Technology

Technology has improved over time and has become part of the learning process, but frequently it stands on a separate ground and fails to be integrated into the educational experience. Today, learning world provides a smooth and effortless way of incorporating technology into their daily routine. It is evident that technology integration into the curriculum is usually a priority if not a necessity in most learning institutions. However, some challenges arise in locating ways to apply technology and assist learners in using it without taking the time meant for core subjects (National Research Council, 2001). Integrating technology into mathematics or science is an important aspect, but it comes in handy with having sufficient information of the STEM and having high levels of confidence in both math and science.

The responsibility of maintaining the mathematics learning standards is the responsibility of the educators. It is evident that the request to having a STEM program that does something such as algebra is mostly pushed by the assumption that integration is the determining trait of a STEM program. Instead, I suppose that the high appropriate request would be seeking an excellent quality algebra program in support STEM through the correlation to important application and technology integration.

It is essential to have in mind that teaching mathematics is for social fairness. That means we teach to empower learners in their personal lives. We are aware of the fact that calculation is a crucial part of cultural heritage which includes the cultures many contributions understanding to mathematics. Taking part in professional development programs would assist in understanding more about mathematics since it can raise the STEM content information with expertise in one region (math) and pursue coursework in building knowledge in mathematics.

On the other hand, the collaboration will also be a practical aspect in understanding and integrating technology in the mathematics or science curriculum. Failing to support colleagues in the development of rigorous mathematics or science identity, a significant agency aspect, and a high mathematics of understanding, then our counterparts will have failed, taken away the future opportunities, and failed in building the mathematical basis essential for the STEM results that policy creators envision (National Research Council, 2001). I believe that STEM education advocacy for mathematics learning, it is equally real that mathematics education advocacy is STEM education advocacy. It is an important principle to put in mind for easy understanding and integration of technology in mathematics or science. Involving students in mathematics or science practice determines the state adoption and implementation of technology while making use of disciplinary content information.

References

National Research Council, (. (U.S.). (2001). Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Washington, DC: National Academies Press.