As schools were forced to transition rapidly to distance learning, teachers were deluged with tech tools that would supposedly make their remote instruction simpler and more effective. This session is designed to help teachers step back to consider the kind of math thinking that they want to facilitate through the use of tools, how to decide if a particular tool is worth their time, and once they do identify a worthwhile tool, how to help students and families invest in the tech and eventually develop ownership. In addition to introducing teachers to a way of thinking about tech tools, it can also expose them to tools that can enhance student math learning both during emergency distance learning and when students are eventually back in the classroom full time.
This learning experience is designed for classroom teachers who teach math. Instructional leaders, specialists, and support staff would also find the experience meaningful, especially if participating alongside colleagues.
I use tech tools strategically to support students to collaborate, communicate and visualize mathematical ideas.