More Than Just a Click: My EdTech Philosophy in a Hands-On Geometry Classroom

 In my classroom, education doesn’t just live behind a screen or sit quietly in a textbook. It’s in the personal logos created with geometric transformations, the 3D models crafted from recyclable materials, and the moment a student says, “Wait… this actually makes sense now.”

At the heart of my teaching philosophy is student-centered constructivism—the belief that students learn best when they actively build understanding through experience, exploration, and reflection. That means my classroom is a space where learning is not only digital or analog—it’s both. And educational technology? It’s not the star of the show. It’s part of the toolkit.

I use tech with intention. Tools like Formative help me create interactive assignments and assessments that give immediate feedback and spark reflection. Google Classroom is my go-to for organizing resources and keeping communication flowing. Kami allows me to create and share digital notes that students can access anytime, anywhere—because learning doesn’t always wait for the bell to ring.

But even with all those tech tools humming in the background, my classroom is full of hands-on learning. Geometry isn’t just about proofs and theorems—it’s about recognizing structure in bridges, beauty in symmetry, and patterns in the world around us. We build, design, fold, measure, draw, and question. We make math real.

Technology doesn’t replace that—it supports it. It extends the reach of the classroom. It helps students review a digital copy of their notes at home, try a problem again on Formative, or submit a voice response explaining their reasoning when writing it out just won’t cut it.

But here’s the thing: I don’t use tech because it’s trendy or convenient. I use it because when chosen carefully, it amplifies learning. It makes learning more accessible, more engaging, and more personalized. At the same time, I constantly check myself: Is this tool helping students connect with the material, or is it just digital noise? If it doesn’t serve the learning, it doesn’t stay.

My goal is to guide students in using technology with purpose and responsibility—not just to find answers, but to ask better questions. I want them to leave my classroom with more than geometry skills. I want them to leave with confidence, curiosity, and the ability to apply what they’ve learned to the world around them—both online and off.

So yes, my students may be using Chromebooks one minute and hot gluing a cardboard prism the next. That’s by design. Because learning isn’t one-size-fits-all—and the best classrooms, like the best teachers, aren’t afraid to mix tech with a little bit of glue, grit, and good old-fashioned hands-on wonder.

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