1

How can I use technology to effectively support my curriculum development and teaching?

The use of technology in the classroom is growing exponentially, and teachers need to

learn how to utilize technology in order to support their instruction. Technology can be used for

practical tasks, various instructional methods, and independent scaffolding for students. One of

the most practical tasks technology can perform is communication with students and their

families. TPE 1.2 states that teachers should, "maintain ongoing communication with students

and families, including the use of technology to communicate with and support students and

families, and to communicate achievement expectations and student progress" (California

Commission on Teaching Credentialing [CTC], 2016, p. 11). This is a very simple, but necessary

task that technology can provide; many schools use online educational programs, such as

Canvas, to communicate directly with students and their parents. It also allows student progress

to be monitored by parents and the students themselves.

Technology is not always available for students in lower socioeconomic areas, but when

technology is available, it allows for the curriculum to be equitably accessed by all students. TPE

3.6 promotes the use of, "a range of technology, including assistive technology, to facilitate

students' equitable access to the curriculum" (California Commission on Teaching Credentialing

[CTC], 2016, p. 14). TPE 3.7 continues by stating that teachers need to, "model and develop

digital literacy by using technology to engage students and support their learning" (California

Commission on Teaching Credentialing [CTC], 2016, p. 14-15). Technology is becoming more

and more essential to not only equitable and accessible education, but also to success in almost

any chosen career.

In the content area of Mathematics, technology is used every day in classrooms across the

country, from calculators to complex analytical software. The third guiding principle from the

Mathematics framework outlines the different beneficial applications of technology: when used
 2

properly technology can, "contribute to a rich learning environment for investigating, exploring,

developing, and applying mathematical concepts...Technology can also be especially helpful in

assisting students with special needs in the classroom, at home, and in the community

(Mathematics Framework, 2015, p. 5).

Teachers need integrate technology in their lessons when planning curriculum. I believe

that technology can push students to achieve more than they thought possible. Technology can

provide challenges for each individual student and allow them to extend their zone of proximal

development. Vygotsky defines the zone of proximal development as, "the distance between the

actual developmental level as determined by independent problem solving and the level of

potential development as determined through problem solving under adult guidance or in

collaboration with more capable peers" (Vygotsky, 1987, p. 86). I believe that technology can be

placed in the role of adult guidance; students are able to push themselves to achieve more

academically through online tutorials and interactive learning activities.

Technology can be used during class through math sites, such as Desmos, Kahoot, or

Quizlet Live. These sites have one important aspect in common: they are fun for students. I think

that the most important aspect of a successful math website is that students want to use it.

Technology can actually be used as an award in the classroom, which is incredible because the

students learn so much from them without even realizing it. The first guiding principle from the

Mathematics framework is focused on learning and states that, "Mathematical ideas should be

explored in ways that stimulate curiosity, create enjoyment of mathematics, and develop depth of

understanding" (Mathematics Framework, 2015, p. 3). Technology provides students with the

opportunity to be curious and explore content that they may otherwise find boring.
 3

References

California Commission on Teaching Credentialing (CTC). (2016). California Teaching

Performance Expectations, TPE 1-6, p. 11-20.

California Department of Education. (2015). Mathematics framework for California public

schools: Kindergarten through grade twelve. Sacramento, CA: CDE Press.

Vygotsky, L.S. (1987). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.