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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I teach upper level math and found that teaching and classes were not difficult.  [b]Creating the slides and doing problems out on the computer was really cumbersome.[/b]  [/quote]

How were creating the slides cumbersome?  Didn't you already have the slides?  I agree working out the problems on the computer is tricky. [/quote]

I don't know anyone in math who has prepared slides to use from "before."  We're all making them up.  In math it is a little more cumbersome because of all the special characters, exponents, etc.  Now there is an equation writer software to help write equations but there still are a lot of steps.  For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
[u]3[/u]     not 3/4
4[/quote]

I teach calculus and do not have an iPad.  So I had to type out all of the steps to the problems and then film myself going through the problems.  It took a lot longer than I thought it would.  There were also discovery activities I do in class that I had to convert to an online format, and it didn't just involve taking the Word document and sharing the screen with students.

Also my slides for class are pretty bare and basic because I try to teach using other methods.  So I had to flesh out those bare bones slides because I had no efficient way to write on a screen.[/quote]

Same!  I am the 3rd poster with the 3/4 example.  I teach middle school.  I don't have an iPad and I had a brain fart on March 13th so I didn't grab my Chromebook when I packed up my laptop. This whole time I was typing it out in PowerPoint or I was handwriting it out with Sharpies and doing screen captures.  It wasn't ideal but it got the job done.

Now I've gotten my Chromebook (last week of school, timing is everything!) and my new document camera from Amazon also just arrived (last week of school, timing again!).  It is what it is.

I experienced the same issue with the lack of manipulatives and the discovery activities.  It takes a lot of time to find a new way to do it that is compatible with the DL.  I've been able to speed up the process as I've figured out what works and what doesn't, but it still takes way longer than it should or than I anticipated.

It was a frustrating experience and I was logging in at least 55-60 hours a week.  Now I look back though and I see it wasn't all in vain as I put together my gradebook.  My participation was much higher than it -felt- like while I was doing it.  One class, my lowest class (!!!), had 90% participation.  Others were lower but nothing less than 40-50%.  If grades had counted I think those classes with the lower yields would have been up close to 100%.

I'm happy with the outcomes and I know the kids learned.  The kids told me they appreciate the videos and they were helpful.  The hardest part for them was figuring out how to use the resources I wanted them to use.  I wasn't right there to cover their hand to help them "click here" or "open that box there" because you know how it is with new software, you can get flustered and not see what you need to do to make the apps work.

Anyway, OP, despite all this, math likely is the easiest to switch to an online format.  It is heck on wheels for math teachers but for kids it probably is much easier to learn math online than something like ELA.  I think History also adapts well to online.  Spelling for the younger grades may be good online if they're doing word sorts and such.[/quote]

I agree math is probably easier than other subjects to learn and teach online.  And I agree with PP that my lesson prep time was much more efficient by the end once I figured out what worked and was more comfortable with the technology.[/quote]

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