12 – Creativity, Dependence, Technology

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I read more and more about the opportunities of how computers can be integrated in the classroom and how the internet can connect students around the world. Almost daily I discover teacher blogs and witnessed first hand students making podcasts, creating dynamic presentations, and sharing their creativity on the internet. I have written in other reflections how I desire to take advantage of these technologies in my classroom. However, I must accept that I am hesitant of taking that technology leap.

One aspect I would like to further examine is how to introduce this. Some of my student have not been in school for twenty-years and they have been rarely using computers during this time. Immersing them into two unfamiliar ares could be very overwhelming for a student and I could be the life guard with a lack of experience with situation like these. This combination could result in a drowning for both. But this is an extreme, and I imagine that chance for extreme success is just as likely. The second aspect is that I do not want to make the students dependent on it. Forty years ago I can only imagine that there had to be a few individuals contemplating this same perspective with the calculator. True, the calculator is an amazing tool for mathematics. But I want to create an awareness within my students that this tool, just like many other resources, can enhance understanding and easily become a crutch. Overall, how do I develop my teaching practices with technology so that my students creativity is not dependent on the technology or overwhelmed by it?

Creativity is usually talked about in fields of art and music. (Strange how these programs are being cut from schools, but creativity in the form of technology is now being pushed into schools.) I have yet to hear a parent, including myself, say, “Wow! That kid is really creative. They should be a mathematician.” I think a common perception is that people can only apply creativity towards being an artist or a musician, even though math takes just as much creativity. Math is not the only subject that is ignored for its creativity, there are many fields in this boat. However, technology is allowing this stereotype to be dissolved. Yet I question if this will be the only way to broadcast the creativity in these fields? Perhaps not. Once people start to observe the excitement and production on the internet, then they possibly might want to continue expressing it in their public lives as well. Now I am not suggesting that there will soon be a bunch of math clowns being hired for birthday parties. (Except maybe for my son’s!) But now that I think about it, I do not even know what other types of creativity could be possible. Maybe more Math competitions at public schools. I guess I need to reflect more on how my students can express their math creativity outside the classroom. The internet sounds like a good start though.

I guess what I am trying to express is that I do not want my students to say that they cannot work on math because they do not have their calculator. Similarly, I do not want students to say they cannot present their math because they do not have a computer. All of these thoughts could stem from my reluctance to first try the computer technology in my classroom. I do not feel that I am being cynical but I am fearful about taking that initial plunge. Even though it is important to be aware of an issue before diving into it, I need to make sure that it does not manifest into a permanent excuse. Basically, I need to let my own creativity with the computers be an example of how my students can be engaged mathematically with the awesome technology at hand.