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The Transformation of a Luddite:

The Transformation of a Luddite:. Using Technology Outside of the Classroom Setting John Prather, Ohio University’s Eastern Campus. The Starting Point. While there are certainly exceptions, I am a firm believer that calculators have generally damaged mathematics education.

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The Transformation of a Luddite:

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  1. The Transformation of a Luddite: Using Technology Outside of the Classroom Setting John Prather, Ohio University’s Eastern Campus

  2. The Starting Point • While there are certainly exceptions, I am a firm believer that calculators have generally damaged mathematics education. • As a result, I use relatively little technology inside the classroom.

  3. Beginning of the Transformation: Smartboards • About ten years ago, I first saw a Smartboard. • Big obvious advantage: Class notes can be downloaded as a pdf, and put in course management system (in my case, Blackboard). • Students can go back and look at these if they miss class, if they are unsure about something, or can not take notes themselves. • Less obvious advantages: • Colors are easier. • Can go back easily to material from earlier in class. • Minor disadvantage: Board is a little smaller than normal classroom boards. • I would categorize the Smartboard as a gateway technology • These days only a handful (enough to be worth the couple of minutes it takes to upload the pdf) of students will download the pdf because …

  4. The next step: Lecture Capture (Panopto) • To see what this looks like, see next slide or link below: • https://ohiouniversity.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=4ff880b1-a173-4ea0-b441-a9de01673874&instance=BlackboardProd • Notice, the lecture is captured along with whatever I am writing on the board (or showing on a powerpoint) • Really good for students who cannot attend class, but not as good as being there. • Gives students a chance to re-watch lecture if they need a refresher. • Most students will take advantage of this at some point in the course (hard to be precise, but about 1/3 of students spent more than 100 hours in the course Blackboard site)

  5. One More Step: Teaching Using Interactive Television • As one of five regional campuses, we often do not have sufficient enrollments on any one campus to justify a course. One solution is to share courses using interactive television. • Instructor is at home campus, but students can be at any campus. Interaction is live, similar to Skype, but way better quality. • Students can see instructor or students at another campus on one monitor, and document camera/computer screen on the other. • A limitation: Students can’t always see other students. • Another limitation: If there is more than one other campus, instructor can only see students at one other campus at a time (others are little picture similar to Google Hangouts). • Recently, I have taught Number Theory and History of Math using this system to at most three other campuses. Next semester, as part of Ohio’s idiotic dual enrollment program, I will be teaching College Algebra to five remote sites (and my campus students).

  6. Teaching Using Interactive Television: Connecting With Students • Require some email every class day prior to class. Some ideas: What did you find important in this lesson and why? What problems are you having with this material, if any? • Gets students in the habit of sending emails. • Last semester, class of 14 (458 required emails, 225 questions from students). • If students have questions about HW, they can take a picture of their actual work. • HW also sent by email. Graded work is printed, scanned, and emailed back (Could use course management software, but I found that more cumbersome/less habit forming). Require a specific subject line so that the emails can be filtered out of normal inbox. If students need, a response, they use a different subject line. • Can meet with students by phone or by using Skype-like technology.

  7. Next Steps: ZOOM class • ZOOM is another Skype-like program, but better. • Plan is to teach History of Math next spring using it. • Synchronous class meetings, unlike online classes. • Should facilitate discussion as students should be able to see each other (view is Brady Bunch style). • Will use a document camera as a board, when necessary. • Will have to figure out some administrative details (i.e. tests), but otherwise should work like interactive television classes.

  8. Questions? • John Prather • prather@ohio.edu

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