The COVID-19 global pandemic brought to light that not all disciplines have embraced the use of digital technology to promote student learning in the delivery of content. One discipline at Grambling State University that fell into this category was mathematics. This resulted in me working with mathematics faculty during the Spring 2020 semester in converting their face-to-face courses to 100% online delivery. Since FALL 2019, my traditional face to face mathematics courses have been built as self-paced courses using the Canvas Learning Management System and a Cengage platform. This design has allowed students to enhance their mathematics skills using digital technology and resources that support creative assessments. Regardless of my versatility in teaching, however, I sympathized with the challenge that some of my mathematics colleagues experienced when trying to transition their courses to online delivery. The focus of this training will be to equip mathematics faculty with the skills that are needed to identify appropriate digital resources and to incorporate these resources into course delivery, whether 100% online or in traditional face to face format. A further aim is to enable mathematics faculty with the ability to organize lessons in a variety of different ways through the implementation of appropriately matched technologies and teaching methodologies. The general objective of this training is to improve digital and technological literacy and skills of faculty. Because mathematics educators have a diverse range of experiences with navigating and integrating different sets of digital technology, this training will target those with limited to no experience.
- Teacher: Milisha Hart-Simmons