In the case of the paperless math resources, I thought it was interesting that by-and-large in terms of integrating tech into math teaching (at least at the secondary level) the math folks seem so far behind the folks in the humanities. And that's hardly the fault of math teachers; rather, as many folks have pointed out, it's a problem with hardware and the ways by which we think about physically using a computer.
In a serious way, if you don't have a Tablet, you don't have the full applicability of tech integration to learning math.
Whereas in the humanities, typing itself is hardly a detriment. And the keyboards we use today are really no different than the typewriters of our past. Therefore, tech in the humanities was quickly and easily able to get into the business of creating hyperlinked text databases, encyclopedias, and online books whereas math teachers were left to struggle with the question of how to 'show work' via a keyboard.
And I think it's especially pertinent to note this advantage that the humanities have had whereas so often it is suggested to us that math and science lead the technological revolution.
Certainly math and science have been the developmental foreground for digital technology, but what are the most popular uses of that tech? A cursory look suggests that it's all about reading the news, sharing photos, and listening to music.
Journalism, Photography, and Music.
Hmm. I wonder how many folks would consider that triumvirate at the top of the tech revolution?
And (I know it's a loaded question, but what the heck) why then don't we give the same elevated position in education to journalism, photography, and music that we do to math?
Could you imagine what high schools would look (and sound) like if journalism, photography, and music were four-year requirements?
Here's to hoping the technicians designing computers actually catch up to the digital needs of math teachers and their students. And here's to the folks in the humanities and arts who are using tech in authentic ways everyday.
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