The journey

"A journey of a thousand miles begins with a single step." - Confucius

There is a lot of merit in this thought by Confucius when you apply it to implementing technology. I think that there is a lot of baby steps before the real momentum can happen. Earlier this week I built on the success of using the CBR in the classroom. The momentum gained by using technology to spark interest in statistics was carried over by having students measure each other based on Da Vinci's insights on anatomy. We then used the graphing calculator, Excel, and InspireData to analyze the accuracy of the concepts. This reinforced the traditional by-hand work done before we used the technology. The students seemed to really enjoy the technology. This was especially true when paired with a step-by-step video creating with Windows Media Encoder (free) and Moodle (free).

Each of the items was a small step that hopefully allows both the students and myself to grow as learners. Proof will come today as we "debrief."

Neat demo

I have always looked at the description of Vernier's Logger Pro software with envy. I thought that it would be a neat item to try out. I did some checking and found out that there is a download link for a demo of the software. Thirty days seemed like a logical investment of time to try this out, so I'm giving it a whirl. So far it does some things that might be fun. I really like the plotting of a projectile feature it has. It gives the studying of parabolas and projectile motion new life. I look forward to exploring the software more fully and giving a more in depth analysis. Until then, I have software to fully test drive.

Successful first step

This week I had a successful first step in implementing the CBL and temperature probe. The statistics class and myself ran an experiment collecting data on temperature versus time. We discovered that the resulting data is extraordinarily linear and tied in very well with regression line analysis. They were truly impressed when the calculator calculated and drew in the regression line before their eyes when the calculator was connected to the view screen. This week we will take similar data and use Excel and InspireData to do the same sort of thing using different but accessible technology.

Where to find the equipment

The 'net is a wonderful resource for finding things. I found out a great deal about the extent of Vernier probes and sensors that connect with our existing TI calculators. With the purchase of a couple of CBL's (Calculator-Based Laboratory™) and some probes, we could be off and running in no time. This could be quicker by purchasing probes that hook directly into the calculator. This is a decision that needs to be made before purchasing hardware.

Interest in using more technology in the high school classroom

Boring. Stale. Dull as a weathered board. This is the normal way many people describe a math classroom. Lectures day after day that only lead to more homework. Sometimes this is what it even feels like to those of us on the other side of the big desk.

Every once in a while, a rainbow appears to brighten the gloom. Technology from Texas Instruments and Vernier is one of those rainbows for me. Using probes, sensors, CBL's, CBR's, and graphing calculator technology can bring the real world into the classrooms with practical extensions of math concepts in hands-on activities. In http://www.4teachers.org/testimony/easterly/index.shtml, the students enthusiasm shines through in a breakthrough moment in a physics classroom. This same excitement can be shared equally in the math and science departments with this sort of technology.

Even having a single CBL can enhance the classroom as is evidenced by a tip on this page: http://www.nea.org/tips/tech/techclas.html.