PDST Numeracy Conference
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Using Online Tools, Mobile Devices and Social Media in the Maths Classroom Objectives of Presentation To investigate content generating apps for teaching and learning in Numeracy To become familiar with the SAMR Model of Technology Integration To explore online resources for Problem Solving in Numeracy including Nrich website, Northern Ireland Maths Challenges and Math Sphere Puzzles and Games. To illustrate how apps such as Explain Everything, Show Me or Educreations can be used for Assessment in Numeracy To adopt Social Media Tools such as Twitter or Skype in the Classroom in the teaching of Mathematics
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PDST Numeracy Conference
- 1. www.pdst.ie
- 2. www.pdst.ie Objectives • To investigate content generating apps for teaching and learning in Numeracy • To become familiar with the SAMR Model of Technology Integration • To explore online resources for Problem Solving in Numeracy including Nrich website, Northern Ireland Maths Challenges and Math Sphere Puzzles and Games. • To illustrate how apps such as Explain Everything, Show Me or Educreations can be used for Assessment in Numeracy • To adopt Social Media Tools such as Twitter or Skype in the Classroom in the teaching of Mathematics #pdstnum
- 3. www.pdst.ie
- 4. www.pdst.ie Mathematical Skills applying and problem-solving communicating and expressing integrating and connecting reasoning implementing understanding and recalling.
- 5. www.pdst.ie SAMR Model of Technology Integration
- 10. www.pdst.ie • Technology acts as a direct tool substitute – no functional change Substitution
- 11. www.pdst.ie • Technology acts as a direct tool substitute, with functional improvement Augmentation
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- 15. www.pdst.ie • Technology allows for significant task redesign Modification
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- 19. www.pdst.ie
- 20. www.pdst.ie
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- 23. FísFoghlaimForbairt www.pdst.ie © P D S T 2 0 1 4 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Editor's Notes
- Digital tools are not specific to a SAMR level. Rather, it depends on how the tools is being used
- In the substitution level, the technology acts as a direct substitute. In this substitution, there is no functional change or enhancement to instruction. For example, let's say that you have a worksheet that you would like your students to complete. Rather than making a paper copy of the worksheet for your students, you could make the worksheet available on the iPad. At Waukesha North, I would convert my worksheet to a PDF and make a link to this document on my BlackBoard class website. When it was time for the students to use the worksheet, they would go to the BlackBoard site and click on the link to download the file. The worksheet would open up in a program like Notability and complete the worksheet as normal. The use of a stylus would be handy in this case. The worksheet and the activity don't change, just the way students see it.
- The next level is augmentation. In this level the technology acts as a direct substitute, but offers some functional improvement. For example, I could create a short formative assessment using google forms. Students could complete this formative assessment as an entrance activity and submit their responses. I could then gather the responses and create flexible groups based on the data from the quick formative assessment. The use of the google form would allow the teacher to get data on each individual student and check for student understanding, rather than spot checking a few students. The technology is a direct substitute for a paper and pencil formative assessment, but the activity is enhanced because the teacher has immediate feedback and can then address the different abilities of students and progress from there.
- In the modification level the technology allows for significant task redesign. For example, I could have students work in groups on an problem solving activity. The group could figure out how to solve the problem and then create a video, via an app such as Educreations, Explain Everything, etc., where they explain, step-by-step, how they solved the problem. The video could then be posted online (to a site such as BlackBoard) so that students could use it as a tutorial and study aid.
- In the redefinition level the technology allows us to do things that were never before possible. As a teacher, you would not spend the majority of your time in the redefinition phase. I think if it as going to Grandma's house. You love to visit, you have a great time, but it's not someplace that you're ready to move. For example, you could have students create a portfolio of knowledge over a period of time (quarter, semester, year) using the Book Creator App. This portfolio can contain notes of important concepts and sample problems. This portfolio could serve as a quick reference guide for students to use after they leave the classroom. This would be especially handy in the math classroom because the content builds on itself. If a student needed a quick refresher, they could look at a quick one or two page summary. It would (hopefully) be easy for the student to understand because the student was the author.