Several+Years+of+Implementation

=We would begin the day still reviewing homework. However, the type of homework started to change. Here is an example of an online homework assessment I gave my students. While I used Exam View Pro and would have their responses sent to an account, you can do it similarly with Google Forms. By having answers already, I could look and see which questions students did not understand and we could address them as soon as class began.=

Homework 4-1 Review media type="custom" key="5583749" =I tried to alternate between the PowerPoint Lectures and using Dynamic Geometry activities to teach new material. For example, I used the same sketch for the Exterior Angle Relationship, but as seen below, the questions asked were altered to put the learning on the students. Students would have time to work through the activity in pairs, figure out the relationships, and answer the questions. We would then go over the activity and discuss key relationships. I would still write those relationships on the board to reinforce the concepts, and students would still write them down for notes. However, the writing process was greatly abbreviated since the concepts were better understood. Some even primarily used the Sketchpad files for their notes.= media type="custom" key="5579465"

=Activities would vary depending on the topic and how the topic was learned. Sometimes I would use PDF sheets to make sure concepts were understood. However, I would also try to throw in more complex activities that would start to makes students think about the relationships and how everything we learned was building upon itself. Here is an example of an applet I would use with advanced students.= media type="custom" key="5339679"

=While the reviewed homework shows how I started to integrate technology, I still would use the textbook from time to time. Part of learning to teach with technology is figuring out how to utilize your resources, and sometimes the book can be a good resource.= //Geometry//. New York, New York: Glencoe, 2005. 189-190. Print.