{"id":1005,"date":"2024-07-30T22:48:36","date_gmt":"2024-07-30T22:48:36","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=1005"},"modified":"2024-09-30T11:12:07","modified_gmt":"2024-09-30T11:12:07","slug":"voices-from-the-field-using-technology-to-support-small-group-and-whole-class-discussion","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/voices-from-the-field\/voices-from-the-field-using-technology-to-support-small-group-and-whole-class-discussion\/","title":{"rendered":"Voices from the Field: Using Technology to Support Small-Group and Whole-Class Discussion"},"content":{"rendered":"\n

Voices from the Field<\/a> > Classroom Video 3<\/p>\n\n\n\n

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Voices from the Field: Using Technology to Support Small-Group and Whole-Class Discussion<\/h2><\/div>\n<\/div>\n<\/div>\n\n\n\n
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This video features Brendan Brennan, a teacher who integrates a variety of technology tools in his classroom to support students\u2019 learning. The lesson in this video is in a 6th grade classroom equipped with a computer and interactive whiteboard, TI-Nspire graphing calculators with a dynamic geometry environment, and several laptops (one per group) with internet access to Google Docs. With access to such tools, this video can provide a glimpse of how Mr. Brennan uses the tools to support his instruction by having students working in small groups and coming together as a class to discuss their reasoning on a geometry task. The lesson in this video is featured as an example in Chapter 7 of an NCTM book on using technology to support sensemaking. The chapter could be a reading used along with this video.<\/p>\n<\/div>

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Guiding Documents<\/strong><\/h3>\n\n\n\n
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Cohen, J. & Hollebrands, K. F. (2011). Technology tools to support mathematics teaching. In T. Dick and K. F. Hollebrands (Eds.), Focus in high school mathematics: Technology to support reasoning and sense making (pp. 105-120). Reston, VA: National Council of Teachers of Mathematics
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Information on features and purchase information for the software Mr. pack was using in this video<\/td>		TI-Nspire Software<\/strong><\/a><\/td><\/tr>
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A way for teachers to use all of Google apps to organize work with students in class groups<\/td>Google Classroom<\/strong><\/a><\/td><\/tr>
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The following questions can be used to guide discussion around this 6:41 minute video:<\/h3>\n\n\n\n

Before watching the video:<\/h3>\n\n\n\n
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  • In a classroom with access to lots of different tools, how do you think a teacher could use those tools to support a geometry lesson?<\/li>\n<\/ul>\n\n\n\n

    After watching the video:<\/h3>\n\n\n\n
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    • Why did the teacher use productivity and communication tools such as Google Docs? How did this support his instruction and students\u2019 learning?<\/li>\n\n\n\n
    • How did the teacher and his students use the TI- Nspire graphing calculator?<\/li>\n\n\n\n
    • At about 4:00 in the video, a student is invited to share their thinking at the front of the class. How did the technology support the students\u2019 ability to communicate their reasoning?<\/li>\n\n\n\n
    • At about 4:55 in the video, we see Mr. Brennan clarify something about how he designed the interactive diagram the students are using. Why does that design decision matter for this lesson?<\/li>\n\n\n\n
    • Shortly after this, he interjects when a student is making a claim to ask a clarifying question. Why do you think he did this?<\/li>\n\n\n\n
    • During the last minute of the video, how did students use the technology to support their arguments?<\/li>\n<\/ul>\n\n\n\n
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