Using Technology in Appropriate and Effective Ways James Young HS, West Lothian Council John Sexton john.sexton@wled.org.uk.

Using Technology in Appropriate and Effective

Ways

James Young HS, West Lothian Council

John Sexton

john.sexton@wled.org.uk

Professor David BurghesThe Scottish Mathematical CouncilJournal 37

~ there has been great investment in ICT, both hardware and software, for schools, but does this really improve teaching and learning? There is no research evidence to show that it does; indeed the reverse seems to be the case ………Teachers of mathematics in many other countries do not need any ICT to be effective!

Professor Rae Condie et alThe impact of ICT in schools -a landscape review (2007)

In mathematics, the key benefits identified from research into ICT use have been increased pupil motivation, a more concentrated focus on strategies and interpretation, faster and more accurate feedback to pupils and greater pupil collaboration and co-operation.

Graham Donaldson(HM Senior Chief Inspector of Education)HMIE: IMPROVING SCOTTISH EDUCATION THE USE OF ICT IN LEARNING AND TEACHING (2007)

It is important that ICT is seen as a natural part of good learning and teaching. The challenge is to use it effectively to maximise learning and to enhance and enrich teaching and that means that the practice of the best needs to be widely embraced.

Pupils Use of Technology

·as an information source

·to compete (games)

·to chat and share with friends

Ten Quick Questions

Interactive Resources

Virtual Image (Algebra, Trig, Fractions and Mental Arithmetic)

Resource Courses

Glow

What must not be overlooked is that conversation is fundamentally a moral form, not just about exchanging information. For it entails engaging with a speaker or listener as another human being, not just as a source or end-user of information. Thus in education the use of the conversational metaphor in the teaching and learning of mathematics ideally should entails a number of things. For a start:

Mutual respect and trust between teacher and learner;  Listening to learners; showing (and feeling) an interest in their views, in their conceptions, and in their sense-making;  Making teaching into real conversation, into a real dialogue where there is respect for the learner's intelligence and where there is space for learner initiative too;

Paul Ernest “PHILOSOPHY OF MATHEMATICS EDUCATION JOURNAL 17 (May 2003)http://people.exeter.ac.uk/PErnest/pome17/metaphor.htm

Maths Curriculum for Excellence Principles and Practice document

·“ young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong”·“learning collaboratively and independently”·“opportunities for discussion, communication and explanation of thinking”

Using Technology in Appropriate and Effective

Ways

James Young HS, West Lothian Council

John Sexton

john.sexton@wled.org.uk

http://www.jamesyoung.org/

http://csfsoftware.co.uk/(ten quick questions)

http://www.maths-packs.co.uk/(interactive resources)

http://www.virtualimage.co.uk/(virtual image)