Traditional Versus Technology Enhanced Instruction in the Geometry Classroom

Andrea McFarland, St. John Fisher College


Technology integration into the classroom is more commonplace today. Teachers, administrators, and the student body are given technology in their classrooms in the hopes it will help with learning. The question of whether or not this technology is beneficial or detrimental to the student's learning needs to be researched. Specifically in the Geometry classroom, the query of whether dynamic geometry software helps students learn the geometric concepts or inhibits them from fully understanding the material needs to be explored. Literature on integration of technology is reviewed, an experiment dealing with a traditional instructed geometry lesson and a technology enhanced geometry lesson is explained and results are shown. Modifications to the experiment are suggested to better help future research in order to answer the question of whether technology enhanced instruction in the geometry classroom benefits or deters from the students' learning.