WEEK 5

This week we are focusing on Universal Design for Learning (UDL). According to CAST, the nonprofit education research and development organization that created the UDL framework and UDL Guidelines, the purpose of UDL is to "eliminate barriers so everyone has the opportunity to grow and thrive" (2023).

CAST is an acronym for "Center for Applied Special Technology."  The guidelines provide researchers, parents, educators, and curriculum directors with "suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities" (2023). The UDL Guidelines 3.0 were published on July 30, 2024, and have been updated to respond to a need to "address critical barriers rooted in biases and systems of exclusion" (CAST, 2024).

Part of this week's focus on UDL is to summarize one of several articles related to UDL and its integration into educational platforms. The article that spoke to me is a commentary by Sheri Vasinda of Oklahoma State University and Jodi Pilgrim of the University of Mary Hardin-Baylor. The article can be accessed from the following link: 

                   https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.484

The article is entitled "Technology Supports in the UDL framework: Removable scaffolds or permanent new literacies?

Summary: Technology Supports in the UDL framework: Removable scaffolds or permanent literacies?

The authors, Vasinda and Pilgrim, aim to convince readers and the world in general to toss the notion that UDL is a scaffolding apparatus. They emphasize that scaffolding is generally something that is removed or fades away, to be accessed when, or if, it is needed (2022, p. 44). 

The authors cite historical CAST attributions to Vygotsky:

    ...Vygotsky emphasized one of the key points of UDL curricula--the importance of graduated  "scaffolds." These are important to the novice, but that can be gradually removed as the individual  acquries expertise. Scaffolding with graduated release is a practice that is as old as human culture  and is relevant to learning in almost any domain, from learning to walk or ride a bike "unaided" to  the long apprenticeships of neurosurgery or aircraft flying (p. 47)

It is this reference towards UDL as a scaffold that may be released gradually that the authors take issue with, as they believe that the technology supports in the UDL are not temporary supports but are instead permanent "new literacies" (p. 50).

This concept of "new literacies" represents the multiliteracies that exist and that allow all learners access to technological supports at all times, just as workers in the real world have access to the resources they need to do their jobs at all times.

FIGURE 2 from Temporary Scaffolds to UDL to Permanent New Literacies from the article:

Permanent New Literacies

• Accessibility: Universal Access for Learning - Teachers provide multiliteracies options (available designs) for learning reflecting current tools and students' wide range of socio-cultural and cognitive diversity.
• Temporality: Permanence - Teachers provide and maintain digital and analogue cultural tools as permanent, always available learning and communication options.
• Agency: Multiliterate Agency: Students participate using their full linguistic repertoires to create their literate identity through access to available multimodal tools and designs to demonstrate a range of valued literate proficiency and authentic artifacts.

These permanent aspects differ from the older, temporary scaffolds model that go away once the immediate need is fulfilled, suggesting that the learner outgrow the need for the scaffolding.

The authors recognize that much work must be done to support this permanent change, especially in respect to ensuring equity by having the infrastructure and resources available to school districts and communities to support technological supports (p. 54).  They also support the U.S. Department of Education (2017) and its use of the term support instead of scaffolds:  Supports to make learning accessible should be built into learning software and hardware by default" (p.54). Their last recommendation is for states to use UDL for assessments (p.54).

Vasinda and Pilgrim make strong arguments to support the use of New Literacies in education and eliminating the so-called "scaffold" connotation that has historically been applied to technological supports. I concur. 

The lesson that I am designing for my final project utilizes a LMS that provides access and a place for assignments to reside in an organized manner via Google Classroom. My lesson also includes the use of DESMOS online graphing calculator, which provides students with the opportunity to create graphs that can be labeled and shared versus the more limited use of the TI84C graphing calculators. The TI84C's will still be used to stimulate prior knowledge and provide students with a touchstone that they are familiar with using. The added component of DESMOS will allow students to copy their graphs into a Google Slides presentation where they can express themselves and share their more personalized interests as they find applicable videos or images to correspond to their final submission.

CAST Universal Design for Learning website

 https://www.cast.org/impact/universal-design-for-learning-udl#.Xzx0BZNKjFM

Identify strategies that can be integrated into my final project lesson:

Engagement: Students will connect learning to experiences that are meaningful and valuable (Consideration 7.2) when they search for a parabolic shape in the real world that has meaning or can be understood as a real world connection. For example, basketball players may find the path of the shot on goal to be interesting as it could help improve their free throw percentages. An art lover may appreciate the architecture of the parabolic bridges they see. By giving students choice regarding their quadratic function/parabolic real world shape, they are accomplishing more than had they only solved quadratic equations on a contrived worksheet.

Representation: Students will create a unique quadratic function graph that aligns to the chosen shape they have selected by exploring DESMOS graphing calculator and its capabilities for labeling and sharing outputs. Students will create a 3-5 slide presentation in which they present their graph, reflect upon their experience, and create or insert a design that relates to their graph. (Consideration 5.2 Use Multiple tools for construction, composition, and creativity and Consideration 5.1 Use multiple media for communication).

2024 NETP Guidance Reflection

The NETP (U.S. Department of Education, 2024), identifies three key divides limiting the transformational potential of educational technology to support teaching and learning, including:

• The Digital Use Divide
• The Digital Design Divide
• The Digital Access Divide

For this assignment, consideration of the integration of UDL strategies to address the digital use divide is to be given. Integrating UDL gives society the mandate to provide all learners with access to the technological/digital resources needed to be successful. Eight key recommendations were identified that can be addressed by states, districts, building level administrators, and schools:

    1. Develop competencies students should have as they progress between grade levels (States, Districts).

    2. Design and sustain systems and evaluation processes that support the development of competencies (States, Districts, Schools).

    3. Implement feedback mechanisms that empower students to become co-designers of learning experiences (Districts, Building-Level Administrators).

    4. Develop rubrics for selected tools to ensure support of UDL principles and that they can be customized in response to accommodation or modification needs of learners with disabilities (States, Districts, Building-Level Administrators).

    5. Review subject area curricula to ensure age-appropriate digital literacy skills are experiences by students through active technology use for learning (States, Districts).

    6. Build partnerships with outside agencies and businesses to help students access edtech-enable hands-on learning and work-based learning experiences (States, Districts).

    7. Provide professional development and technical assistance to appropriate staff to support use of evidence to inform edtech use (States, Districts).

    8. Develop guidelines to protect data privacy and ensure alignment with shared educational vision and learning principles (States, Districts).

These recommendations highlight the need for ample infrastructure, resources, money, time, and commitment towards implementation of adequate UDL. Considerable coordination should be made between all parties and the special education educators. We are at a historical moment in time--the transition to a digital, technologically advanced society, and we need to transition to the educational systems that support this new, exciting world. It starts with educating the educators, legislators, and curricula developers. We all want our future generations to be successful and contributors to the best world we can achieve.

References:

 About Universal Design for Learning - CAST. (2020, May 27). CAST.  

             http://www.cast.org/our-work/about-udl.html#.XGn5889Kho4    

  

‌Vasinda, S. and Pilgrim, J. (2021). Technology supports in the UDL framework:

Removable scaffolds or permanent new literacies? Reading Research Quarterly,

                58(1), 44 - 58.

 WEEK 4

This week we are exploring the use of AI (Artificial Intelligence) via Magic School AI (https://magicschool.ai/tools) to generate a lesson plan for our grade level/content area using my state standards--Oklahoma Academic Standards/Mathematics, and ISTE Student Standards.

Part 1: 

    1) Evaluate the quality of the lesson. Is it well aligned with the standard that you provided? Is the lesson sufficiently rigorous? Are assessments aligned with the objective and the lesson procedure/content?

     The quality of the lesson is excellent. It is well aligned with the standards that I provided, including both Oklahoma Academic Standards for Mathematics and the International Society for Technology in Education (ISTE). The standards I submitted were: 

•  Oklahoma Academic Standards: A2.F.1.3 Graph a quadratic function; identify the domain, range, x- and y-intercepts, maximum or minimum value, axis of symmetry, and vertex.
• ISTE Standards for Students: 5a – Students use digital tools to gather, evaluate, and use information; 6a – Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication

    

    The lesson generated is sufficiently rigorous. The assessment is aligned with the objective and the lesson procedure/content. The lesson is named "Exploring Quadratic Functions: Graphing and Analysis." The opening begins with a real-world scenario "Imagine you're designing a parabolic arch for a bridge. What information would you need to create this shape?"  

    The lesson assessment includes a literary element requiring students to "explain their findings in a short paragraph." The lesson requires the use of technology. It is suggested to use a video clip of a "parabolic structure in action to capture interest." The technology integration involves utilizing graphing calculators or software to visualize quadratic functions. 

2) What improvements might you suggest?

    The only improvement that I would love to see is that it automatically finds a video clip and creates a worksheet for the homework and assessment sections. The Extension Activity suggests an activity, but it is not included in the lesson plan. The lesson plan is excellent, however, those inclusions would make them perfect!

3) In your expert opinion, is the tool useful for the creation of rigorous lesson plans? Support your answer with evidence.

    I will definitely use this tool for the creation of rigorous lesson plans. The sections follow the 5E lesson structure:

•     Engage: The opening begins with a real-world scenario and engages students "by asking them how they think parabolas are used in architecture and engineering.
•     Explore: The introduction to new material and use of technology to see graphs of quadratic functions allows students to see the shape and patterns involved in parabolic shapes.
•     Explain: The guided and independent practice sections allow students to formalize their understanding of parabolic/quadratic functions and how to identify the key components of the graphs, including identifying domain, range, x- and y-intercepts, vertex, and axis of symmetry.
•     Extend:  An extension activity is included that suggests providing "a challenge problem involving a real-world application of quadratic functions, such as a projectile motion."
•     Evaluate: The assessment activity is relevant and includes a literary component and suggests a worksheet requiring graphing a quadratic function and identifying the key features.

4) Share the lesson plan that was provided and include it with your post.

The lesson can be found at https://app.magicschool.ai/tools/lesson-plan-generator?share=28f8cb94-9d49-47f5-bf4c-3aa761c47dca. You will need to sign in or sign up in order to view the lesson. This is free!

Part 2: Interact with at least one AI powered tool of your choosing on the Magic School page.

1) Which tool did you choose? What does it do?

    I chose "Math Story Word Problems" to generate some real-world questions for use with the lesson plan. 

2) Is it useful? Justify your answer.

Yes, the tool was extremely useful. I asked the AI powered tool to create real-world scenario problems related to parabolic structures. The tool created 3 real-world contextual word problems that relate to parabolic shapes.

This feature alleviates one of my suggested improvements, as this was so quick and accurately provided me with real-world scenarios that could be used as extension or even assessment. The AI tool created the following:

Parabolic Shapes in Real-World Contexts: Quadratic Functions

1. The Golden Gate Bridge's iconic suspension cables form a parabolic shape. An engineer is studying the main cable, which can be modeled by the quadratic function h(x) = -0.005x^2 + 4x + 150, where h(x) represents the height of the cable in feet, and x is the horizontal distance from the tower in feet. What is the maximum height of the cable, and how far from the tower does this maximum height occur?

2. A local amusement park is designing a new roller coaster. The track for one section follows a parabolic path described by the function y = -0.02x^2 + 4x + 25, where y is the height in meters and x is the horizontal distance in meters. The engineers need to know the highest point of this section for safety regulations. What is the maximum height of the track, and at what horizontal distance does it occur?

3. A water fountain in a city park shoots water in a parabolic arc. The path of a water droplet can be modeled by the equation h(t) = -16t^2 + 40t, where h(t) is the height of the water in feet, and t is the time in seconds since the droplet left the nozzle. How long does it take for the water droplet to reach its maximum height, and what is this maximum height?

Were this a Word document the mathematical symbols would be preserved. 

3) Would you use it to deliver instruction or assess learning with your students? Tell about how you might use it.

    I could use this AI tool to generate story problems for the different concepts that we address in my Algebra II classes. I already have the lesson plan and story word problems saved for use in the near future when we cover quadratic functions. There is also a worksheet generator so I could easily create a worksheet for the independent practice section.

 Part 3: Reflection

1) What are your thought? Is Magic School a resource you would use with your students? Would you share it with colleagues? Why or why not?

    

    I wish I had known about this AI resource sooner! There are quite a few tools that I want to explore such as "Make it Relevant," "Math Spiral Review," and "Real World Connections." All of these sound excellent for review and engaging students with interesting scenarios that connect to life.

    I would definitely share it with colleagues, and I hope any Algebra II instructors in EDUC 5313 see this blog. I am the only teacher at my school that teaches Algebra II, so there is not anyone to share this specific lesson with. However, the entire site includes other content areas, so I will be sharing the Magic School site with my entire high school. I want all students and teachers to have access to this resource.

2) What challenges do you see that would discourage you from using Magic School, if any? What concerns do you have, if any?

    There is nothing about this online AI resource that would discourage me from using this resource. The lesson plan was excellent, and the AI tools are fantastic tools that will save teachers time and provide students with quality lesson plans/activities. I do not have any concerns at this time.

3) What benefits do you see in the Magic School, if any?

    The site really does appear to work magically, as it is simple to navigate and generates responses immediately. Teachers can create lessons to follow a 5E lesson plan format, which is research based best practice.

4) Do you have experience using other AI tools in the classroom? If so, describe.

    I do not have any other experience using AI tools, but this product has me highly interested and motivated to explore other potential AI tools and to not be afraid to utilize AI.  I have used AI on the internet to generate ideas for class projects, but nothing that comes close to the Magic School! 

References:

1. Students. (2023, March 15). ISTE. https://iste.org/standards/students

(2023, October 17). MagicSchool.ai - AI for teachers - lesson planning and more!. https://www.magicschool.ai/

Oklahoma academic standards. (n.d.). Oklahoma State Department of Education. https://sde.ok.gov/oklahoma-academic-standards

WEEK 3 

In chapter 4 of How People Learn II (National Academies of Sciences, Engineering, and Medicine, 2018), the authors review three cognitive functions that are necessary for learning to occur: executive function; self-regulation; and working- and long-term memories. 

The infographic below summarizes these processes and includes digital technological resources that encourage creative thinking and problem-solving. Integration of digital technology supports building the executive function and self-regulation skills students require by giving them access to engaging tools and resources. Included in these resources are arts related resources that promote creative thinking, and the more students think about creating and designing solutions that contribute to their future successes in the real world. These innovative skills foster a future world in which today's learners are able to find the solutions to worldly problems, a critical aspect of society's future.

REFERENCES

Gura, M. (2020). Fostering Student Creativity. EdTech Digest The State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents, 7. https://drive.google.com/file/d/1kys4jUXmg9Zlj5m0b1h2qsOx7yVOKCKB/view?usp=sharing

International Society for Technology in Education. (2017). ISTE Standards for Students: A Practical Guide for Learning with Technology. International Society for Technology in Education.

National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783.

Rivero, V. (2020). A Whole New Class of Art. EdTech Digest The State of the Arts, Creativity, and Technology 2020: A Guide for Educators and Parents, 12-20. https://drive.google.com/file/d/1kys4jUXmg9Zlj5m0b1h2qsOx7yVOKCKB/view?usp=sharing

WEEK 2

Part 1:  Authentic Intellectual Work/Authentic Instruction & Assessment

What is the nature of Authentic Intellectual Work?

Authentic Intellectual Work (AIW) is work that uses disciplined inquiry to construct knowledge that has value beyond the contrived reality of the classroom. Students required to engage in authentic intellectual work to construct knowledge that results in production of meaningful discourse, real products, or performances that have value beyond school (Newman et al, 2007, p. 3).

How does it differ from traditional approaches to instruction and assessment?

Authentic Intellectual Work differs from traditional approaches by avoiding the contrived, often superficial nature of typical classroom assignments. Students engaging in AIW build on prior experience to create a knowledge base that allows them to move beyond basic understanding. Traditional approaches often end at creating the knowledge base whereas AIW moves beyond that by guiding students towards deeper understanding of concepts via meaningful discourse and analysis of real world problem solving. According to Newman et al: 

Such understanding develops as one looks for, imagines, proposes, and tests relationships among key facts, events, concepts, rules, and claims in order to clarify a specific problem or issue (p. 4).

Within the disciplined inquiry enhanced communication goes beyond filling in the blanks or completing worksheets and may include such communication as research papers, essays, mathematical proof construction, CAD drawing, complex display boards, or musical compositions (Newman et al, 2007, pp. 4-5).

AIW requires that the intellectual work has value beyond school by providing students the skills they need to succeed in contemporary society. By employing the disciplined inquiry model that moves beyond basic prior knowledge construction, students learn how to better analyze and solve problems that apply to real world circumstances. Students use their prior knowledge to move beyond the classroom and prepare "intellectual demands of the workplace, citizenship, and personal affairs (Newman et al, p. 11). Furthermore, use of AIW leads to increased student engagement due to the authentic connection to the real world that builds intrinsic motivation in students.

Finally, AIW leads to a more comprehensive and united learning community by providing the professionals with a framework that includes meaningful intellectual activity versus lists of skills and standards by grade level (Newman et al, 2007, p. 13).

Describe a specific example of authentic intellectual work in a discipline or content area.

An example of AIW is having students use mathematical modeling to determine whether social injustice exists in how different racial groups are represented in prison populations in Oklahoma. In this case a problem is presented and students must use prior knowledge to determine which mathematical models would represent the data. Technology is employed as students gather data from websites that provide factual information on prison populations. Students would communicate their results by creating presentations such as Google Slides presentation or posters working in collaborative groups and then providing individual essays that describe the process they used to solve the problem and a reflection of what they learned and may have done differently considering the experience.

Discuss the components of Authentic Intellectual Work and provide deep consideration of at least one component by including a discussion of empirical (research-based) evidence found in Chapter 2.

As mentioned above, the components of AIW are construction of knowledge, disciplined inquiry, enhanced communication, and value beyond school. These components lead to more in depth understanding of concepts and provide students with the analytical, problem-solving and communication skills that they will need outside the school reality. Indeed, Newman et al describe the results of the empirical evidence that supports employing AIW as a teaching practice by showing evidence of enhanced student learning.

One especially important finding is that AIW improves equity of education across the board for students of lower socioeconomic backgrounds or students with diverse learning abilities. Students with disabilities, for example, performed better using AIW constructs to learn and be assessed; however, access to AIW framework was not found to be equally available to all groups, and much further work is needed to improve this inquity (Newman et al, 2007, pp. 24-26).

Part 2:  2024 National Education Technology Plan Update

The 2024 NETP is not explicitly connected to the Authentic Intellectual Work Framework.  What opportunities do you see within the first section “Digital Use Divide” to connect technology integration practices with the components of authenticity?

According to the Office of Educational Technology (2024) the main barriers to equitable support of learning through edtech are:    

1. Digital Use Divide: Inequitable implementation of instructional tasks supported by technology. On one side of this divide are students who are asked to actively use technology in their learning to analyze, build, produce, and create using digital tools, and, on the other, students encountering instructional tasks where they are asked to use technology for passive assignment completion. While this divide maps to the student corner of the instructional core, it also includes the instructional tasks drawing on content and designed by teachers.
2. Digital Design Divide: Inequitable access to time and support of professional learning for all teachers, educators, and practitioners to build their professional capacity to design learning experiences for all students using edtech. This divide maps to the teacher corner of the instructional core.
3. Digital Access Divide: Inequitable access to connectivity, devices, and digital content. Mapping to the content corner of the instructional core, the digital access divide also includes equitable accessibility and access to instruction in digital health, safety, and citizenship skills.

The Digital Use Divide connects to AIW by using technology, a real world connection, to analyze, build, produce, and create in an active student-centered teaching approach which is the cornerstone of authenticity. In order to meet this requirement teachers must be trained and knowledgeable in how to design authentic instructional tasks and communities must ensure that schools have the resources needed to ensure equitable connectivity and device availability.

Once the digital divide is conquered on all three divides, students can be engaged in Authentic Intellectual Work that will better prepare them for their future journeys through life beyond school.

Describe an example in the plan or develop your own example aligned with Universal Design for Learning highlighted in the technology plan and opportunities for students to engage in authentic intellectual work.

Students explore a topic that interests them and develop a question or hypothesis regarding the outcome of their exploration. An example may be the effects of social network bullying on teens, where a student may explore the concept of bullying and cyber bullying specifically, and its effects on high school students. Students use mathematical modeling to analyze the data collected and use technology to display their findings, utilizing the technology they choose. An example may be creating a Slide presentation via GoogleSlides that incorporates comic strips, videos, tables of results, and documentation of how information was gathered, analyzed, and presented, both in written form for the teacher and in oral presentation for the class.

This type of questioning and research involves literacy across disciplines, engaging and authentic knowledge construction, inquiry, or student-centered learning, enhanced communication, and provides them with an opportunity to self-reflect on their own behaviors now and in the future.

Part 3:  Triple E Framework

What connection do you notice between the AIW framework and Kolb’s Triple Es?

AIW framework and Kolb's Triple E framework both use a student-centered, inquiry based learning environment. As Gaer & Reyes (2022) point out, student learning based on Kolb's Triple E's are engaged by working on learning centered goals and not tasks (p. 35). This focus on goals and engagement aligns with the AIW framework which is inquiry based, with students exploring to construct knowledge once basic prior knowledge skills are acquired. This "engagement" component of Kolb aligns well with AIW.

Kolb's framework also includes a component "extension" which ties into the soft skills and real world connections of the AIW framework's value beyond school.

Kolb's last "E" represents "enhancement" which incorporates students developing a deeper understanding of the concepts being learned which connects with AIW's framework in which students engaging in disciplined inquiry learn beyond the traditional skills that make up the foundational prior knowledge necessary to move into deeper levels of thinking and developing solutions.

Overall, the two frameworks dovetail nicely together by exploring authentic intellectual practices with authentic technological integration.

How does the example you developed above support Engagement, Enhancement, or Extension?

Regarding the example of students' Universal Design for Learning alignment from Part 2 above:

Engagement: Students develop a question about a topic of interest that connects with the real world.

Enhancement: Students integrate technology to explore while collecting data and researching sites for information pertinent to their question of study.

Extension: Students make a connection to the real world and to their own personal experiences, making the study authentic and relevant.

References

Digital Divides. Office of Educational Technology. (2024, October 25). https://tech.ed.gov/

Gaer, S., & Reyes, K. (2022). Finally, some guidance! using the triple E framework to shape technology         integration. Adult Literacy Education: The International Journal of Literacy, Language, and                   Numeracy, 4(3), 34–40. https://doi.org/10.35847/sgaer.kreyes.4.3.34

Newmann, F. M., King, M. B., & Carmichael, D. L., Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects (2007). Des Moines, IA; Prepared for the Iowa Department of Education.

Triple E framework. Triple E Framework. (n.d.). https://www.tripleeframework.com/

T

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WEEK 1 

Part 1: Current and Future Professional Goals

Current Goals: My goal to finish out the year 2024 is to graduate in December with my Masters of Arts in Curriculum & Instruction - Mathematics from Southeastern Oklahoma State University. My journey through this master's program has reignited my love of teaching mathematics in post pandemic education.

Future Goals: I would eventually love to be a mathematics coach or mathematics curriculum director in a school district in Southeast Oklahoma. I also believe that teaching in post-secondary education in a teacher degree program would enable me to reach heights that would ensure my goal overarching goal of being a lifelong learner.

Part 2: ISTE Standards Embedded in Oklahoma Academic Standards Learning Activity

ISTE Standards

1.4.a Design Process: Students know and use a deliberative design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.b. Design Constraints: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

Oklahoma Academic Standards - Mathematics 

PA.A.2.4: Predict the effect on the graph of a linear function when the slope or y-intercept changes. Use appropriate tools to examine these effects.

PC.CS.1.1: Model real-world situations which involve conic sections.

Learning Activity

Anticipatory Activity: Students will use Desmos graphing calculator function online from  https://www.desmos.com/calculator to create a design using linear equations.

Students will create the design on regular graphing paper and then calculate the equations of the design created using linear equations for transference to Desmos. This activity will familiarize or reacquaint students with the site and how to navigate and implement their design into an online platform.

Current Lesson Activity: Students will use Desmos graphing calculator function to create a design using conic sections.

Students will create the design on regular graphing paper and then calculate the equations of the conic sections for transference to Desmos. This activity will incorporate design into a technological component.

Students will copy their design into Google Slides via Google Classroom to share with classmates in presentation via SmartBoard.

Sample:

Part 3: Connection to Kolb's Triple E Framework for Technology Integration

Engagement: Eliciting Prior Knowledge - Pre-calculus students will review both graphing linear equations and using Desmos from Pre-Algebra through Algebra II and using online graphing calculator from Desmos.

Enhancement: Visual Representations of Learning - Students will exhibit understanding of creating shapes to build designs via both prior knowledge and current knowledge by connecting the past to current study of conic sections.

Extension: Engage Students in Authentic Discourse with Others - Students will present their designs from a Google Slides presentation for whole class viewing on the classroom SmartBoard. Students will discuss the equations used and inspiration for designs. Students will reflect upon the experience in Interactive Notebooks/Journaling.

References

Desmos. (2024). Desmos Graphing Calculator. Desmos. https://www.desmos.com/calculator

‌

International Society for Technology in Education. (2024). ISTE standards: For students. ISTE; International Society for Technology in education. https://iste.org/standards/students

‌

Oklahoma Academic Standards | Oklahoma State Department of Education. (2017). Ok.gov. https://sde.ok.gov/oklahoma-academic-standards