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Computer Aided Mathematics, EDL 900

Instructors: Benjamin Bernard & Ray Queener

Topics: Technology, Mathematics/Science & Administrative/Leadership
Audiences: Specialist/Counselors & Pre K-12

Keeping learners engaged, interested, and motivated can be a challenging task for educators, and technology use has been identified as a significant factor to be embraced by schools in their pursuit of improved student achievement. In this course, the learner will dive deeply into two reviews of literature and best practices supporting the use of computer aided instruction for mathematics achievement.

One-credit course expectations:

The learner's participation for one credit will be verified by:

  1. Completing the two categories of written assignments.
    1. At the end of each layer the learner will submit a few well written but concise remarks to address the layer's content.
    2. A one page summary reflection that is written upon completion of all of the modules incorporated in the selected UND course. End of Course Reflective Statement Requirements are provided. The final reflection must be sent as an attachment to the instructor of record at
  2. Checking the time stamp in the module indicating the amount of time the student spent studying the contents of the module.

Two-credit course expectations:

  1. The learner must complete one or more Authentic Practice Sets completing a minimum of 15 hours of additional work, beyond the requirements for the first credit, for a total of at least 30 hours for two credits.
    1. The additional 15 additional hours is focused on preparation of a portfolio exhibit that documents the design, implementation, and appraisal of an Authentic Practice Set applied to the content of the course.

Please refer to the Course at a Glance document below for more course information (requirements, grading, etc.)

PLEASE NOTE: Upon receipt and confirmation of your course registration with UND, it may take 3-8 days for you to receive a welcome e-mail from your course provider giving you access to this online course.

Individuals with active full subscriptions to Whitewater Learning® will receive a discount on UND Whitewater Learning professional development course tuition by contacting to request a special discount URL.

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This course has grading options. Please select the course with the grading of your choice.


This course has credit options. Please select the course with the credits of your choice.

Online Course - 1 credit S/U grading
Enroll Anytime
Professional Development Credit: 1 - S/U grading
UND Fee: $145
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Online Course - 1 credit Letter grading
Enroll Anytime
Professional Development Credit: 1 - Letter grading
UND Fee: $145
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Online Course - 2 credit S/U grading
Enroll Anytime
Professional Development Credit: 2 - S/U grading
UND Fee: $280
quick details

Online Course - 2 credit Letter grading
Enroll Anytime
Professional Development Credit: 2 - Letter grading
UND Fee: $280
quick details

About Your Instructors

Benjamin Bernard Benjamin Bernard

Benjamin Bernard is principal of St. Charles High School. He is a Rushford-Peterson High School graduate, received his Bachelor's from St. Olaf College with a major in Biology and a minor in physics education, his master's in physics education from the University of Wisconsin-River Falls, and his principal's license and doctorate from the University of Minnesota.

Bernard first started using computers in instruction while teaching physics in North Branch, Minnesota. It was during this time that he wrote his master's thesis on the negative and positive learning effects of using computers and Microsoft Excel to teach graphing in physics classes. He co-created one of the first cross-curricular technology learning community groups in North Branch. This led Bernard to search for more comprehensive ways that computers could help increase student achievement. His search directed him to the University of Minnesota, where he did his research on the use of Computer Aided Instruction and its influence on student achievement on the Minnesota Comprehensive Assessment. The literature review for his dissertation was the basis for the content of this module.

Ray Queener Ray Queener

Ray Queener is superintendent of the Cambridge-Isanti School District after serving as Assistant Superintendent for Stillwater Area Public Schools. He received his bachelor's degree in secondary mathematics education with a minor in computer science from the University of Minnesota and, after earning his master's degree and principal's license from St. Mary's University in Minnesota, Queener returned to the University of Minnesota to complete his doctorate degree and superintendent's license.

Queener began his love for computers in junior high when he and a group of students began to use technology in their very small school in Wisconsin. That interest continued in his teaching and later in his role as technology coordinator in multiple schools. This extensive background and interest, not only in technology, but also in providing access to students to integrate technology into their learning, provided the context for his dissertation. He chose to study the effects of how a varying amount of access to technology (laptops) impacted student achievement, which is the basis for this module.

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