Interactivity and Engagement Blog Post 3

Visit Desmos.com INTERACTIVITY AND ENGAGEMENT BLOG POST Target Audience and Sector High School Mathematics Teachers; Incorporating Educational Technology in the Mathematics Classroom Applications Selected Name of Application Link to Application GeoGebra https://www.geogebra.org/ Desmos https://www/desmos.com Lucid Chart https://www.lucidchart.com Blog Post and Hosting Service Name of Blog Hosting Service Link to Your Blog Post Blogger https://subteacher1980.blogspot.com/2024/05/interactivity-and-engagement-blog-post-3.html Link to the interactive asset you created to use with your learners Blog Post Introduction: Over the last ten years, the significance of research conducted on educational technology has significantly increased. (Hew et al., 2019) Interactive technology is an important aspect of interactivity and engagement which are vital elements concerning the use of mathematics technology in the classroom. According to ChatGPT (n.d.) whiteboards, education applications, online simulations, and learning management systems are all examples of educational technology that can be used as technological tools and resources to improve the teaching and learning of mathematics where active learning approaches correlate to increased levels of student retention and involvement. According to Schrum and Sumerfield (2018) and Bond and Bedenlier (2019), cognitive engagement is characterized by understanding, self-regulation, and deep learning. Positive responses to the learning environment, students, and teachers are all components of affective interaction. Affective interaction also includes feelings of belonging and curiosity. Participation in activities, perseverance, and proper conduct are all examples of behavioral engagement. Versatility and Ease of Use: Technological advancements enable students to engage in self-paced and self-directed learning, making it easy to access and use by accommodating the diverse learning styles of the student body. (Schrum & Sumerfield, 2018; Bond & Bedenlier, 2019). Quick Feedback: Students can promptly assess their progress relative to their classmates by comparing various technological instruments that provide instantaneous feedback. Inside/Outside of Class Use: Schrum & Sumerfield (2018) underline that digital strategies utilize software and hardware to enhance instruction and learning inside and outside the classroom. They are not so much technologies as they are approaches. Disadvantages/ Challenges: Sun et al. (2023) stress despite recent evidence suggesting that game-based elements may enhance intelligent tutoring systems in these learning environments, their potential benefits for learning continue to be the subject of debate and obstacle. The Digital Divide: ChatGPT (n.d.) stresses that as a way to tackle the issue of unequal access to digital resources in education, a comprehensive strategy is needed. This strategy should consider factors such as availability, proficiency, and support mechanisms to guarantee that every student has an equal chance to thrive in an interconnected digital society. Technical Issues: As technology advances, digital inclusion must similarly evolve, necessitating global strategies to reduce and eradicate obstacles to technology access and use (The National Digital Inclusion Alliance, n.d.; Schrum & Sumerfield, 2018). Security Concerns: The Children's Online Privacy Protection Act (COPPA) requires firms that build websites, online services, and mobile apps to notify and get parental consent before collecting information on children under age 13. (n.d.). (Cortez, 2017; Schrum and Sumerfield, 2018). Schools are only authorized to offer access to student information directly related to a student's education and in certain areas. Understanding these norms is vital for individuals in positions of control inside schools. (Cortez, 2017; Schrum and Sumerfield, 2018) GeoGebra: According to Marange and Tatira (2023). GeoGebra is a popular piece of software for studying and teaching mathematics. GeoGebra offers professional development options such as webinars, seminars, and training sessions. (ChatGPT, n.d.) Cost: GeoGebra is a non-cost software, which makes it a very economical option for educational institutions and teachers. Every essential aspect of the software is accessible without charge, guaranteeing that financial limitations do not hinder this top-notch mathematical resource. ChatGPT, (n.d.) It is economically advantageous since it is devoid of expense and provides freely available educational materials. Support This technology device is user-friendly. ChatGPT, (n.d.) stresses that GeoGebra assists with technical problems via its website and community forums. Users can locate troubleshooting manuals, frequently asked questions (FAQs), and other contact methods to get more targeted assistance. Classroom Design This technology supports synchronous or asynchronous learning. Marange and Tatira (2023) say GeoGebra lets teachers use a student-centered method, demonstrate abstract geometric ideas, provide geometry challenges, and maintain classroom discipline by engaging students. Thus, educators may encourage collaborative learning by having students use GeoGebra to investigate mathematical concepts and solve problems online or in person. Lucid Chart ChatGPT (n.d.) states that a Lucid chart is a flexible tool for building classroom layouts, making it simple to demonstrate the advantages of classroom design, cost-effectiveness, and assistance. Classroom Design ChatGPT (n.d.) suggests using a Lucid chart to create floor designs and classroom layouts with seating, equipment, and interactive elements. They may show numerous space-saving and teaching-learning arrangements. Lucid chart's drag-and-drop interface and large range of shapes and symbols let teachers customize classroom designs to their needs and preferences. Lucid charts let you construct the right organization for lectures, collaborative group workstations, or hybrid approaches. Cost ChatGPT outlines that the lucid chart provides cost-effective alternatives to standard techniques like planning classroom layouts. It removes the need for costly design software and skilled designers, saving time and money. Additionally, Lucid Chart's subscription plans are affordable and scalable, making them accessible to educators with varying budgets. The platform's cloud-based nature also eliminates the need for costly hardware upgrades or installations. Support ChatGPT (n.d.) says the Lucid Chart benefits schools in numerous ways. Technical difficulties, feature requests, and best practices are handled quickly and expertly by customer support. Lucid Chart also updates and adds features depending on client feedback, demonstrating its support and development. Lucid charts simplify classroom design, provide cost-effective solutions, and greatly assist instructors, making them crucial for ideal learning settings. Desmos Chorney (2022) notes that high school math curricula commonly incorporate graphing and scientific calculators, although they provide little advantages over digital tools. The utilization of modern digital tools in the mathematics classroom and their potential to improve arithmetic learning are important. Cost ChatGPT, (n.d.) underlines that Desmos is a very economical choice for incorporating technology into the classroom because it offers a range of educational resources, including a fundamental graphing calculator, which anyone may use at no cost. This technology is available to all students and institutions, regardless of their financial limitations. Schools and teachers may use these items in their curriculum without any cost. Desmos enables students to engage with mathematical topics via interactive exploration, thus decreasing the need for expensive physical textbooks and eliminating the need to buy expensive graphing calculators, by being a web-based program also available as a free mobile app. Support Chorney (2022) emphasizes that Desmos is a user-friendly connected graphing package (CGP) that proposes extensive documentation, tutorials, and instructional guides. Teachers who had more familiarity with the implementation of the CGP had a higher level of proficiency and encountered fewer difficulties in their teaching and working with the instrument. Classroom Design Chorney (2022) describes Desmos as a powerful online and mobile calculator. The program can calculate, graph, and manipulate geometric forms. Due to its accuracy and cost-free nature, this integrated graphing software has replaced portable graphing calculators in several North American nations (although certain applications need an internet connection). Desmos supports PCs, tablets, and smartphones. This functionality supports synchronous and asynchronous instruction. Try it out and see Desmos! View and play in Desmos via the link. Practice questions, challenge problems, and line equations of lines with checkable solutions are included. The site provides a quiz with a few equations to highlight demonstration aims. Students may draw lines by inserting values into equations as outlined on the page. This lets students generate lines that fit readily into the mathematics curriculum while teaching line equations. Conclusion: Bond & Bedenlier (2019) underline that positive correlations exist between student empowerment and engagement in a learning community. The variety of outcomes that result from engagement, furthermore, this positive correlation increases the likelihood that students' energy, effort, and engagement will be reciprocated in the activities and learning environment. According to Chorney (2022), instructors in many areas use digital technology-connected graphing packages (CGPs), in their teaching methods. This is partly because CGPs possess comparable characteristics to graphing calculators. However, Computer Generated Presentations (CGPs) provide supplementary features such as access to pre-made outlines, the capability to showcase data, and chances for engagement and communication between students and instructors.