Any discussion related to the implementation of technology in our classrooms is weirdly controversial. Many people assume that when we speak of technology we are referring to calculators and computers. Yet the concept of technology should include non-electronic media and tools as well. Technology refers to all the tools that human beings use to search for meaning, to resolve problems, to communicate their findings, and to measure and to explain phenomena around them. Technology therefore includes all the tools we use to search, sort, create and report information in our own unique socio-cultural context. From an ethnomathematical perspective, instructional technologies should be used to assist teachers and students alike to convey knowledge, to develop and respect the many unique ways of quantifying, comparing, classifying, measuring and explaining day to day phenomena.

Technology therefore includes the many diverse tools that human beings use to solve problems. Much of the discussion related to technology mostly refers to electronic forms - calculators and computers. Yet forms of electronic technology (television, calculators and computers) still allows us only limited forms of pedagogical expression. People use different methods, algorithms, and different ways of thinking and seeing the world to solve problems. Students must learn this, and be able to appreciate the diversity of thought that is part and parcel of the uniqueness of all human beings.

Take for example the ancient Anazasi people of the American Southwest. Current research (Stuart, 2000; Gabriel, 1991) suggests that the very buildings themselves at Chaco Canyon, NM for example, were used and designed to convey meaning. It is as if they lived inside the calculator. The way buildings were constructed, the angles, doors, windows etc were often constructed for use in making calculations and to convey meaning to assist in gathering important data related to time and space. We now live in an age when the tools we use can be worn on our wrist, sat on our lap, or held in our hands.

What might be important in terms of class and social standing, might in fact be determined by a number of factors: funding, cultures, access and equity, and cultural values of our immediate community. Access to, indeed the varied use of textbooks, manipulatives, television/VCR, diverse forms of print media, chalk or whiteboard, paper and pencil technology, and how and how much we emphasize the "wetware" ó your brain all should be included in any discussion of technology in the classroom.

The use of sophisticated electronic tools can allow us to explore and organize new ways of teaching and learning. It also asks that we reconsider what is literacy. The traditional K-6 curricula focuses on print literacy as the standard. Despite the fact that well over 95% of the population receives its information from electronic news sources (including radio, TV, internet, advertisements, and visual images) we still persist in focusing on print media success as the sole standard for literacy. Donít get me wrong, making sense of print is of prime importance, however understanding how to make sense of non-print images (including graphs and making use of visuals) and electronic media is of equal if not more importance if one wishes to make sense of the information surge going around us. How this perspective connects to mathematics is of major importance in developing mathematically empowered citizens.

One important purpose of using electronic tools in the mathematics classroom is to learn how to organize and make sense of data. To use an expensive and sophisticated tool for basic skills and drill doesnít seem wise. The tried and true technologies of concrete manipulatives, paper, pencil, chalk boards and games all seem to work better in my mind for some things (knowledge and memorization of basic facts for example) especially for children K-6. Learning to integrate the use of word processing, spreadsheets, and simulations do make good cognitive sense. These technologies have come about because they make sense in the real world.

We all need to learn how it is that visual images influence and manipulate us into making decisions about data. Learning about the relationship between the organization and format of information, and how this influences our understanding and perception is the most realistic, indeed extremely powerful uses of electronic technology. This is rarely discussed in the context of mathematics education. To some extent, it is this dissonance that contributes to much of the math aversion we find in our country. Science (technology) fiction as depicted in media and literature are extremely popular. Yet any connect between what might be, and where we are seems weak at best in most kidsí minds. It is the technology found in a childís parentís work place or the local shopping mall, or box store that outpaces the average work environment of the typical school. Try to imagine your bank or drugstore having to operate under the typical work conditions found in well over half of Americaís schools.

This disconnect between media images, community reality, and the school reality would be fascinating, if it were not so sad. I believe this true reality serves to give many learners the subtle message as to where society has placed its real values. Even the youngest learner can tell you what our culture and their community sees as important, not so much the school as its values what goes on in the big box store, convenience mart or the shopping mall.

• What will the impact of current and future technology have on curricula?

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• What uses might other forms of technology have in store for us?

• How can technology be used to integrate mathematics with other curricular areas?

• What kinds of experiences do teachers need? What activities have been designed for teachers to help them learn how to use technology in the classroom?

The issue of technology is very much an access and equity issue. The growing divide between have and have-nots ó referred to by many as the "digital divide" is serious and needs to be addressed by all educators. We have come to expect children to rise to higher and higher standards and to do this without universal access to the tools and resources needed to successfully accomplish this work. This means a safe, well lighted, air-conditioned environment where by all children have access to ideas, techniques, informational resources and the tools to successfully carryout their work assignments. Simply put, why should we expect children to work in conditions and environments that any adult would not, indeed could not function successfully in? Any discussion of the appropriateness of technology that does not address this concern is woefully deficient.

As stated above, all children have the right to good mathematics and technology resources. Period, no excuses. Alternative forms of technology need be available to allow learners to practice quantifying, comparing, classifying, measuring and explaining day to day phenomena. Concrete manipulatives, paper and pencil, chalkboards, art supplies, data bases, spreadsheets and word processors should be made readily available at all times for students to use. All students, not just the students from wealthy or privileged learning environments need to learn how to express their ideas, and present their findings using a variety of tools and techniques. Again, period, no excuses.

• How can technology be used to promote multidisciplinary instruction?

• Integrating technology with other learning tools, such as manipulative materials, textbooks, and so on

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