Kery Strysick
EdPsy 490TER
Technology and Education Reform
| Abstract | Syllabus | Evaluation |
| Justification | Timeline | Conclusion |
| Implementation | Budget | Resources |
The goal of this project is to create and implement staff development for middle school mathematics teachers on integrating TI-83 graphing calculators and related software into the mathematics curriculum. The mathematics teachers at Franklin Middle School will participate in on-line training for implementation of technology based lessons in a middle school math classroom. A series of pre-algebra and algebra activities that utilize technology as the main teaching tool will be presented to increase both teachers and students mathematical and technological literacy. This staff development will be especially beneficial to late elementary or early middle school teachers who are new to using graphing calculators and related software in their math lessons.
In addition to the on-line lessons, the teachers participating will have the opportunity to visit classrooms of trained teachers teaching the integrated math technology lessons presented on-line. Lastly, trained teachers will be able to visit each participant’s classroom and assist with a minimum of two lessons in their own classroom. This staff development opportunity will provide support for teachers in a non-threatening way of learning in a virtual environment that offers flexibility for teachers to learn at their own pace and offers resources and assistance to tap into beyond a virtual classroom into a functioning classroom.
In order to increase the number of students that meet/exceed ISBE math standards, teachers must be trained in utilization and integration of technology into their mathematics classrooms. Franklin Middle School's recent school report card showed that 49% of the 8th grade students do not meet the state math standards. Providing online professional development will assist teachers in utilizing TI-83 graphing calculators and its related computer software GRAPH-LINK in their middle school math classrooms. Participants will have the opportunity to experience the flexibilities of an online environment while gaining valuable skills that will in turn benefit the math students at Franklin School and throughout Champaign School District. By participating in this professional development, teachers will be meeting school improvement, and state and national goals while gaining ideas and implementation strategies that are ready to use with their students in the classroom.
Currently our school owns a class set of TI-graphing calculators and has a site license for the related software GRAPH-LINK. Out of 15 math teachers in our school only 2 teachers use the graphing calculators in their math lessons and only 1 uses the related computer software. The lessons are geared towards middle school math teachers that have no previous experience utilizing the calculator, however, teachers with a basic knowledge of the calculator will also benefit from the ideas of how to utilize the hardware and the sample lesson plans that are included.
By participating in this training, teachers will be able to teach students how technology can be utilized as a tool in mathematics as is supported by national, state and local goals relating to technology.
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NCTM Standards state that “technology is an essential component of the mathematical learning environment and that having access to technology helps to engage students in a high-quality mathematical education (NCTM, 2001) More specifically, standard 9A2c says students must “describe and draw representations of geometric relationships, patterns, symmetries, and designs in two and three dimensions with and without technology. (NCTM, 2001)” |
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Illinois State Learning Standard's state: “Students must be able to use the technology of calculators and computers including spreadsheets, dynamical geometry systems, computer algebra systems, and data analysis and graphing software to represent information, form conjectures, solve problems, and communicate results." |
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Franklin’s school improvement plan says, “Teachers will utilize technology to increase student interest level in mathematics.” and "Student’s will use technology to create graphs, tables, and spreadsheets to organize and interpret data.” |
References:
Illinois State Board of Education (2001). Illinois State Learning Standards.
http://www.isbe.state.il.us
National Council for Teachers of Mathematics E-Standard (2000). http://standards.nctm.org/
Franklin Middle School Improvement Plan
School districts everywhere are struggling with implementing technology into the curriculum and the staff development necessary to make the integration effective. Districts are accomplishing integration through varying initiatives and opportunities for staff development. With the many responsibilities involved in teaching including serving on committees, attending meetings, and sponsoring extra-curricular activities, there is limited time for teachers to participate in staff development opportunities outside of school hours. Technology should be utilized to offer teachers access to on-line staff development accessible anytime from any internet ready computer.
Once teachers are skilled in basic computer operation and internet navigation, districts can utilize on-line professional development to offer flexible staff development opportunities in which teachers can learn about areas they are interested in at their own pace and within their own schedule.
This proposal is to pilot on-line professional development within Champaign Unit 4 School District where teachers take an on-line class administered by myself, a math specialist. Teachers will participate in on-line lessons that enhance their skills in using graphing calculators and related software and while gaining ideas of how to implement this technology into their late elementary or early middle school classroom. Upon completion of the class participants will get to keep the
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TI 83 Teacher View Screen Calculator and user manual |
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View Screen |
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GRAPH-LINK software and user manual |
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Link cable |
Benefits to teachers participating in
on-line professional development include:
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Access to staff development from school, home, or anywhere there is internet access and at anytime when their schedule allows |
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Repetitive access to on-line development will allow teachers to work at their own pace and enhance their understanding to an appropriate comfort level |
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Access to links with on-line FAQ and help menus relating to graphing calculators to assist participants with troubleshooting and answering questions they may encounter |
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Attending office hours each week throughout the semester for teacher and technical support |
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Access to technical and teacher support via email |
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Viewing other participants questions and post questions that benefit all participants on the Web board |
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Modeling of student-centered approach using technology |
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Assistance in implementing the lesson in their classroom from the facilitator |
One face to face meeting would be offered for participants to meet the facilitator, pick up calculators and equipment, and get special assistance on tools. Attendance at the face to face session will be mandatory for participants unfamiliar with the TI-83 and optional for participants that are already familiar with it. The facilitator can conduct the class through the district without ever needing to have face to face meetings with the instructor: email, web-board, chat-rooms and net meeting would accomplish the same as face to face. Participants already familiar with the calculators and software do not need to meet face to face with the instructor could arrange to pick up their equipment for the class.
Necessary hardware and software (it is assumed teachers will be working from both school and home):
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TI-83 graphing calculator (*provided for participation/completion of the staff development) |
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GRAPH-LINK software (*provided for participation/completion of the staff development) |
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Computer |
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Internet access with browser |
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Server and server hard drive space (optional) |
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Email access |
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Web Board access |
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File Transfer Software (optional) |
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Access to web page template and editing tool (optional) |
Staff:
Facilitator: Kery Strysick
Technical Support: Jeff Goelitz
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Week 1 Getting to Know the TI83 Graphing Calculator |
1. Print the graphic of the TI83 graphing calculator. 2. Draw lines to divide the keys into 4 zones:
3. Write a paragraph comparing and contrasting the TI83 calculator to a standard scientific calculator. 4. Print the General Introduction to the keys of the TI83. Fill in the first and 2nd function of each key on the activity sheet. 5. Print the Exploring the TI83 sheet and answer all of the questions on the activity sheet.
Keep all of the sheets to use as a reference throughout the course! |
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Week 2 Accessing On-line tutorials and TI83 manual
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1. There are a variety of TI83 tutorials on the web. Some are private and some are corporate sponsored. Some are high level and some are low level. Locate 6 free tutorials relating to the TI83 and write a paragraph about each one explaining the strengths and weakness it offers. Bookmark the sites that you feel may be helpful to you throughout this course and as you continue using the graphing calculator.
Here are a few to get you started: (you do not have to use these, but you may) http://www.iusb.edu/~pbeem/Tutorials/TI-83Tutorials.html http://education.ti.com/global/free83tutorials.html http://www.geocities.com/tutorman_2000/83/
2. Skim and Scan the TI83 manual that came with your calculator. Write a one-page response incorporating your thoughts on the following questions: What components (if any) do you find helpful? What components are not helpful. Do you feel that the provided manual is more or less helpful than the on-line tutorials you reviewed above? 3. Arrange visit the facilitator’s classroom to observe a technology-integrated lesson being taught with the TI83. This observation must take place prior to week 8. Contact the facilitator by email to set this up. Priority will be given to those who contact first. |
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Week 3 Graphing Linear and Quadratic Functions |
1. Complete the Graphing Patterns of Lines worksheets. Refer to Chapter 3 in the provided TI83 calculator manual if you need additional help. 2. Create a set of activities modeled after part 1 of this week’s assignment to promote the understanding of the relationships of the equations and graphs quadratic functions for student use. 3. Arrange to utilize the facilitator to assist you in teaching two technology-integrated lessons in your classroom. This can take place anytime during the course. Contact the facilitator by email to set this up. Priority will be given to those who contact first. |
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Week 4 Menus and Troubleshooting |
1. View the appendix in the TI83 calculator manual. In what ways is this appendix helpful. Write how viewing the appendix relates to this week’s lesson on menus and troubleshooting. 2. Investigate the following keys/functions on your calculator. Select the different functions under each of these menus and see what they do to your graph. Change the settings one at a time and hit graph after each change. Observe the results when changing some of these settings. Write a few sentences on how each of these keys/functions could help with troubleshooting when graphing.
3. Write a paragraph describing: Would it have been helpful to do this lesson prior to week 3 or do you feel it was appropriately placed after you have had some experience with graphing? |
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Week 5 Data Tables, Histograms, Box and Whisker Plots |
1. Find and enter a set of real world data into a table in the TI83 calculator, use the data to create a histogram. 2. Complete the activity Picture of Data – Box and Whisker 3. Complete the activity Arm Span versus Height (This weeks activities are copyrighted by MathWare Urbana, IL – call 800-255-2486 to order - do not reproduce without permission) Hint: you will use the STAT key for entering/editing data in the table and the STATPLOT key for the graphing portion of this week’s activities. Additional directions and information can be found in Chapter 12 of the TI 83 Calculator Manual if you need it. |
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Week 6 Writing Programs and Linking |
1. TI 83 Calculator Manual - Chapter 16 read pages 1-18 2. Complete Area and Volume Programming Activities 3. TI 83 Calculator Manual - Chapter 19 read pages 1-16 4. Work with a partner from the class to send and receive programs from one another’s calculators. 5. Write one-page reflection explaining the value of simple programming and mathematics and also how linking or sending/receiving programs or data between calculators would be beneficial for the teacher and the student. |
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Week 7 Finding TI83 Internet Resources
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Search for three excellent sites that give ideas, examples, or theory on utilizing the TI83 in your classroom. You may not choose the Texas Instrument sponsored sites or, ICTM/NCTM sites. Find other excellent sites / resources and write a paragraph explaining how you could use each site. |
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Week 8 Evaluation Part 1 |
Complete Progress Report/Evaluation Part 1 Be thorough and honest |
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Week 9 Observation Week |
By now you should have observed at least one technology integrated math lesson being taught by the facilitator in his/her classroom. Write a brief summary describing the lesson you observed. The write a one-page reflection explaining if and how technology enhanced the lesson you observed. What would you do the same as the facilitator? What would you do differently? |
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Week 10 Intro to TI GRAPHLINK |
1. Install TI GRAPH-LINK software by inserting the disk provided to you at the beginning of the course and following the directions on your computer screen. 2. Open TI GRAPH-LINK and experiment with the program. Click on buttons on the key- pad and explore the drop down menus that appear at the top of the screen. 3. Write a paragraph explaining the similarities between the software and the calculator itself. 4. Connect the TI GRAPH-LINK cable between your computer and your calculator. (This will vary slightly depending on if you have a Mac or PC.) See the provided GRAPH-LINK software manual or help screen if you have difficulties. 5. Your computer and calculator should now be able to communicate! Try the following:
6. Write a paragraph explaining what happened with each of the items above. How could these features be an asset to you as a teacher? How could these features be an asset to the students?
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Week 11 Using TI GRAPHLINK –to Download Applications |
This week you will be using TI GRAPH-LINK to download applications from the internet. 1. Go to the site listed below: http://epsstore.ti.com/webs/CatList.asp?deptid=157&catid=514 and scroll down to the Probability Simulation for TI83 2. Click on download and then follow the directions on the screen 3. You may have to create an account if you don’t have one 4. Choose Mac or PC and continue following the directions on your screen 5. Once probability apps are downloaded onto your computer then follow the directions using GRAPH-LINK on the screen to upload the apps on your calculator. 6. To use the apps once they are on your calculator touch the blue apps key and select the probability simulation. (The graphing-function keys at the top of the calculator are used to select the options at the bottom of the calculator screen.) 7. Create two complete lessons for two of the probability apps of your choice. 8. Write a one-page reflection explaining the advantages of using this application in your lessons.
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Week 12 Project: Create your own lesson |
1. Use TI GRAPH-LINK and any other component of the TI83 graphing calculator you learned about during this class to create a lesson to use in your classroom. 2. Implement the lesson in your classroom and write a one-page reflection explaining how it went, what would you keep the same, and what you would do different if you were to the lesson again. (This may be the lesson that the facilitator visits your class to assist you with…but it does not have to be.) |
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Activity |
Time |
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Develop the needs for support staff and technical support |
2002 September |
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Post support staff/ technical support positions and hire |
2002 October |
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Develop Formal Class Curriculum |
2002 October/November |
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Post Class Description/Promote Class |
2002 November |
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Set up technical needs |
2002 December |
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Order Supplies from Texas Instruments |
2002 December |
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Class Takes Place |
2003 February - April |
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2003 March (1st Eval) |
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2003 June (2nd Eval) |
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Analysis of Data Collected During Part 1 and Part 2 of Evaluation |
2003 June |
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Continuation – additional courses at a higher level and containing more depth will be developed based on progress of participants after initial course |
2003 July/August |
Since this professional development project is a pilot within my district costs will be limited. Teachers to be enrolled in the first session will be 15.
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Budget Item |
Quantity |
Cost |
Total |
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Facilitator |
40 hours 2 hours per week during class plus additional time for curriculum development and assessment/feedback for participants |
$25.00 |
$1000.00 |
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Tech Support Person
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20 hours 2 hours per week throughout the 10 week course. |
$25.00 |
$500.00 |
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Server and Hard Drive space |
Access for each participant |
No charge – provided by district |
No charge |
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Internet access |
Access for each participant |
No charge at school – participant must provide home access |
No Charge |
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Handouts |
Will be linked to each assignment on the syllabus, participants much provide their own paper for printing handouts |
No charge |
No Charge |
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1 each per participant
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$275.00
(special educational package for teachers quote by Jim Trefzger Parkland College/ TI representative) |
$4125.00 |
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On line subscription to TI Cares |
1 per participant |
Free at subscribe at education.ti.com
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Participant substitute pay to attend facilitators classroom to observe a lesson being taught |
1 per participant |
$50 |
$750.00 |
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Facilitator substitute pay to attend participants classrooms to assist in 2 lessons per participant |
½ day per participant
7.5 days |
$65.00 a day for a substitute |
$487.50 |
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| TOTAL | $6862.50 |
Personnel:
In order for the TI-83 online staff development to be successful it is necessary to provide a facilitator that is not only experienced in using and integrating the TI-83 graphing calculator into mathematics lessons but is also willing to commit time to assist and mentor participants throughout the staff development. Forty hours have been budgeted to accommodate the facilitator 2 hours per week for 12 weeks (total of 24 hours) during the staff development class. The facilitator will hold office hours to answer questions and correspond with participants via email, on-line chats and on the web board which are all critical components of a beneficial on line class. An additional 16 hours is included for the facilitator to develop and adapt an exciting and useful curriculum for participants and to provide time to assess and provide feedback to participants throughout the course. Twenty hours of technical support personnel is included to solve technical problems and advise both the facilitator and the staff development participants throughout the course. This twenty hours is based on an average of 2 hours per week throughout the 10 week course. The hourly payment of twenty five dollars is the hourly rate that district Champaign Unit 4 pays for additional duties. Without technical support for an online class the facilitator or the participants could encounter technical problems that could prevent them from successfully participating in the class.
Beyond the facilitator and technical support, another important component of this class is the opportunity for participants to attend the facilitators classroom to observe an integrated TI - 83 lesson being taught. Fifty dollars per participant has been budgeted to pay for substitutes so that they can leave their own classroom and attend the facilitators classroom. This fifty dollars is based on 2 hours of additional duty pay rate of twenty five dollars. One hour is paid to the participant to prepare sub plans and the other is paid to the substitute covering the participants class. This observation component of the staff development will allow teachers the valuable experience of another teacher modeling the integration of TI-83 into a mathematics classroom and will also demonstrate the effects the integration has on students in the math class. Beyond the observation there is an opportunity for the participants to have the facilitator come to their classroom and assist them in integrating the TI-83 into their own mathematics classroom for 1/2 day. In order to provide this opportunity the facilitator will need a substitute. Since Champaign Unit 4 pays substitutes earn sixty five dollars a day and it would take 7.5 days to spend a half day with each participant that is an investment of four hundred eighty seven dollars and fifty cents. This facilitation component provides teachers with a strong support system when integrating the TI-83 into their classroom.
Equipment:
Lastly, I have included two hundred and seventy five dollars per participant to purchase an equipment package for each teacher that participates in the staff development. This equipment package in not only an incentive for participation in the course but also will supply necessary equipment for teachers to implement the TI-83 effectively into their classroom. The TI-83 plus view screen calculator has an adapter that links the calculator to a the view screen. The view screen will allow teachers to display their calculator screen using an overhead projector. This will help students have a visual to follow along with when utilizing the calculator in math class and will also allow teachers to model visual aspects of mathematics to the students even when the students do not have a graphing calculator in their own hands. Also this package includes GRAPH-LINK software that is necessary to have the TI-83 calculator communicate with the computer. This computer/calculator communication enhances the calculators capabilities which in turn increases the options to integrate the calculator into the mathematics classroom effectively. Examples of these enhanced capabilities include the transferring of information from the computer to calculator and vice versa and allowing the calculator to download mathematical applications from the internet. Other equipment included in this package is a link cable which allows communication from one calculator to another calculator which can assist students and teachers in sharing programs and data quickly and also a calculator and software user manual which will not only have specific uses that apply to this staff development but will also assist participants in their continuing use of the TI - 83 once the staff development concludes.
Upon completion of this pilot staff development participants will also be able to:
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Compare capabilities of a standard scientific calculator to a graphing calculator |
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Use the internet to locate resources for utilizing the graphing calculator in the classroom |
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Link the graphing calculator to the computer using GRAPHLINK software to download applications and information |
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Transfer programs, applications, between calculators by using the calculator link cable |
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Graph algebraic lines and functions on the calculator and change the views of their graphs by adjusting the window settings |
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Create and enter simple programs for the graphing calculator |
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Analyze data from probability simulations |
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Integrate graphing calculators and ideas and concepts from this on-line staff development into their math lessons |
http://epsstore.ti.com/webs/CatList.asp?deptid=157&catid=514
http://www.iusb.edu/~pbeem/Tutorials/TI-83Tutorials.html
http://education.ti.com/global/free83tutorials.html
http://www.geocities.com/tutorman_2000/83/
Franklin Middle School Improvement Plan
Lund, Charles (1995). TI 82 Graphing Calculator Activities. MathWare, Urbana. IL.
Texas Instruments (1999). TI83 Graphing Calculator Manual.
Texas Instruments (1995). TI GRAPH-LINK Software Manual.