Throughout this year, my colleagues and I have been using a dynamic geometry software package that many teachers are familiar with called Geometer’s Sketchpad. It has been interesting to find the best ways in which to use the software in the context of PBL since we are, of course, attempting to foster problem-solving skills first and foremost. I have written a number of lab worksheets in order for this to be accessible during class time. Our school is in the middle of transitioning to a laptop computer program where next year all new students will be required to lease or buy a tablet PC computer that students will then use in their classes. This year in my section of Geometry, I have around 9 out of 13 students who have a tablet, so that when I wish to do a lab, I simply alert the students to bring them to class. I have 3 or 4 students who use their tablet in lieu of their notebook and always have it with them in class.

This is all well in good if the point of a tablet program is for students to use their computers. High school students will always find a use for their computer, the majority of which is to store their music, pictures and movies. However, what is the best way to use technology in order to promote the improvement of problem solving skills? One thing I have found that does not work, is the idea of a general conversation centered around one computer projected on the screen. When I’ve tried this method, discussion quickly breaks off into smaller subgroups with one or two students focused on the sketch on the projector, but the others talking about other possibilities.

Just last week, I attempted to have a class discussion about constructing a square as opposed to drawing it on GSP. Throughout the approximately 20 minute discussion, there were spurts of engagement from various students. It was clear that trying to have a problem-solving conversation in a large group like this was not going to work. However, in the previous week, when I told the students to bring in their laptops and there was no more than two students working together, it was the picture of efficiency and good discussion. These experiences were a valuable lesson for me.

I am still grappling with the idea of using technology to enhance problem solving and am trying to find ways in which to do so. One of my goals this spring is to do a bit of research to see what others’ experiences have been in this arena.