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Workshop session - ICT


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 02 July 2010 by ncetm_administrator
Updated on 02 July 2010 by ncetm_administrator

NCETM Annual Conference 2010 - ICT Workshop
 
 

Workshop session - ICT

Session 1

What are the barriers & solutions to increased ‘effective’ use of ICT to enhance learning of mathematics?

BARRIERS

  • reliability of equipment (thankfully much better these days & will increasingly be so)
  • teachers’ confidence
  • own use
  • use in front of others
  • helping others use
  • off the shelf programmes e.g. MyMaths – again issue is to do with development, how used.
  • keeping same curriculum although ICT allows something new.

SOLUTIONS

  • perseverance
  • plan B
  • investment
  • 'sit down with’ mentor/coach/buddy
  • children – learners
  • teachers – learners
  • hands-on training with sympathetic colleagues
  • teachers’ PD & changing teachers’ pedagogy

What is meant by ‘interactive’ use of ICT to enhance learning of mathematics?

Learners doing things themselves
Learners having the opportunity to predict, to say ‘what happens next’
In whole class, use mini-whiteboards for predicting

  • what comes out is a consequence of what is put in: i.e. – feedback loop to help explore & develop thinking.
  • teacher can adapt output to suit needs of pupils or direction of discussion (e.g to generate counter examples or surprising outcomes)
  • can generate examples to address problems it has identified in earlier answers.
  • can do complicated processing of data to help exploration of effects of different inputs
  • can enable exploration from different viewpoints (by rotating images)
  • more than using an ‘interactive’ whiteboard to display lesson objectives
  • allows teachers to interact with pupils (by pedagogy, ICT is a tool to assist).

In a teaching capacity, how do you use ICT to enhance learning of mathematics?

  • provide environment for students/pupils to take value free risks in a ‘what if’ approach.
  • help to focus on particular skill/outcomes removing distractions of calculations, drawing etc.
  • help to ‘see’ the mathematics underlying the concept etc through the visual representation/picture.
  • portray 3D objects and generate new objects
  • personalised ‘generator’ of problems that account for previous strategies or address mistakes.
  • generate enquiry/collaboration in a non threatening and stimulating way.

Enables complex real world data to be used to exemplify the maths. Opens up maths to learners with reading & writing difficulties.

  • open the door to the world
  • invoke awe and wonder/intrigue
  • use the language of children (computers, phones, cameras)
  • analyse & manipulate in real-world context
  • real life – maths skills – U&A.

What does the future look like with respect to using ICT to enhance the learning of mathematics?

  • not very good because decreased pupil access continues...tTeacher use of ICT will increase if it follows current trend.
  • more handheld devices used by learners (we assume they are allowed)
  • simpler user interfaces allow pupils and teachers to create ‘macros’ – i.e programming made easier.
  • learners use ICT as teachers do (at present)
  • curriculum changes as a consequence of what ICT can do.
  • projects completed in cyber-space
  • nothing dramatic will change in maths classrooms
  • increased and ready access to information
  • internet used more across classes + schools + countries
  • social networking in mathematics
  • improved portability (smaller devices) with voice input ands output (3D + touch)
  • cross-curricular opportunities

BUT wider (social) digital divide & countries

How do you facilitate student use of ICT to enhance learning of mathematics?

  • give them access to graphic calculators (will be outdated in UK with development of netbook type devices that can simulate the graphics calculator platform - TInspire)
  • practise basic skills using computer games
  • give them investigation to do using a computer as a resource – program/application
  • teachers to allow hands on access to content free software – pupils build
  • work on tension between learning the software and learning mathematics.

What is meant by ‘interactive’ use of ICT to enhance learning of mathematics?

3 types of ‘interactive’:

  • teacher to pupil
  • pupil to pupil
  • pupil to machine

Quality of interaction
Variety needed not just a response to an input
Really what we want is interaction between learners – how does that look in an ICT world?

 
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Session 2

What does the future look like with respect to using ICT to enhance the learning of mathematics?

  • play with ICT not being T. controlled
  • hand-held devices in classrooms (enormous T. change required. How to release T. from SMT control)
  • look for small changes that can have large impact.
  • how does it change the maths you need to know (as a teacher)
  • IWB used ‘effectively’ rather than as at present, to incorporate interaction.
  • fear of ICT has been removed & mistakes by teachers are not seen as problematic
  • graphic calc etc. are replaced by smart phones
  • game industry seen large-scale in maths classroom
  • integrated ICT tools ‘owned’ by each pupil.
    • simple home & school access
    • different maths curriculum etc.
  • different exams which allow free use of ICT etc.
  • resource base  = integrated text & ICT
  • improved access to e.g. experts
  • larger (beyond school) communities
  • admin – assess – learn integrated

In a teaching capacity, how do you use ICT to enhance learning of mathematics?

  • good for using PPT or interactive whiteboard screen for ‘’moving” things e.g translation, rotational symmetry
  • give control to pupils
  • permanent record/opportunity to review
  • challenge perceptions
  • create variations e.g. of forms & representations which leads to greater understanding
  • cocus on the concept not the skill (e.g. graph plotting)
  • using YouTube and other resources
  • using real data
  • promote discussion.

Martin Bamber’s Autograph Challenge

How do you facilitate student use of ICT to enhance learning of mathematics?

Access to ICT in school and at home
Regular use/integration of ICT into classroom practice.

  • so that the mechanics of the tools aren’t barriers to exploring maths (e.g. spreadsheets, dynamic software)

rich tasks that give opportunities to explore maths…through ICT

CAREFULLY

Important that we establish what we are using ICT for in each lesson.
Use as a tool to solve problem – aid to problem solving (spreadsheets, geometry software etc.)

What are the barriers & solutions to increased ‘effective’ use of ICT to enhance learning of mathematics?

BARRIERS
  • lack of awareness
  • ITT
  • lack of funding
  • lack of access
  • lack of training
  • lack of confidence/ambition/time
  • fear
  • pace of change
  • hidden professional judgement
SOLUTIONS
  • National Centre portal
  • improved ITT
  • prioritising
  • teachers taking risks
  • accept learning through mistakes
  • collaborate
  • focus on pedagogical ideas rather than software
  • listen to the teachers

Fact – 91% Swedish students use computers everyday. 91% of teachers of mathematics do not use computers in the classroom.

 
 
     
 
 

 

 
 annual report 2010
 
 
 
 


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