## Using Technology in the Classroom

We are fortunate to live in a time and place where technology is readily available in several forms, allowing information and ideas to travel faster and in more mediums than ever. This is especially important for the field of education, as it allows educators multiple means to differentiate instruction and several more ways for students to express the knowledge they are gaining in schools. I believe there are several advantageous ways technology can be used and I would like to use this semester to explore as many as possible. It is no secret that studies have shown the positive impact technology can have on a classroom when it is used well. Below are some lessons that I have made in efforts to improve my use of technology in the classroom.

## Using the Computer

For the lesson focusing on using the computer, I had to learn how to use the LAN software that allows the teacher computer to view, remote control, and override all of the student computers in the computer lab. At the beginning of the period, I asked students to log into their computer and I started up the computer software. I had to make sure that I refreshed the settings after all students were logged in so that all student computers would appear on the software. Students were in the computer lab to research material for their word problem projects and get the presentations started. As a part of the project, they were required to creatively present their problem-type and create a three-problem worksheet for their classmates to use. I wanted to help students learn how to research mathematical material and use research time effectively. After students got started, I used the software to monitor how on-task students remained, as well as which sources they were considering using. For students who were repeatedly off-task, I initiated the remote control of their computers to close out the distracting screens. I was then able to send a text message to their computer, asking them to work on their project in a more productive manner. For students who continued to browse to unrelated sites, I was able to turn off the browsing capabilities for their computer. I then sent a text message to their computer stating that they would have to talk to me before their Internet would be turned back on. Looking back at the lesson, I was very pleased with the percentage of time students stayed on task and I enjoyed using the technology to explore what my students were researching without being a shadow over their shoulder. The presentations that were made as a result of this computer time ended up going very well and helped me establish a productive classroom environment. For future presentations, I might create a list of useful websites for students to use when researching math topics and put them on the class website.

With respect to the use of technology for this lesson, I learned a great deal about the LAN software for computer labs. I learned how to effectively use the software to monitor student progress, remote-control student computers, disable browsing capabilities, read browsing histories, and send text messages to student computers. Thanks to this technology, I was able to stay in a central location in the computer lab, so students who wanted to talk to me didn’t have to wander around the computer lab to do so. As a student, I often found it distracting when the teacher paced around the computer labs and peered over your shoulder at the screen. This allowed students to stay engrossed in their research, while letting me monitor their progress. In addition, many students were able to start making power point presentations and worksheets while in the computer lab. The ability to start recording ideas is helpful to many students and I feel that it helped several stay on-track with their assignment. Had I not had the computer program to monitor student progress, I would have had to pace the aisles and peer behind students in order to investigate their progress. For students who are off-task, I would not have been able to turn off their internet and could have wasted much time babysitting student behavior instead of focusing more time on helping students find valid resources. If the computer lab had not been available, I would have had to provide alternate research resources for students including other textbooks and math literature. I feel that many students are more comfortable reading web pages than math books. Because of this, I feel that many students would have had a more difficult time finding research material. Being a young teacher, it would have also been difficult for me to find a large number of resources for students and class time could potential be wasted waiting for students to share common materials. With the text books, it is possible that I could have spent more time teaching students how to use a math book instead of understanding the actual content. In addition, students would not have been able to start creating their presentations using a word processor and presenting program without the availability of the computers. Overall, I feel that the lesson worked well and I learned how to use the computer LAN software to effectively assist in student instruction in an advantageous way. Students were able to research several useful resources and put together their projects effectively. The class period itself went very well and the mathematical discussions that resulted from this project were very insightful and educational to students. I would definitely use this project again if I were to teach a similar topic in the future.

With respect to the use of technology for this lesson, I learned a great deal about the LAN software for computer labs. I learned how to effectively use the software to monitor student progress, remote-control student computers, disable browsing capabilities, read browsing histories, and send text messages to student computers. Thanks to this technology, I was able to stay in a central location in the computer lab, so students who wanted to talk to me didn’t have to wander around the computer lab to do so. As a student, I often found it distracting when the teacher paced around the computer labs and peered over your shoulder at the screen. This allowed students to stay engrossed in their research, while letting me monitor their progress. In addition, many students were able to start making power point presentations and worksheets while in the computer lab. The ability to start recording ideas is helpful to many students and I feel that it helped several stay on-track with their assignment. Had I not had the computer program to monitor student progress, I would have had to pace the aisles and peer behind students in order to investigate their progress. For students who are off-task, I would not have been able to turn off their internet and could have wasted much time babysitting student behavior instead of focusing more time on helping students find valid resources. If the computer lab had not been available, I would have had to provide alternate research resources for students including other textbooks and math literature. I feel that many students are more comfortable reading web pages than math books. Because of this, I feel that many students would have had a more difficult time finding research material. Being a young teacher, it would have also been difficult for me to find a large number of resources for students and class time could potential be wasted waiting for students to share common materials. With the text books, it is possible that I could have spent more time teaching students how to use a math book instead of understanding the actual content. In addition, students would not have been able to start creating their presentations using a word processor and presenting program without the availability of the computers. Overall, I feel that the lesson worked well and I learned how to use the computer LAN software to effectively assist in student instruction in an advantageous way. Students were able to research several useful resources and put together their projects effectively. The class period itself went very well and the mathematical discussions that resulted from this project were very insightful and educational to students. I would definitely use this project again if I were to teach a similar topic in the future.

Above, you can see a screen shot of the LAN software I used with the school computers.

Above, is a clip from one of the class presentations that were created as a result of this computer time. Below are the lesson plan and assignment sheet.

020410lesson_plan.doc | |

File Size: | 43 kb |

File Type: | doc |

computer_lesson_algebra_i_020410.docx | |

File Size: | 17 kb |

File Type: | docx |

common_story_problem_project.doc | |

File Size: | 30 kb |

File Type: | doc |

## Using Calculators

Thanks to a gracious donation from CASIO, my school received enough calculators for every student at my school to get their very own calculator. As part of the conditions to this agreement, all teachers received their very own calculator and attended a training session. Luckily, I was able to not only receive a free calculator, but also attend two training sessions for the calculator. One of the most immediate benefits of receiving this calculator is the ability for it to calculate logarithmic expressions of different bases without a change of base formula. The calculator also has the ability to copy and paste expressions typed in the RUNMAT mode to other modes. This lesson focuses on teaching students to use these properties to explore logarithmic functions. I created a packet of useful instruction for students so they are able to reference the instructions when using the calculator outside of class. The benefit of using the calculators is that it provides an easy-access to the material. Students are easily able to create a graph of logarithmic functions and use the G-Solv function to calculate zeros of the function. Being able to use not only the calculators, but also the emulating software in combination with the SMART Board was extremely helpful in guiding students through the process. I could easily show students a large visual to help them proceed step by step. They were able to see what should be appearing on their screen and compare what was on their calculator to the screen. The greatest contributor to the success of this lesson, however, was the fact that all students had the same calculator and I had two days of training on that calculator. This was the first time in my entire life I felt confident that I knew a great deal about a calculator and how to use it to find more than the run-of-the-mill basic calculations. Students were able to see how the calculator could be used as a tool to visualize graphs of logarithmic functions and describe their properties.

If I did not have calculators to use for this lesson, I might have to teach students how to sketch these graphs by hand and solve for zeros algebraically. Since many students have difficulty with algebraic operations, this would have taken a significantly greater amount of time and would not have connected the algebraic solution to the graph as effectively. It is likely that students would have spent more focus on the process of graphing and solving for zeros algebraically instead of making important mathematical connections. I like to push students to view math as more than a set of procedures to finding a solution. Having access to a class-set of calculators helps me get closer to my goal.

Overall, I feel that the lesson was a success. Many students gained a new skill with the calculators that helped them have greater access to the content. When students had difficulties with the calculator, their neighbor often helped them out so I did not have to spend a great deal of time helping individual students. The biggest help to this was the emulator software in combination with the SMART Board. If I were to every teach a lesson with a calculator again, I would want some sort of large calculator visual to use with students. Otherwise, I feel that the lesson would have taken much long and not run as smoothly.

If I did not have calculators to use for this lesson, I might have to teach students how to sketch these graphs by hand and solve for zeros algebraically. Since many students have difficulty with algebraic operations, this would have taken a significantly greater amount of time and would not have connected the algebraic solution to the graph as effectively. It is likely that students would have spent more focus on the process of graphing and solving for zeros algebraically instead of making important mathematical connections. I like to push students to view math as more than a set of procedures to finding a solution. Having access to a class-set of calculators helps me get closer to my goal.

Overall, I feel that the lesson was a success. Many students gained a new skill with the calculators that helped them have greater access to the content. When students had difficulties with the calculator, their neighbor often helped them out so I did not have to spend a great deal of time helping individual students. The biggest help to this was the emulator software in combination with the SMART Board. If I were to every teach a lesson with a calculator again, I would want some sort of large calculator visual to use with students. Otherwise, I feel that the lesson would have taken much long and not run as smoothly.

CS3 Calculator Lesson from Mattea Juengel on Vimeo.

Above, is a clip from this calculator lesson. Below you can find the lesson plan and handout given to students.

030410lesson_plan.doc | |

File Size: | 38 kb |

File Type: | doc |

calculator_lesson_lpe_template.doc | |

File Size: | 35 kb |

File Type: | doc |

casio_calculator_101__your_new_best_friend.doc | |

File Size: | 83 kb |

File Type: | doc |

## Using Video

Out of all of the technologies, I found using video the hardest to incorporate. For the purposes of this project, I decided to show my students the video

If I did not have access to such technology, I would have to consider alternate ways to discuss mathematician stereotypes such as posters or books. This would not provide the same level of visuals to students and I think it would take a considerable greater amount of time to get the same point across. In all likelihood, I would not use this sort of activity as a mid-year introduction if I did not have access to the video capabilities. It would take far too long to effectively give students the necessary illustration of mathematician stereotypes and too much time would be spent away from content. This gives the ability to use a video a clear advantage for students as it gave me the time to address this social misconception and learn more mathematical content.

The actual discussion that resulting from the viewing of this video was not as enlightening as I had expected. I think that several of the students appreciated it, but it did not go as well with my pre-calculus students as it did with my algebra students. Even if my students do not consider themselves to be mathematicians, I have heard fewer comments on “just not being the math type”. I think I will probably use this video at the beginning of the year with my next set of students in order to help them establish their identities as mathematicians.

*Mathematicious*in order to challenge their ideas of what it means to be a mathematician. This video shows a young, Caucasian, teenage boy singing a mathematical parody of Fergilicious. After the video, I asked my students to consider what stereotypes about mathematicians were depicted in the video. I followed this up with a discussion of how both my mentor teacher and myself are mathematicians. I took this further to encourage students to consider themselves as mathematicians in the classroom and challenged them to change the perception of what it means to be a mathematician. Of all of the technologies used, this was the least difficult to master. Because our school Internet does not allow the use of YouTube, I had to learn how to download the video content via web browser using the site http://keepvid.com/. I was then able to play the video using QuickTime when the time came to view the video in class. With respect to using video technology, I would like to explore more options to do this in the classroom. Currently, my students have been assigned an extra credit option project where they must create their own math music video. They can either post this video to a media platform, or bring me a DVD. It is my hope that someday I will be able to work at a school where all students have access to a video camera and editing software.If I did not have access to such technology, I would have to consider alternate ways to discuss mathematician stereotypes such as posters or books. This would not provide the same level of visuals to students and I think it would take a considerable greater amount of time to get the same point across. In all likelihood, I would not use this sort of activity as a mid-year introduction if I did not have access to the video capabilities. It would take far too long to effectively give students the necessary illustration of mathematician stereotypes and too much time would be spent away from content. This gives the ability to use a video a clear advantage for students as it gave me the time to address this social misconception and learn more mathematical content.

The actual discussion that resulting from the viewing of this video was not as enlightening as I had expected. I think that several of the students appreciated it, but it did not go as well with my pre-calculus students as it did with my algebra students. Even if my students do not consider themselves to be mathematicians, I have heard fewer comments on “just not being the math type”. I think I will probably use this video at the beginning of the year with my next set of students in order to help them establish their identities as mathematicians.

Above is the video shown to students, Mathematicious. Below, you can find the lesson plan for the day this video was shown as well as the presentation used for notes that day.

030210lesson_plan.doc | |

File Size: | 36 kb |

File Type: | doc |

log_functions_presentation.pdf | |

File Size: | 126 kb |

File Type: |

## Using a SMART Board

When teaching my algebra I students to use algebra tiles, I decided to use the SMART Board software to provide a visual demonstration of how to use algebra tiles to multiply polynomials. I found a SMART Notebook presentation that had an algebra tile template and used it for my demonstration. When looking at the Notebook file, I noticed several of the features of the SMART Board that were used in the creation of the presentation. First of all, the author created lines and shapes for the underlying template and algebra tiles. Right clicking all of the objects and selecting lock locked the workspace down. The algebra tiles created were locked in place and set on an infinite cloning mode – this creates a new copy of the object every time it is tapped. This allowed me to pull up exactly as many algebra tiles as the problem required. I could also use this same template for any problem posed by the students – it did not have to be customized for the individual problem. Just like a white board, I use the pen tray on the SMART Board to write down information. At first, the board was difficult to sync – my mentor and I figured that I have gone to slow and accidentally dragged part of my arm across the board. The board it particularly sensitive to touch so it is important that you only touch the board in the precise parts that you would like to click or write on. After the class finished a problem, I used the eraser feature to erase all non-locked objects from the slide. This allowed me to easily clean the workspace and move quickly to the next problem being explored. With the new platform of Notebook software, if you circle an area with the eraser and subsequently tap the center, it erases everything within that circle. I used this feature in order to clear the board for a new problem. After demonstrating a problem to students, I had them use the algebra tiles I created to multiply some polynomials themselves. After they attempted a problem, I asked a student to go to the SMART Board to demonstrate their findings with the class. For some students, this was a bit of a struggle, but I helped them out. Being able to give students this large visual was very helpful for students to see the demonstration. For those students who were able to come to the board, it was helpful for them to be able to touch the tiles on the screen and play with them. After displaying the tiles on the SMART Board, I was able to use the SMART Board pens to draw over and highlight different parts of the display for students to see. This helped many students visualize where the like terms that were being combined came from.

Overall, I think that the lesson went well. Those students who I had anticipated having difficulty with multiplying polynomials were able to use this visual aid effectively. Several of the students commented that they felt this method was very easy and far more work than they needed to do to understand polynomial multiplication. For those students, I tried to check in on them and give them positive feedback for participating. I also encouraged them to help me check the work of other groups. I would definitely have to say that this day of practice with algebra tiles and the SMART Board helped a handful of students who might have otherwise been lost had we not started with Algebra tiles. If I did not have the SMART Board, I would still use the algebra tiles for the lesson; however, using algebra tiles would have been much more difficult to present to students in front of the classroom. Students would not have a large visual at the front of the board to reference and I would not have been able to illustrate the combining of like terms as easily. For this lesson, I made algebra tiles using cut out construction paper. If I didn’t have the visual at the board, I might try to make better algebra tiles that are different colors on each side. This would help my students’ transition between positive and negative values. Without the SMART Board, I feel that more class time would be spent on walking around the room checking individual group progress instead of engaging in an entire class discussion. As it was, I was not able to get the chance to engage students in critically thinking about the faults of algebra tiles in representing polynomial multiplication. I would have to re-structure the activity to create more small-group discussions if I did not have a central display for students to reference. Another thing to consider would be the use of a document camera to create a large visual. What the document camera does not have, however, is the ability to illustrated the picture with a pen or pencil and is not as easy to clean up. I think this was the most helpful feature of the SMART Board to students, and would require more individual work with students if this technology were not available.

Looking back, I wish I had given the students who were having an easier time these questions to consider as they worked with the models. If I teach this lesson again in the future, I think I would prepare a supplemental handout for these students whether I had the SMART Board or not. I feel that through both this lesson and my attendance to the MSU technology conference greatly improved my competence with this kind of technology.

Overall, I think that the lesson went well. Those students who I had anticipated having difficulty with multiplying polynomials were able to use this visual aid effectively. Several of the students commented that they felt this method was very easy and far more work than they needed to do to understand polynomial multiplication. For those students, I tried to check in on them and give them positive feedback for participating. I also encouraged them to help me check the work of other groups. I would definitely have to say that this day of practice with algebra tiles and the SMART Board helped a handful of students who might have otherwise been lost had we not started with Algebra tiles. If I did not have the SMART Board, I would still use the algebra tiles for the lesson; however, using algebra tiles would have been much more difficult to present to students in front of the classroom. Students would not have a large visual at the front of the board to reference and I would not have been able to illustrate the combining of like terms as easily. For this lesson, I made algebra tiles using cut out construction paper. If I didn’t have the visual at the board, I might try to make better algebra tiles that are different colors on each side. This would help my students’ transition between positive and negative values. Without the SMART Board, I feel that more class time would be spent on walking around the room checking individual group progress instead of engaging in an entire class discussion. As it was, I was not able to get the chance to engage students in critically thinking about the faults of algebra tiles in representing polynomial multiplication. I would have to re-structure the activity to create more small-group discussions if I did not have a central display for students to reference. Another thing to consider would be the use of a document camera to create a large visual. What the document camera does not have, however, is the ability to illustrated the picture with a pen or pencil and is not as easy to clean up. I think this was the most helpful feature of the SMART Board to students, and would require more individual work with students if this technology were not available.

Looking back, I wish I had given the students who were having an easier time these questions to consider as they worked with the models. If I teach this lesson again in the future, I think I would prepare a supplemental handout for these students whether I had the SMART Board or not. I feel that through both this lesson and my attendance to the MSU technology conference greatly improved my competence with this kind of technology.

CS3 SMART Board Lesson from Mattea Juengel on Vimeo.

Above is a video clip from the SMART Board-focused lesson. Below you can find the lesson plan, handout, and SMART Board presentation.

032310lesson_plan.doc | |

File Size: | 37 kb |

File Type: | doc |

smart_board_lpe_lesson_plan.docx | |

File Size: | 16 kb |

File Type: | docx |

algebra_tiles_smart_board.pdf | |

File Size: | 57 kb |

File Type: |

multiplying_with_algebra_tiles_worksheet.pdf | |

File Size: | 223 kb |

File Type: |

## Overall Reflection

When considering my improvement of using technology in the classroom, I feel that I have greatly grown in this area since the beginning of my internship. I have been able to learn how to use a SMART Board, CASIO calculators, LAN software for the computer, and show YouTube Videos in a place with restricted Internet access. With respect to the SMART Board, I m able to perform basic SMART Board Notebook software functions, use calculator emulating software, and seek out additional tools I may want to use in my classroom. At first, I merely made power-point-esque presentation with the software, only using its pen tray to my advantage. As the semester has progressed, I have been able to create interactive timelines and use the shape builder and gallery to add more features to my SMART Notebook presentations. For example, I was able to successfully navigate through the SMART Board education website to find a pre-made presentation for Algebra Tiles. Not only did this presentation help provide a visual for my students, but having a pre-made template saved me time. If this technology were to be available to me in my future place of employment, I would want to work on incorporating more interactive lessons into my planning and explore more of the gallery items. If I did not have access to this technology, an alternative that I have used on days when the SMART Board was not being smart was to project the presentation on the white-board and write on it with dry-erase markers. This has been just as effective except for the fact that I cannot save what I write on the board to the computer to be posted on the class website (msjuengelmath.weebly.com). Another option might be using an overhead projector with notes printed on transparencies.

I was fortunate enough to use the school computer labs for multiple days at King College Prep and have become very familiar with the LAN software. After visiting the computer lab after school for a quick tutorial from my mentor, I have been able to successfully monitor student progress on a number of occasions in a way that has allowed me to gain great insight to their mathematical development. For example, my pre-calculus students were given an investment project that required them to investigate possible investment options for $10,000 over a four-year time period. By viewing student work on the computer, I could gauge which students were struggling with their research and offer them suggestions for resources. I could also stay in a central location so students could ask me questions without searching for me around the room. With respect to advancing my knowledge of this technology, I feel that I have taken the first step, but I would like to look into ways I can use the broadcast to all computers feature advantageously in a classroom setting. Perhaps, I could guide students through a “how to research” tutorial so they are better equipped to find good mathematical resources. If this technology is available in my future school, I will most definitely look into this. If I do not have access to a computer lab at my school, I will need to find resources for students to sue in print. I have made an effort to collect additional high school math textbooks and resources so I have a library for students to use in the case that computers are not available.

Of all technologies used, I learned the most about the graphing calculator. Thanks to two days of training, I learned more about graphing calculators than I had in my entire life. Throughout my undergraduate career, the use of a calculator was not permitted and my high school did not use them to their full potential. I am now confident that I know about not only the basics of the CASIO calculator, but also some of the additional tools that are not as easy to conceive. I have been able to create more and more lessons that incorporate the use of the calculator so students have a tool to turn to. Now that I know more about how to use the calculator, I want to work on using it more frequently when teaching in the classroom. In the age of calculator use, it is important to equip students with as many technological advances as possible. If my future school does not use CASIO, it will be important that I seek professional development for the particular model used. The training I had for the calculator helped me tremendously, and I cannot imagine being capable of as much without it. I feel this piece of technology is incredibly important for students to have access to and if my school does not have calculators for students, I plan to contact the representative I met at the CASIO training to see if I have options for my class.

The medium I had the most difficulty incorporating in my class was video. The equipment and editing software to make a video is not easily accessible to most students and many don’t have access to a video camera. I had considered making a video of my own to show students, but I didn’t want to be too narcissistic. Instead, I chose a video that I felt was humorous and students could connect to –

Overall, feel that I achieved my goal of learning more about how to use technology advantageously in the classroom. I made a conscious effort to use the technology for a purpose other that just using technology. I also have some ideas as to what options I might have if I am at a school that does not have access to as much technology as my current placement. I feel that I now have a much greater toolkit of options for teaching my future class and can create more tech-savvy lessons to engage students. In the age of cells phones, iPods, and other technologies, it is more important than ever that teachers are aware of the options available to them. Hopefully, with the new knowledge I have gained through this project I am able to better my teaching and be an effective teacher for my future students.

I was fortunate enough to use the school computer labs for multiple days at King College Prep and have become very familiar with the LAN software. After visiting the computer lab after school for a quick tutorial from my mentor, I have been able to successfully monitor student progress on a number of occasions in a way that has allowed me to gain great insight to their mathematical development. For example, my pre-calculus students were given an investment project that required them to investigate possible investment options for $10,000 over a four-year time period. By viewing student work on the computer, I could gauge which students were struggling with their research and offer them suggestions for resources. I could also stay in a central location so students could ask me questions without searching for me around the room. With respect to advancing my knowledge of this technology, I feel that I have taken the first step, but I would like to look into ways I can use the broadcast to all computers feature advantageously in a classroom setting. Perhaps, I could guide students through a “how to research” tutorial so they are better equipped to find good mathematical resources. If this technology is available in my future school, I will most definitely look into this. If I do not have access to a computer lab at my school, I will need to find resources for students to sue in print. I have made an effort to collect additional high school math textbooks and resources so I have a library for students to use in the case that computers are not available.

Of all technologies used, I learned the most about the graphing calculator. Thanks to two days of training, I learned more about graphing calculators than I had in my entire life. Throughout my undergraduate career, the use of a calculator was not permitted and my high school did not use them to their full potential. I am now confident that I know about not only the basics of the CASIO calculator, but also some of the additional tools that are not as easy to conceive. I have been able to create more and more lessons that incorporate the use of the calculator so students have a tool to turn to. Now that I know more about how to use the calculator, I want to work on using it more frequently when teaching in the classroom. In the age of calculator use, it is important to equip students with as many technological advances as possible. If my future school does not use CASIO, it will be important that I seek professional development for the particular model used. The training I had for the calculator helped me tremendously, and I cannot imagine being capable of as much without it. I feel this piece of technology is incredibly important for students to have access to and if my school does not have calculators for students, I plan to contact the representative I met at the CASIO training to see if I have options for my class.

The medium I had the most difficulty incorporating in my class was video. The equipment and editing software to make a video is not easily accessible to most students and many don’t have access to a video camera. I had considered making a video of my own to show students, but I didn’t want to be too narcissistic. Instead, I chose a video that I felt was humorous and students could connect to –

*Mathematicious*. I feel that this allowed students to get a glimpse into my sense of humor while considering the social implications of these kinds of videos. I feel that I did a good job framing the discussion and adequately prepared the video by downloading the file from YouTube. This is the area where I feel I could use the most growth. I am currently working on a reflective video for my points of choice that takes footage from student interviews and lessons to bring my teaching philosophy to life and give my peers a look into what it was like to student teach in Chicago Public Schools. Through this project, I hope to learn more about video editing software. Ultimately, however, I would like to take a professional development course on effectively using video in the classroom effectively.Overall, feel that I achieved my goal of learning more about how to use technology advantageously in the classroom. I made a conscious effort to use the technology for a purpose other that just using technology. I also have some ideas as to what options I might have if I am at a school that does not have access to as much technology as my current placement. I feel that I now have a much greater toolkit of options for teaching my future class and can create more tech-savvy lessons to engage students. In the age of cells phones, iPods, and other technologies, it is more important than ever that teachers are aware of the options available to them. Hopefully, with the new knowledge I have gained through this project I am able to better my teaching and be an effective teacher for my future students.