| > My experience teaching comes from tutoring accelerated high school students in a 1 on 1 environment at home or at the library, and I have been doing that for some 8+ years. Oh, sure, I never have problems with students using devices one on one, either. With a motivated student, social pressure from authority is completely on the teacher's side in such a situation. If there's 18 students in the room, though... the chance of getting caught is lower. The student may have seen someone else just check a message in front of them before, normalizing the behavior. And the student may feel that they don't personally need to hear the second, alternate explanation the instructor is offering, and can check just for a second. (The big problem is the "just for a second" almost never is). Re: calculators: lots of students are now using TI nSpire CAS or HP Prime (the latter is way better). We have a fair bit of CS sequence beyond APCSA/APCSP, too. I'm not really teaching CS, though; I tend to take on bizarre, wildly-out-of-level things for the electives I teach-- teaching middle school students basics of controls or computer architecture or analysis of analog circuits, and high school students stuff that's usually graduate level material. All paced slower, and without telling them what they're doing is supposed to be hard. ;) > Desmos is such a great tool, I haven't played with this specific feature too much but I am so impressed by the animation feature. I love Desmos. I like the animate feature, but the regressions tool was the one I learned the most from. There's something magical about being able to see how much an outlier point is affecting the line of best fit by changing it on the fly and seeing the line/curve instantly update (which offers a degree of intuition beyond what you get from squinting at residuals). |