The dilemma I have is linked with Chapter 4, “What Should I Teach and How?”. Working in a large district like CPS, and working with 2 other coworkers who also teach middle school math (grade 6 and grade 8), there are certain guidelines I need to follow to continue coherence throughout student learning in grade levels and the district. My dilemma is how can I integrate ImagineIT project that would not hiccup the unit plans that are in place while integrating core curriculum that was purchased for the school, but at the same time, make this project meaningful for the students. I will look at student math learning standards and integrate this project 2 or 3 times a week while learning their “regular” content so that students are exposed to both.
The second dilemma I have is linked with Chapter 1, managing teaching dilemmas. I have a fear of “letting go” of my students from learning on notebook to learning from technology. It is not the fear of technology itself, but the management of student using technology and being responsible digital citizens. Another fear is grading student work via technology rather than paper and pen. As society moves forward to technology-driven world, I need to push myself to change. It is good that this project is “forcing” me to change, and come out of my fear shell to test it out, especially with support from MSU STEM team.
The second dilemma I have is linked with Chapter 1, managing teaching dilemmas. I have a fear of “letting go” of my students from learning on notebook to learning from technology. It is not the fear of technology itself, but the management of student using technology and being responsible digital citizens. Another fear is grading student work via technology rather than paper and pen. As society moves forward to technology-driven world, I need to push myself to change. It is good that this project is “forcing” me to change, and come out of my fear shell to test it out, especially with support from MSU STEM team.