Educators have always emphasized the importance of transferring learning into the real world. Learners should be able to use their acquired knowledge and skills to solve real-life problems. One effective approach to addressing this goal has been integrating specific technologies in the classroom (Zenging et al., 2012).

As a mathematics educator, I view instructional technology as essential to modern teaching. Programs like Desmos and GeoGebra have become indispensable in my daily instruction, enabling students to visualize mathematical concepts and understand their practical applications.

Desmos, for example, is an interactive platform that provides real-time feedback, allowing me to monitor student progress and identify patterns in their responses. GeoGebra, with its dynamic and visual capabilities, has been shown to strengthen students' deductive reasoning and deepen their understanding of complex mathematical ideas (Marrero, 2019). In my classroom, students use GeoGebra to explore new concepts and make connections to prior learning, reinforcing their mathematical thinking through inquiry and discovery.

The importance of developing computational thinking in increasing student motivation to learn mathematics requires preparation from teachers to incorporate computational thinking into their lessons (Marrero, 2019). A precursor to teachers integrating computational thinking into their curricula is that the teachers themselves must understand computational thinking. They need support and opportunities to develop and understand computational thinking, which is critical to successfully embedding it in P-12 classrooms (Mardi, 2020). 

Fortunately, my district actively supports technology integration, recognizing the importance of continuous professional development. These opportunities are crucial for helping educators stay up to date with emerging tools and research-based practices, ensuring that technology is used both effectively and meaningfully in the classroom.

Despite its many benefits, I recognize that technology also presents challenges. If used passively, excessive reliance on digital tools can lead to a decline in foundational skills such as handwriting, mental arithmetic, and critical thinking. Moreover, overdependence on technology may weaken the personal connections between teachers and students, vital for engagement and emotional development.

As an educator, I rely on technology not only for instructional delivery but also for professional collaboration. It enables me to design more dynamic lessons, assess student learning efficiently, and work alongside colleagues to select the most appropriate tools. Students are sometimes empowered to choose the tools that best support their learning, fostering greater autonomy and ownership in the educational process. Ultimately, my goal is to use technology to enhance instruction and empower students to become independent, critical thinkers equipped to solve real-world problems.

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