Putting Technology in Its Place

Belnap, Jason Knight; Parrott, Amy

doi:10.5951/mtlt.2019.0073

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Technology should not be an end for education; it should be the means to achieve the goals of education. This requires educators to use technology as a learning tool, to assist the learner with the task of learning (Belnap & Parrott, 2020). Thus technology has the ability to transform the way educators teach in the coming decades and the way students learn.…”

Section: Technology and Student Learningmentioning

confidence: 99%

Examining Technology for Teaching and Learning

Lemoine¹,

Waller²,

Garretson³

et al. 2020

JED

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Much time, money, and attention has been given to the issue of technology in the K-12 classroom. In addition, there is an ever-expanding interest in preparing students for success in a transforming, technology-rich world. In the 21st century technology and education must work together to secure the future for students and society. Society in the 21st century is knowledge-based; learning is critical as knowledge resiliency continually becomes important for survival in the rapidly changing environment. The need for changing traditional approaches to education from the acquisition of short-term skills to proactive programs that infuses technology into the learning are of utmost importance as educators prepare students for the 21st century.

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Section: Technology and Student Learningmentioning

confidence: 99%

Examining Technology for Teaching and Learning

Lemoine¹,

Waller²,

Garretson³

et al. 2020

JED

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show abstract

“…This can call for students to participate in strategic tasks and become the subject of teacher modeling, discussion, and intervention. Students can improve their mathematical practices when teachers provide opportunities for them to interact meaningfully with technology, and we may observe and impact those practices (Belnap and Parrott, 2020).…”

Section: Introductionmentioning

confidence: 99%

Simulation Tools Toward Mastery of the Most Essential Learning Competencies in Mathematics 8

Armie B. de Guzman,

A. Ching

2024

IJRP

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The study aims to determine the effectiveness of integrating simulation tools towards the mastery of the Most Essential Learning Competencies in Mathematics of 30 Grade 8 Junior High School Students of Talangan Integrated National High School, Nagcarlan District 2022-2023. The simulation tools used in this study were, Construction tool-MathPad, Geogebra, CK12, and Video Simulation. The competencies include describing a mathematical system, Illustrating the need for an axiomatic structure, illustrating triangle congruence, solving corresponding parts of congruent triangles, and proving two triangles are congruent. The researcher employed the sequential mixed method of research; the first method was the experimental method, where the researcher used simulation tools to teach the competencies for six weeks, gathered quantitative data using pre-test and post-test design, then interviewed the students and gathered qualitative data. The results show a significant difference between the pre-test and post-test performance of student respondents exposed to simulation tools. The emerging factors that helped the student-respondents maximize the capacity of mastering the most essential learning competencies are manipulative representation, availability of the defined terms, examples included, teacher factor, and students' interests.

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Putting Technology in Its Place

Cited by 2 publications

References 2 publications

Examining Technology for Teaching and Learning

Examining Technology for Teaching and Learning

Simulation Tools Toward Mastery of the Most Essential Learning Competencies in Mathematics 8

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