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Presentation slides for session at NCTM 09 Conference in Washington, DC.

Presentation slides for session at NCTM 09 Conference in Washington, DC.

For more information contact the speaker at: ihor@clime.org

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- 1. Web 2.0 A Tipping Point for Bridging the Digital Divide in Math Achievement? http://CLIME.org
- 2. Ihor Charischak
- 3. Ihor Charischak Math Educator
- 4. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology
- 5. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Dynamic Math Classroom Press
- 6. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the
- 7. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Council for Technology in Math Education - CLIME
- 8. CLIME is the Council for Technology in Math Education Meeting in Washington - several venues - check http:// clime.org for details
- 9. Talk in three parts:
- 10. Talk in three parts: •Set the Stage
- 11. Talk in three parts: •Set the Stage •Examples of Activities using Dynamic Software & Web 2.0 tools
- 12. Talk in three parts: •Set the Stage •Examples of Activities using Dynamic Software & Web 2.0 tools •Making a difference in bridging the Digital divide in Learning
- 13. Part 1
- 14. Part 1 Set the Stage
- 15. Technology in Math Education Three Visions
- 16. Technology in Math Education
- 17. Vision #1
- 18. Mindstorms: Falling Love with Math
- 19. Mindstorms: Falling Love with Math
- 20. Mindstorms: Falling Love with Math
- 21. Mindstorms: Falling Love with Math Microworlds: Environments for learning
- 22. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas
- 23. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon
- 24. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon Logo
- 25. 1989
- 26. 1989 National Council of Teachers of Mathematics (NCTM)
- 27. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 28. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 29. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 30. “I think they [the Standards] are going in the right direction but they are incredibly conservative, from my point of view. But again, I’d make reservation that if one has to work within the framework for schools as they are and curriculum as it is, maybe there isn’t very much room for making radical change. One of the ways in which the council is conservative is that it does not make full use of a computer -based construction of learning. I think the would have done much better if they had originally integrated Logo in their proposals. But there is no question that an imaginative Logo-using teacher wants to follow these Standards can do it better with Logo.” Seymour Papert
- 31. “I think they [NCTM] would have done much better if they had originally integrated Logo in their proposals.”
- 32. 2000
- 33. 2000 Pr inciple s & Stan dards
- 34. 2000 Pr inciple s & Stan dards 6 Pr inciple s
- 35. 2000 Pr inciple s & Stan dards 6 Pr inciple s Equity
- 36. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity
- 37. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning
- 38. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Assessment
- 39. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Curriculum Assessment
- 40. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Technology Curriculum Assessment
- 41. Vision #2
- 42. Vision #2 Technology Principle p.26
- 43. Vision #2 Technology Principle p.26 “Teachers should use technology to enhance their students' learning opportunities by selecting or creating mathematical tasks that take advantage of what technology can do efﬁciently and well—graphing, visualizing, and computing. […]
- 44. Vision #2 Technology Principle p.26 “Teachers should use technology to enhance their students' learning opportunities by selecting or creating mathematical tasks that take advantage of what technology can do efﬁciently and well—graphing, visualizing, and computing. […] Spreadsheets, dynamic geometry software, and computer microworlds are useful tools for posing worthwhile problems...”
- 45. Vision #3
- 46. Vision #3 The Dynamic Classroom
- 47. Dynamic Classroom 1.0
- 48. Dynamic Classroom 1.0
- 49. Dynamic Classroom 1.0
- 50. Dynamic Classroom 2.0
- 51. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning
- 52. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration
- 53. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas
- 54. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas Neat phenomenon
- 55. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 56. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 57. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 58. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 59. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 60. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 61. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 62. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 63. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 64. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 65. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 66. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 67. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 68. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 69. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 70. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 71. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 72. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 73. 2000 - 2008
- 74. 2000 - 2008 Disappointed....
- 75. 2000 - 2008 Disappointed.... There is a roadblock
- 76. 2000 - 2008 Disappointed.... There is a roadblock We need something more
- 77. Tipping Point
- 78. Tipping Point Starts with a Virus....
- 79. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world.
- 80. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning.
- 81. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How?
- 82. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects”
- 83. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects” that embrace dynamic software & Internet tools
- 84. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects” that embrace dynamic software & Internet tools that empower students to collect, create, collaborate, and contribute.
- 85. NCTM says:
- 86. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems...
- 87. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems... but this is not enough.
- 88. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems... but this is not enough. What’s needed to tip us over is using...
- 89. Tools
- 90. Part 2
- 91. Part 2 Do the Activities
- 92. Examples of Math Activities
- 93. Examples of Math Activities The Famous Jinx Puzzle
- 94. Examples of Math Activities The Famous Jinx Puzzle Stock Market
- 95. Examples of Math Activities The Famous Jinx Puzzle Stock Market Runners
- 96. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Runners
- 97. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners
- 98. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Measuring the circumference Earth
- 99. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth
- 100. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Great Green Globs Contest
- 101. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server Great Green challenge Globs Contest
- 102. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server challenge Billiards Great Green Globs Contest
- 103. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server challenge Billiards Great Green Globs Contest CMDB75 Activities 2.0 in the works!
- 104. Activity #1
- 105. Activity #1 The Average Traveler:
- 106. Activity #1 The Average Traveler:
- 107. Lesson Website
- 108. =abs(c2-c28)
- 109. 29.60 =abs(c2-c28)
- 110. 29.60 45.78 =abs(c2-c28)
- 111. 29.60 16.18 45.78 =abs(c2-c28)
- 112. Algebra Magic 29.60 16.18 45.78 =abs(c2-c28)
- 113. Activity #2
- 114. How round was the Pizza?
- 115. On my way to Sketchpad
- 116. To view video (above) see Noon Day Project Website
- 117. Story #6 The Great Green Globs Contest
- 118. Story #6 The Great Green Globs Contest
- 119. Guillermo’s Big Score
- 120. y= 5.2 sin(5.4x) + .8x + 2
- 121. October 31, 2008
- 122. October 31, 2008 Web
- 123. Part 3
- 124. Part 3 Debriefing
- 125. Part 3 Debriefing What did we learn today?
- 126. Future is Now
- 127. Future is Now
- 128. Future is Now How do we make the
- 129. Future is Now How do we make the extraordinary
- 130. Future is Now How do we make the extraordinary Ordinary?
- 131. Independent Learning
- 132. Independent Learning ★ Technology integral to the curriculum
- 133. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum
- 134. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise
- 135. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic
- 136. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic ★ Assembly required
- 137. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic ★ Assembly required ★ Finding a balance between students and teachers needs (i.e. between teaching and learning)
- 138. Barry Fishman writes:
- 139. Barry Fishman writes: quot;... Based on my own research and experience, and the research of many colleagues in the learning sciences and related ﬁelds, I ﬁrmly believe that technology can transform teaching and learning environments and help students achieve beyond what is possible without the support of technology. ...
- 140. Barry Fishman writes:
- 141. Barry Fishman writes: It is a tremendous challenge to translate knowledge about teaching with technology from schools that are currently doing extraordinary things—both on their own and in the context of focused research projects—into knowledge that is broadly usable by the majority of schools.
- 142. Barry Fishman writes: It is a tremendous challenge to translate knowledge about teaching with technology from schools that are currently doing extraordinary things—both on their own and in the context of focused research projects—into knowledge that is broadly usable by the majority of schools. Nonetheless, it is a key challenge that must be met in order to employ technology effectively in school improvement efforts...quot;
- 143. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary
- 144. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again!
- 145. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org
- 146. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org CIESEmath Database - show list! collaborate with me if you are interested
- 147. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org CIESEmath Database - show list! collaborate with me if you are interested The New DMC database 2.0
- 148. Miracles do Happen.
- 149. The End

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