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  • Introductory comments: I think that Integrating ICT in the classroom, more than most aspects of our trade, has the capacity to separate those who do from those who don’t. ‘Revolution’ is a very emotive word. Depending on your life experience, it can mean different things to different people. What has the digital education revolution meant for you?
  • For some, the revolution has resulted in drastic changes to their world, precipitated perhaps by violent struggle.
  • For others, the revolution has been a peaceful affair.
  • For some, the revolution has been for display purposes only. Either they were already integrating technology in their teaching and doing great things with their students long before the first shots were fired. Or, the revolution simply passed them by, with little or no effect on how they do things.
  • The new syllabus makes specific mention of the following digital technologies.
  • Socrative is a nice tool for interaction within your classroom. You can ask questions in the moment, or you can design a quiz beforehand and run it during class. Either way, you’ll be able to visualise and measure student understanding in ‘real time’. Students can respond from laptops, tablets, smart phones and other hand-held devices. The app is free and the student interface is web-based (no need for specialist software and/or apps) and is also free. REMEMBER TO CHECK ‘Disable Immediate Right/Wrong Feedback’ BUTTON Also demonstrate a question in the moment. For example, Men should not wear blue ties – true? or false?
  • .. and then there are these projects. It is easy to feel overwhelmed!
  • The DEC strategies reflect movements around the world. It is of course stating the obvious to say that technology has transformed the way we work and live. With each of these four waves of the technological revolution has come new innovations, greater competition and increased productivity. Just when you thought is was safe to go back in to the water, a new wave of the technology revolution is cresting and, for those ready to ride the wave, it comes with great transformative power.
  • T he increasing v olume , v ariety and v elocity of information collected by organisations, the rise of multi-media, social media, and the so-called Internet of Things (objects embedded with sensors and gaining the ability to communicate) is expected to fuel exponential growth in data in coming years. ‘Big data’ is a term that you will hear a lot in the coming months and years and refers to the vast amount of digital data we now create and have an increasing ability to store and manipulate.
  • Twenty years ago: to store a gigabyte’s worth of data required a refrigerator-sized machine. Today, that same gigabyte’s worth of data resides comfortably in your pocket. to store a terabyte of data cost $1 billion dollars. Today around $150 In the past 40 years: there has been an eight-thousand-fold speedup in the amount of data a hard drive can read and write in a single second a million-fold decrease in the cost of storing each bit of data IBM scientists have recently discovered a new method of storage that will allow 100 terabytes on a disc that now holds 1 TB. 1 terabyte = 1 million gigabytes = 1 million megabytes 1 petabyte = 1000 terabytes = 1 million gigabytes = 1 billion megabytes 1 exabyte = 1 million terabytes 1 zettabytes = 1 billion terrabytes 1 yottabyte = ….
  • These are exponential times in which we live and the statistics are mind-boggling. If Youtube was a country and the videos on Youtube were people, it would be the country with the third biggest population on earth.
  • Some of us may struggle with ICT, but for the students we teach (these so-called digital natives) they have not known a world without these technologies. After 3 pm on any given school day, a ‘digital native’ may: log onto the high-speed network on their laptop using a wireless connection check their email, talk online on Skype with their friends after Googling their research topic and checking Wikipedia … write a research paper spell-check the final paper, then pass it through Turn It In before emailing it to their teacher then create a Powerpoint presentation to show as a visual narrative in class the next day download and share MP3 files, burn music CDs (and possibly violate some copyright laws ) turn on their iPods to listen to books, lectures or broadcasts they missed get their daily news online or watch entertainment sites add songs and manage their playlists on iTunes watch cable TV text their friends all evening using their mobile phones pick up their digital camera , film their pet doing funny things, use their Mac to edit the footage and then put it up on YouTube update their Facebook page, see who has written on their wall check favorite blogs or create a blog themselves, using free internet hosting sites actively research material on the web, in order to write new blog posts add images to their Flickr accounts set up a Wiki for one of their classes so they can all share the same facts and data spend some time gaming… XBox , Wii , Playstation
  • This is obviously well-known to ACARA and the NSW Board of Studies. Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Board of Studies K–10 Curriculum Framework and Statement of Equity Principles , and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).
  • Among the general capabilities is Information and Communication Technology (ICT) capability. In Mathematics, ICT capability includes the integration of, …
  • What does the research say?
  • Whether you are in a formal leadership position or not, your presence here today would indicate that in the area of ICT in mathematics you are a leader in your school, or you have the potential to be so. So I am going to ask you to consider what should be done in your own faculty to ensure that ICT is seamlessly woven into the teaching and learning process. I put it to you that there has not been an adequate return on the investment, and ask “why not?”. Why has the revolution passed many of us by? Research suggests that during the early stages, technology is assimilated into existing pedagogy with only superficial change in practice. Following the mass adoption of new technologies, experience shows that many teachers merely recreate old pedagogies with new tools.
  • Are we bogged-down at step 2?
  • Is it just the nature of things?
  • The Intel Teach Leadership Forum is for primary and secondary school principals and the member of their leadership team who is involved in the development of strategies for the Digital Education Revolution and the Connected Classrooms Program. The four hour forum focuses on how school leaders can promote, model and support technology in learning and also develop an action plan to lead change in their school. Each school will find different challenges when designing strategies to support the effective use of ICT in the classroom. Teachers, school leaders, and parents may have different ideas on where to start. This project helps us discuss where we might start our work. What would be your top priorities in implementing strategies to support the effective use of ICT as a tool to support teaching and learning? Distribute sheets with log in details
  • Making a list is usually straightforward and requires little thought. But when it comes to ordering and prioritizing items in that list, higher-level skills of analysis and evaluation are put to use. The Visual Ranking Tool brings focus to the thinking behind making ordered lists. Students identify and refine criteria as they assign order or ranking to a list. Items in the list may be represented by images. Students must explain their reasoning and can compare their work with each other in a visual diagram. This tool supports activities where students need to organize ideas, debate differences, and reach consensus. The tool and related resources are available for free, from any computer that is connected to the Internet. Students may work on their lists at home or at school, and can even compare their ideas with students located in distant classrooms. The Visual Ranking App provides another option for accessing the tool anytime, anywhere on a mobile computing device. [The Visual Ranking tool is available as an Android, iOS and Windows 8 app] Leaders play a pivotal role in supporting ICT Essential conditions assist leaders in effectively leveraging ICT How would you use this tool in the Mathematics classroom? Because the tool requires students to make a judgement, it is well suited to activities related to developing ‘ethical understanding’.
  • The answer to my question is this, … (and paraphrasing former US President Clinton) it’s the pedagogy, stupid! Pedagogy is defined as “the art and science of teaching”. It is more about how teaching is done rather than what is taught, although the two are inter-connected. Pedagogy is about teaching and learning activities teachers use and how they assess their students’ progress. There are three main dimensions of classroom practice that are linked to improved student learning outcomes: teaching that promotes high standards of intellectual quality . teaching that promotes a quality learning environment . teaching that develops and makes clear to students the significance of their work. Research confirms the view that the successful integration of ICT depends on teachers having first made the transition to more interactive pedagogies in a non-ICT context before being able to recognise the affordances offered by digital technologies.
  • Collaboration between pupils using ICT clearly alters the nature of the classroom as relationships between pupils and teachers change. At times the teacher will be more of a leading team player than a sole dispenser of knowledge, and this may conflict with their pedagogical beliefs. This implies that ICT supports a constructivist pedagogy, where pupils use technology to explore and reach an understanding of mathematical concepts.
  • The Mangahigh extended evaluation (2012) was an attempt to provide classroom based evidence about the effectiveness of DGBL and to identify the characteristics that foster and inhibit student learning with such an approach. It is important to note that this was not an evaluation of the Mangahigh resource, but is instead an evaluation of DGBL, as a pedagogical approach.
  • This recommendation is consistent with the TPACK model that is based on the belief that effective technology integration requires developing sensitivity to the dynamic and transactional relationship between technology, pedagogy and content knowledge.
  • Earlier I asked you to consider what the digital technologies listed in the new syllabus have in common. The technologies listed in the syllabus does not mention Web 2.0 stuff etc. Make distinction between ICT for mathematics learning and other. For example, list all software on DER laptops.
  • Interactivity has a special place in mathematics education. We have probably all been disappointed by multimedia and online learning materials that claim to be interactive, but in reality are no more so that a textbook with the questions in the front and the answers in the back. The importance of these digital technologies therefore cannot be overstated. These dynamic tools give explore, enquire and students the capacity to reflect. Simply stated, that prompt students to ask, and to answer, the all important question “What happens if …?”
  • Learning across the curriculum content is incorporated, and identified by icons, in the content of the Mathematics K–10 Syllabus. The Information and Communication Technology Capability content is identified by the small grey laptop. A great advance with the online syllabuses is facility to filter syllabuses for learning across the curriculum (LAC) areas. You can filter by syllabus, stage and/or LAC area. Preview in context or click through to the syllabus content. Ask participants to go to the filter content website and read through the outcomes returned. The results returned are: For Stage 4, 31 results For Stage 5.1, 15 results For Stage 5.2, 12 results and For Stage 5.3, 18 results In some instances the outcome is specific about which ‘digital technology’ should be used, in other cases it says “using digital technologies”. Having now seen the ‘technology’ content, who would have answered the quiz questions differently? Who would have answered with a higher rating? A lower rating?
  • The Tools+ area provides access to tools and resources that support software applications provided under DET programs such as: Digital Education Revolution - NSW, Connected Classrooms Program (CCP) and Technology 4 Learning.
  • Tools4U pages provide support for the new suite of Adobe, Microsoft, and other educational software and include online tutorials, examples of classroom use and step-by-step guides.
  • Tools4U pages provide support for the new suite of Adobe, Microsoft, and other educational software and include online tutorials, examples of classroom use and step-by-step guides.
  • The program over the next two days will incorporate uses of many of these tools.
  • The focus of these courses is squarely on the pedagogy.
  • UCreate resources are a series of one page teacher guides to support teachers using technology in the classroom. These guides are designed to be cross-curriculum.
  • Here you will find links to dozens of resources produced by the DEC, a library of DEC-user submitted resources, links to the resources from the international GeoGebra community, and a news and events section.
  • This website provides support for schools in implementing the new NSW syllabuses for the Australian curriculum. Resources have been developed to build teachers' capacity to understand aspects of the Mathematics syllabus that are new or may be challenging. They are intended to be downloaded and used for professional learning and to complement familiarisation with the new syllabuses. For Mathematics 7-10 there are two technology-rich titles Shaping Statistics in Stage 4 and Shaping Statistics in Stage 5. There is also links to professional learning courses. A suite of registered courses have been designed to assist with the implementation of the new curriculum. They can be completed individually or in collaborative groups such as the whole school, a faculty or stage. Mathematics specific courses are: Your school and the new K-10 Mathematics syllabus (live) Programming for the Mathematics K-10 syllabus (in production)
  • Syllabus bites is a series of learning objects to support student learning in the NSW syllabus for the Australian curriculum. These resources promote good pedagogy with a balance of on and off-computer tasks. They incorporate some very clever Flash programming, making the resources truly ‘interactive’. To access all titles in this range, enter ‘syllabus bites’ in the search field on TaLe and then filter by ‘mathematics’. We are currently in the process of developing a number of other titles in the suite.
  • Email me to receive your free subscription. (Currently in SWS, only 81 secondary teacher sare receiving Maths Links)

Ict in maths Ict in maths Presentation Transcript

  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Chris Robertson Mathematics Advisor, 7-12 christopher.robertson@det.nsw.edu.au Ph: 9266 8099 Learning and Leadership – Secondary Education Directorate Learning and Leadership – Secondary Education Directorate Integrating ICT into the new Mathematics 7-10 Syllabus Miller ECT 18 July 2013
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Revolution? What revolution? Learning and Leadership – Secondary Education Directorate Romainian Revolution 1989 WeWillWin.jpg, Denoel Paris CC BY-SA 3.0
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Revolution? What revolution? Learning and Leadership – Secondary Education Directorate Demonstration, Xavier Bo CC BY-NC-SA 2.0
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Revolution? What revolution? Learning and Leadership – Secondary Education Directorate This revolution is for display purposes only, TaranRampersad CC BY-NC-SA 2.0
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? What is it? “Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software.” NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? What is it? “Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software.” NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? What is it? “Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software.” What do these digital technologies have in common? NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Where are you at now? • How would you rate your ability to effectively integrate these digital technologies into your teaching? • How well have you been supported in this endeavour? • What value do you place on teaching and learning with technology? Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Where are you at now? Learning and Leadership – Secondary Education Directorate Logging in to Socrative  Go to: www.m.socrative.com  Room number: 644561  Click ‘Join Room’, then follow on-screen instructions http://www.intel.com/content/www/us/en/education/k12/thinking-tools/visual-ranking.html
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Investing in ICT Connected Classrooms Program (CCP) $158 million across the Network Bandwidth Project, Learning Tools Project and Interactive Classrooms Project Digital Education Revolution NSW (DER NSW) $446 million, with over 200 000 laptops distributed across 500+ schools Technology 4 Learning (T4L and eT4L) $? million, with continuing rollout of computers, servers and other underpinning infrastructure to approximately 2500 schools Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Investing in ICT Learning and Leadership – Secondary Education Directorate eBackpack Google Apps @ NSWDEC Student em ail Student Portal TaLe blogED Kidspace LMBR Staff email NSW DEC Scootle Moodle Equella repositoryM aang Adobe Connect VLE Data warehouse Smart Data
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? DEC key strategies 2012 - 2016 Curriculum and assessment Providing professional learning and curriculum support for leaders and staff to integrate technology and strengthen differentiated teaching and learning practices to meet the needs of diverse learners. Organisational effectiveness Leading technology infrastructure planning to support innovation in the use of technologies. Strong Partnerships for a better future (Public Schools NSW 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Viva la revolution! 1. Mainframe computers 2. Personal computers 3. Internet and Web 1.0 4. Mobile devices and Web 2.0 Big data: The next frontier for innovation, competition and productivity (McKinsey Global Institute, 2011) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Viva la revolution! 1. Mainframe computers 2. Personal computers 3. Internet and Web 1.0 4. Mobile devices and Web 2.0 5. Big data (volume, variety and velocity) Big data: The next frontier for innovation, competition and productivity (McKinsey Global Institute, 2011) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Unit cost of data storage Learning and Leadership – Secondary Education Directorate Year Cost per gigabyte 1981 $300,000 1987 $50,000 1990 $10,000 1994 $1,000 1997 $100 2000 $10 2004 $1 2010 $0.10 Big data: The next frontier for innovation, competition and productivity (McKinsey Global Institute, 2011)
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Viva la revolution! • There are approx. 633 million websites online (ie one for every three users of the internet) • Facebook has 1.06 billion monthly active users • 60 billion emails are sent every day (97% are spam) • 8.7 billion devices are connected to the internet • 1 million domain names are registered every day • 23 000 Google searchers every second • 50 billion apps downloaded from the Apple app store • Angry Birds downloaded 8 million times on Christmas day 2012 • eBay users trade $1839 every second • Amazon has an annual revenue of $34 billion • 5 billion photographs have been uploaded to Flickr • 175 million tweets every day • 15 billion videos viewed online everyday Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Digital natives vs Digital immigrants Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Learning across the curriculum General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century. The general capabilities are: •Critical and creative thinking •Ethical understanding •Information and communication technology capability •Intercultural understanding •Literacy •Numeracy •Personal and social capability NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Information and communication technology capability “Students use ICT effectively and appropriately when investigating, creating and communicating ideas and information, including in representing mathematics in a variety of ways to aid understanding.” NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? General benefits for education 1. Receiving instant feedback from computer programs when trying out ideas, encourages pupils to use conjecture and to keep exploring (Clements, 2000) 2. Using the technology to carry out the manual labour of computations or drawing, frees the student to focus on strategies, and encourages a process of trial and error (Jarrett, 1998; Ruthven and Hennessy, 2002) 3. ICT-based tasks provide a focus for extended collaboration between pupils (Hudson, 1997) 4. The interactive nature of multimedia software motivates pupils and leads to improved performance (Moseley et al., 1999) 5. ICT-based tools provide pupils with an advanced communication capability, allowing them to use graphics, images and text together, to demonstrate their understanding of mathematical concepts (Jarrett, 1998) What the research says about using ICT in Maths (BECTA, 2003) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? General benefits for education 1. Receiving instant feedback from computer programs when trying out ideas, encourages pupils to use conjecture and to keep exploring (Clements, 2000) 2. Using the technology to carry out the manual labour of computations or drawing, frees the student to focus on strategies, and encourages a process of trial and error (Jarrett, 1998; Ruthven and Hennessy, 2002) 3. ICT-based tasks provide a focus for extended collaboration between pupils (Hudson, 1997) 4. The interactive nature of multimedia software motivates pupils and leads to improved performance (Moseley et al., 1999) 5. ICT-based tools provide pupils with an advanced communication capability, allowing them to use graphics, images and text together, to demonstrate their understanding of mathematical concepts (Jarrett, 1998) http://archive.teachfind.com/becta/research.becta.org.uk/upload-dir/downloads/page_documents/research/wtrs_maths.pdf Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Why only a superficial change? Learning and Leadership – Secondary Education Directorate “It is widely accepted that ICT will transform learning; however, the integration of ICT into the curriculum is proving to be challenging for education leaders and schools.” Teachers using ICT effectively in the classroom Teacher professional learning: planning for change (Education.au, 2009) = 27%
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Why only a superficial change? The five steps of the Welliver Instructional Transformation Model are: 1.Familiarisation is when the teacher becomes aware of technology and its importance 2.Utilisation is when teachers use technology, but minor problems cause them to discontinue its use 3.Integration is when technology becomes essential for the educational goals of the classroom 4.Reorientation is when teachers begin to rethink the educational goals of the class with the use of technology 5.Revolution is the evolving classroom that becomes completely integrated with the technology. The technology becomes an invisible tool that is seamlessly woven into the teaching and learning process. Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? The pencil metaphor? Learning and Leadership – Secondary Education Directorate The Leaders are the first to take on the technology. They are the early adopters who enthusiastically share what they have tried, warts and all. The Hangers-On know all the right lingo, attend all the PL activities, but don’t put anything into practice. The Erasers endeavour to destroy much, if not all of the work done by the leaders. The Wood would use the technology if someone would set it up, train them how to use it and be on hand to trouble-shoot. All they need is help from a Sharp and they would be integrating ICT as well. The Sharp ones see what the early adopters have done, take the best of it and achieve great things with their students. The Ferrules keep a strong grip on their traditional teaching practices and feel there is no place for technology in their classroom. Adapted from www.teachers.ash.org/lindy/pencil/pencil.htm
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? How important are these factors? • Shared vision • Curriculum framework • Assessment and evaluation • Skilled personnel • Ongoing professional learning • Implementation planning • Consistent and adequate funding • Engaged communities • Equitable access • Student-centred teaching • Support policies Intel Teach Leadership ForumLearning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? How important are these factors? Learning and Leadership – Secondary Education Directorate Logging in to Intel Visual Ranking Tool  Go to: www.intel.com/education/au/visualranking  Teacher ID: clas  Team ID: ICTxx (xx is your assigned number 01 through 30)  Password: ICTxx (same as Team ID) Some Questions to consider:  What “essential conditions” do you view as the most critical to address for your school to best leverage ICT to support teaching and learning in your school?  What “essential conditions” do you think you are doing “best”?  What “essential conditions” do you think you need to address “first”?  How would you use or modify these essential conditions to support your work as a leader to leverage ICT for learning?
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? It’s the pedagogy, stupid! “It’s a tool, like any other, and in the classroom it must always be thought of as being in the service of pedagogy. The pedagogical foundations must be solid, because the tool will achieve no heights the underlying pedagogy will not support.” (Johnston, Still 2011) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? A constructivist pedagogy Jarrett (1998) reports three changes among teachers using technology effectively: 1.Raised expectations of pupils 2.A more student-centred approach to teaching 3.Greater willingness to experiment. Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Factors for effective use 1. The most appropriate hardware, software, and support is available to teacher and pupils 2. Pupils are equipped with ICT skills which are adequate to achieve the objectives set for them 3. There is appropriate mediation by the teacher between pupils and computers, so that where pupils are expected to become active learners, the teacher provides support rather than direction 4. Pupils are encouraged to take advantage of the automation of tasks and instant feedback by ICT, making use of conjecture and applying trial and error methods in their work 5. Teachers are aware of the range of software available, and select programs to support particular learning skills 6. The on and off-computer time is balanced in accordance with learning needs 7. Pupils with special needs have equal access to ICT through access devices. What the research says about using ICT in Maths (BECTA, 2003) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Factors for effective use 1. The most appropriate hardware, software, and support is available to teacher and pupils 2. Pupils are equipped with ICT skills which are adequate to achieve the objectives set for them 3. There is appropriate mediation by the teacher between pupils and computers, so that where pupils are expected to become active learners, the teacher provides support rather than direction 4. Pupils are encouraged to take advantage of the automation of tasks and instant feedback by ICT, making use of conjecture and applying trial and error methods in their work 5. Teachers are aware of the range of software available, and select programs to support particular learning skills 6. The on and off-computer time is balanced in accordance with learning needs 7. Pupils with special needs have equal access to ICT through access devices. http://archive.teachfind.com/becta/research.becta.org.uk/upload-dir/downloads/page_documents/research/wtrs_maths.pdf Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Digital Games Based Learning (DGBL) “Teachers’ understanding of the gaming platform and the pedagogical framework in which they implement DGBL is critical to its success. Therefore, teacher professional learning needs a two- pronged approach: 1.technical skills on how to utilise the gaming platform 2.pedagogical knowledge about how to best support DGBL in classroom contexts.” Mangahigh Extended Evaluation (Goodwin, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Not the ‘great panacea’ “Teachers need to view DGBL as part of a repertoire of approaches to teaching, rather than as a complete teaching solution. Teachers need to extrapolate the key features of DGBL and apply these to suit the learning goals and needs of learners.” Executive summary: http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx? resID=14320&v=1&target=PUBLIC Full report: http://lrr.cli.det.nsw.edu.au/Lrr2Tale/Tale/Download.aspx?resID=14321&v=1 Mangahigh Extended Evaluation (Goodwin, 2012) Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? What do they have in common? Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? What do they have in common? Learning and Leadership – Secondary Education Directorate Interactivity, n: that part of ICT which enables rapid and dynamic feedback and response
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Identifying opportunities Learning and Leadership – Secondary Education Directorate http://syllabus.bos.nsw.edu.au/filter/
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Identifying opportunities With sound pedagogy and the following tools, you too can successfully teach all the ICT Capability content listed in the new K-10 Mathematics syllabus for the Australian Curriculum. Learning and Leadership – Secondary Education Directorate • Scientific calculator • MS Excel • GeoGebra • Internet
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Where do I go for support? Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Tools+ on TaLe Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Tools4U Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Tools4U Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Identifying other opportunities The syllabus makes no mention of Web 2.0 technologies (eg. social networking sites, blogs and wikis) or applications such as: •Presentation tools •Desktop publishing tools •Mind mapping tools •3D projects •Audio, photo and video editing tools •Tag (word) clouds •Survey tools •Timeline tools http://edjudo.com/web-2-0-teaching-tools-links Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Identifying other opportunities • The Information and Communication Technology Capabilty content should not be looked upon as a ‘definitive’ list. • Opportunities exist throughout the syllabus for teaching with a whole range of digital technologies. • The Intel Teach Program helps K–12 teachers of all subjects learn to engage students with digital learning, including digital content, Web 2.0, social networking, and online tools and resources. • NSWIT registered courses on MyPl@Edu are:  Intel Teach Elements: Project-based approaches  Intel Teach Elements: Collaboration in the digital classroom  Intel Teach Elements: Assessment in the 21st century classroom Learning and Leadership – Secondary Education Directorate Adobe Acrobat Document
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? UCreate Learning and Leadership – Secondary Education Directorate
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? GeoGebra Institute of Australia Learning and Leadership – Secondary Education Directorate www.clic.nsw.edu.au/gia
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Specific support for the new syllabus Learning and Leadership – Secondary Education Directorate https://detwww.det.nsw.edu.au/australiancurriculuminnsw
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Syllabus bites Learning and Leadership – Secondary Education Directorate • Dot plots and two-way tables (Stage 3) • Cartesian coordinate system (Stage 3) • Mixing it up (Stage 4) • Turbo turning (Stage 4) • Flipping and sliding (Stage 4) • Syllabus bites Frenzied flipping (Stage 4) • Speedy sliding (Stage 4) • Introducing Venn diagrams (Stage 4) • More Venn diagrams (Stage 4) • The language of Venn diagrams (Stage 4) • Using Venn diagrams to solve problems (Stage 4) • Venn diagrams and two-way tables (Stage 4) • Revisiting proportion (Stage 5) • Direct proportion (Stage 5) • Graphing direct proportion (Stage 5) • Proportionality problems (Stage 5) • Indirect proportion (Stage 5)
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Stay informed! Learning and Leadership – Secondary Education Directorate christopher.robertson@det.nsw.edu.au
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Integrating ICT in the Mathematics classroom Revolution? What revolution? Some tasks Learning and Leadership – Secondary Education Directorate MS Excel Pivot tables: •See Random Sampler activity for instructions GeoGebra Spreadsheet view: •See GeoGebra and Stage 5 statistics activity for instructions •Sample data set is at http://www.tale.edu.au/tale/live/teachers/shared/BC/sa mple_data_set.xls
  • NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU Chris Robertson Mathematics Advisor, 7-12 christopher.robertson@det.nsw.edu.au Ph: 9266 8099 Learning and Leadership – Secondary Education Directorate To subscribe to Maths links email: christopher.robertson@det.nsw.edu.au