Educators have long emphasized the need for students to transfer their learning into real-world contexts, using knowledge and skills to address authentic problems. A powerful strategy to achieve this goal is the integration of instructional technology in the classroom (Zenging et al., 2012). As a mathematics educator, I consider tools like Desmos and GeoGebra essential to modern instruction. These platforms allow students to engage with mathematical concepts visually and dynamically, bridging the gap between abstract ideas and practical applications. With Desmos, for example, I can monitor student progress in real-time and offer immediate feedback, while GeoGebra supports exploration and discovery, strengthening deductive reasoning and conceptual understanding (Marrero, 2019).

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The growing importance of computational thinking in mathematics education requires that teachers themselves are well-prepared to embed these concepts into their lessons. This means educators need both an understanding of computational thinking and access to ongoing professional development to implement it effectively (Mardi, 2020). Fortunately, my district recognizes this need and actively promotes technology integration through training and support. These opportunities help teachers stay current with emerging digital tools and instructional strategies, ensuring that technology use in the classroom remains intentional, relevant, and impactful for student learning.

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Despite the advantages, I also recognize the limitations of relying heavily on technology. When used passively, digital tools can hinder the development of foundational skills such as handwriting, mental math, and critical thinking. Additionally, overdependence may diminish the vital human connections that drive student engagement and emotional growth. Nevertheless, I find technology invaluable, not only for instruction and assessment but also for professional collaboration and lesson design. In my classroom, students often select the tools that best support their learning, encouraging autonomy and ownership. Ultimately, my goal is to leverage technology to foster independent, critical thinkers who are equipped to solve complex, real-world problems.

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References

Mardi, F. (2020).  Using think-alouds and digital powerups to embed computational thinking concepts                                                                          while in-service teachers reflect on a math solution design project. Journal of Digital Learning in Teacher                                        Education, 36(4), 237-249. https://doi.org/10.1080/21532974.2020.1781001               

Marrero, C. (2019). [Doctoral dissertation, Nova Southeastern University]. NSU Works.

                                https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1228&context=fse_etd

Zenging, Y,. Furkan, H., & Kutluca, T. (2011). The effect of dynamic mathematics software GeoGebra on student achievement in                                   teaching of trigonometry. Procedia Social and Behavioral Science 31, 183-187.

                                 https:// doi:10.1016/j.sbspro.2011.12.03

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