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ECAWA Conference 2008 Digital Tools for the Primary Numeracy Classroom
CHILD CURRICULUM TECHNOLOGY
<ul><li>“ One should never plan a lesson around a particular technology.  </li></ul><ul><li>Instead, one should begin with...
Virtual  Manipulatives
<ul><li>What are they? </li></ul><ul><li>“  A virtual representation of a physical manipulative which, through various dyn...
<ul><li>Why use them? </li></ul><ul><li>Just like concrete manipulatives, virtual manipulatives can promote thinking and h...
 
 
 
 
 
 
 
<ul><li>Discovery learning </li></ul><ul><li>Making conjectures </li></ul><ul><li>Mathematical relationships </li></ul>The...
 
 
<ul><li>The virtual manipulative supported student learning  in two areas: </li></ul><ul><li>Linking symbolic and iconic m...
 
<ul><li>The virtual manipulative supported student learning  in two areas: </li></ul><ul><li>Student to student communicat...
<ul><li>Researchers reflections: </li></ul><ul><li>Combination of visual and symbolic  images in a linked format </li></ul...
<ul><li>Use them to… </li></ul><ul><li>As a motivator to tune students in </li></ul><ul><li>Challenge students to undertak...
Virtual  Manipulatives Computer  Assisted  Instruction
Computer Assisted  Instruction <ul><li>What does this mean in the numeracy classroom? </li></ul><ul><li>Providing practice...
<ul><li>Content </li></ul><ul><li>Is the content appropriate for the students level of development? </li></ul><ul><li>Are ...
<ul><li>Support Materials </li></ul><ul><li>Are there teacher/parent support materials accompanying the activity? </li></ul>
<ul><li>Collaboration Opportunities </li></ul><ul><li>Are there opportunities/ prompts for students to work together? </li...
<ul><li>Directions </li></ul><ul><li>Are the directions clear enough for the students to use the activity without addition...
<ul><li>Level of Difficulty </li></ul><ul><li>Can this be adjusted to allow for the needs of different students? </li></ul>
<ul><li>Distracting Elements </li></ul><ul><li>Are there distracting elements on the screen? </li></ul><ul><li>Are there a...
<ul><li>Type of Response </li></ul><ul><li>Do students select a correct answer, or do they enter it from the keyboard? </l...
<ul><li>Type of Feedback </li></ul><ul><li>What type of feedback does it provide for correct and incorrect responses?  </l...
<ul><li>Timing </li></ul><ul><li>Can the timing be adjusted?  </li></ul><ul><li>Is there an untimed version?  </li></ul>
 
Virtual  Manipulatives Computer  Assisted  Instruction Web 2.0 Tools
 
 
 
 
 
 
Virtual  Manipulatives Computer  Assisted  Instruction Teacher  Tools Web 2.0 Tools
<ul><li>Interactive Whiteboards: Whole Class </li></ul>Smart – What’s My Rule?          Easiteach – Twenty Questions
<ul><li>Interactive Whiteboards: Small Group </li></ul>Smart: Domino Detective      Easiteach: Area
<ul><li>Interactive Whiteboards: Learning Centre </li></ul>Smart: Pentominoes        Easiteach: Bugs Comparative Measuring
<ul><li>Classroom Computers: Collaborative tools </li></ul>
<ul><li>Tracking Learning </li></ul>
<ul><li>Tracking Learning </li></ul>Audacity
Teacher Tools <ul><li>Tracking Learning </li></ul>
<ul><li>“ a resource cannot force learners to describe what they are thinking, only good teaching can do this ” </li></ul>...
<ul><li>Highfield, K.  Mulligan, J. (2007) The Role of Dynamic Interactive Technological Tools in Preschoolers Mathematica...
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ECAWA 2008: Digital Tools for the Primary Numeracy Classroom

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This is my presentation from the 2008 ECAWA state conference

Published in: Technology, Education

ECAWA 2008: Digital Tools for the Primary Numeracy Classroom

  1. 1. ECAWA Conference 2008 Digital Tools for the Primary Numeracy Classroom
  2. 2. CHILD CURRICULUM TECHNOLOGY
  3. 3. <ul><li>“ One should never plan a lesson around a particular technology. </li></ul><ul><li>Instead, one should begin with an instructional outcome and then locate the appropriate technologies to support it. If the appropriate technology is a pen and paper, then go with it.” </li></ul><ul><li>Andrew Robitaille (2008) </li></ul>
  4. 4. Virtual Manipulatives
  5. 5. <ul><li>What are they? </li></ul><ul><li>“ A virtual representation of a physical manipulative which, through various dynamic processes may help develop mathematical understanding.” </li></ul><ul><li>Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008) </li></ul>
  6. 6. <ul><li>Why use them? </li></ul><ul><li>Just like concrete manipulatives, virtual manipulatives can promote thinking and help students grapple with abstract mathematical ideas. </li></ul><ul><li>Overcome some of the classroom management issues associated with concrete manipulatives </li></ul><ul><li>Students work can be recorded and stored </li></ul><ul><li>Free web based resources </li></ul><ul><li>Accessible from home </li></ul><ul><li>Mildenhall, P., Swan, P., </li></ul><ul><li>Northcote, M. & Marshall, L. (2008) </li></ul>
  7. 14. <ul><li>Discovery learning </li></ul><ul><li>Making conjectures </li></ul><ul><li>Mathematical relationships </li></ul>The virtual manipulative supported student learning in three areas:
  8. 17. <ul><li>The virtual manipulative supported student learning in two areas: </li></ul><ul><li>Linking symbolic and iconic modes </li></ul><ul><li>Preventing a common error pattern </li></ul>
  9. 19. <ul><li>The virtual manipulative supported student learning in two areas: </li></ul><ul><li>Student to student communication </li></ul><ul><li>Application of previously learned skills </li></ul>
  10. 20. <ul><li>Researchers reflections: </li></ul><ul><li>Combination of visual and symbolic images in a linked format </li></ul><ul><li>Experimenting & testing hypotheses in a safe environment </li></ul><ul><li>Motivating and encouraged persistence </li></ul><ul><li>Free and available 24/7 </li></ul><ul><li>Models the fluid nature of thinking </li></ul>
  11. 21. <ul><li>Use them to… </li></ul><ul><li>As a motivator to tune students in </li></ul><ul><li>Challenge students to undertake exploration </li></ul><ul><li>Model use of concrete manipulatives </li></ul><ul><li>Link concrete & symbolic </li></ul>Where might this fit in MY classroom?
  12. 22. Virtual Manipulatives Computer Assisted Instruction
  13. 23. Computer Assisted Instruction <ul><li>What does this mean in the numeracy classroom? </li></ul><ul><li>Providing practice in basic skills for computational fluency </li></ul>critical evaluation is vital!
  14. 24. <ul><li>Content </li></ul><ul><li>Is the content appropriate for the students level of development? </li></ul><ul><li>Are the problems presented often enough to build fluency or are they only given periodically as part of a game? </li></ul>
  15. 25. <ul><li>Support Materials </li></ul><ul><li>Are there teacher/parent support materials accompanying the activity? </li></ul>
  16. 26. <ul><li>Collaboration Opportunities </li></ul><ul><li>Are there opportunities/ prompts for students to work together? </li></ul>
  17. 27. <ul><li>Directions </li></ul><ul><li>Are the directions clear enough for the students to use the activity without additional instructions? </li></ul>
  18. 28. <ul><li>Level of Difficulty </li></ul><ul><li>Can this be adjusted to allow for the needs of different students? </li></ul>
  19. 29. <ul><li>Distracting Elements </li></ul><ul><li>Are there distracting elements on the screen? </li></ul><ul><li>Are there advertisements or other distracting pop up materials? </li></ul>
  20. 30. <ul><li>Type of Response </li></ul><ul><li>Do students select a correct answer, or do they enter it from the keyboard? </li></ul><ul><li>If they select an answer, how many do they choose from? </li></ul>
  21. 31. <ul><li>Type of Feedback </li></ul><ul><li>What type of feedback does it provide for correct and incorrect responses? </li></ul><ul><li>Do students have a chance </li></ul><ul><li>to correct errors? </li></ul><ul><li>Can it track a students </li></ul><ul><li>correct and incorrect </li></ul><ul><li>responses? </li></ul>
  22. 32. <ul><li>Timing </li></ul><ul><li>Can the timing be adjusted? </li></ul><ul><li>Is there an untimed version? </li></ul>
  23. 34. Virtual Manipulatives Computer Assisted Instruction Web 2.0 Tools
  24. 41. Virtual Manipulatives Computer Assisted Instruction Teacher Tools Web 2.0 Tools
  25. 42. <ul><li>Interactive Whiteboards: Whole Class </li></ul>Smart – What’s My Rule? Easiteach – Twenty Questions
  26. 43. <ul><li>Interactive Whiteboards: Small Group </li></ul>Smart: Domino Detective Easiteach: Area
  27. 44. <ul><li>Interactive Whiteboards: Learning Centre </li></ul>Smart: Pentominoes Easiteach: Bugs Comparative Measuring
  28. 45. <ul><li>Classroom Computers: Collaborative tools </li></ul>
  29. 46. <ul><li>Tracking Learning </li></ul>
  30. 47. <ul><li>Tracking Learning </li></ul>Audacity
  31. 48. Teacher Tools <ul><li>Tracking Learning </li></ul>
  32. 49. <ul><li>“ a resource cannot force learners to describe what they are thinking, only good teaching can do this ” </li></ul><ul><li>Quote from T. Cotton in Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008) </li></ul>
  33. 50. <ul><li>Highfield, K. Mulligan, J. (2007) The Role of Dynamic Interactive Technological Tools in Preschoolers Mathematical Patterning, accessed 18 May, 2008 http://www.merga.net.au/documents/RP322007.pdf </li></ul><ul><li>Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008) Virtual Manipulatives on the Interactive Whiteboard: A preliminary investigation , Australian Primary Mathematics Classroom , Vol. 13, No. 1 2008 </li></ul><ul><li>Moyer, P., Neizgoda, D. & Stanley, J. (2005) Young Childrens Use of Virtual Manipulatives and Other Forms of Mathematical Representations, Technology Supported Mathematics Learning Environments , NCTM Inc, Reston VA </li></ul><ul><li>Murray, B., Silver-Pacuilla, H. & Innes Helsel, F. (2007) Improving Basic Mathematics Instruction: Promising technology resources for students with special Needs , Technology in Action , Vol. 2, Issue 5, accessed 6 May 2008 http://www.cited.org/library/site/039%20TAM-TIA-Feb-07-21.pdf </li></ul><ul><li>Robitaille, A. (2008) It’s about the Pedagogy, not the Computers , iTeacher: Engaging Students with Information and Communication Technologies , </li></ul><ul><li>http://iteacher.edublogs.org/2007/10/26/its-about-the-pedagogy-not-the-computers/ Accessed 22 Jan, 2008 </li></ul>

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