ones, because it is interactive. Students can choose answers to the questions and work out the problems on the board. Instead of the teacher just asking these questions, they are presented in a game show type manner. This type of technology is different than using Math 4.0 becuase with Math 4.0 the teacher is doing most of the work in front of the room, but with Smartboard lessons students can come up to the front and interact with the lesson. The problems with the lesson is that having students get up and come to the board could cause classroom mangament issues. Also, it may be difficult to make sure every student is involved. You could possibly overcome this problem with technology by having each student play the "game" in a computer lab, this would insure that all students get a chance to answer questions. However, I don't prefer this. You could overcome this problem without technology by establishing a classroom procedure for when you do these types of lessons.

__<span style="font-family: 'Arial Black',Gadget,sans-serif;">GeoGebra Reflection __ <span style="font-family: 'Arial Black',Gadget,sans-serif;"> <span style="font-family: 'Arial Black',Gadget,sans-serif;">I think a dynamic learning environment is crucial to students' understanding of mathematical concepts. A dynamic learning environment allows students to see that mathematical concepts are true on all circumstances, through exploration. It allows students' to learn by doing, which in turn helps with deeper understanding. <span style="font-family: 'Arial Black',Gadget,sans-serif;"> <span style="font-family: 'Arial Black',Gadget,sans-serif;">I have found many similarities and differences between GeoGebra and GSP. Both help create a dynamic learning environment through tools such a line segments, the ability to move points by hand or through a slider, and the creation of angles and shapes. However, in GeoGebra you are able to input lines, and data for scatter plots. This can be helpful for mathematics not pertaining to geometry.