Ict in maths

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU

Chris RobertsonMathematics Advisor, [email protected]: 9266 8099

Learning and Leadership – Secondary Education Directorate


Integrating ICT into the new Mathematics 7-10 SyllabusMiller ECT18 July 2013


Integrating ICT in the Mathematics classroom

Revolution?What revolution?

Revolution? What revolution?


Romainian Revolution 1989 WeWillWin.jpg, Denoel Paris CC BY-SA 3.0






Demonstration, Xavier Bo CC BY-NC-SA 2.0






This revolution is for display purposes only, TaranRampersad CC BY-NC-SA 2.0




What is it?“Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software.”

NSW Mathematics K-10 syllabus for the Australian Curriculum (Board of Studies NSW, 2012)












What do these digital technologies have in common?






Where are you at now?• How would you rate your ability to effectively integrate

these digital technologies into your teaching? • How well have you been supported in this endeavour?• What value do you place on teaching and learning with

technology?





Where are you at now?


Logging in to Socrative Go to: www.m.socrative.com Room number: 644561 Click ‘Join Room’, then follow on-screen instructions

http://www.intel.com/content/www/us/en/education/k12/thinking-tools/visual-ranking.html




Investing in ICTConnected Classrooms Program (CCP)$158 million across the Network Bandwidth Project, Learning Tools Project and Interactive Classrooms Project

Digital Education Revolution NSW (DER NSW)$446 million, with over 200 000 laptops distributed across 500+ schools

Technology 4 Learning (T4L and eT4L)$? million, with continuing rollout of computers, servers and other underpinning infrastructure to approximately 2500 schools





Investing in ICT


eBackpack

Google Apps @ NSWDEC

Student email

Student Portal

TaLe

blogED

Kidspace

LMBR

Staff email

NSW DEC Scootle

MoodleEquella repository Maang

Adobe Connect

VLEData warehouse

Smart Data




DEC key strategies 2012 - 2016Curriculum and assessmentProviding professional learning and curriculum support for leaders and staff to integrate technology and strengthen differentiated teaching and learning practices to meet the needs of diverse learners.

Organisational effectivenessLeading technology infrastructure planning to support innovation in the use of technologies.

Strong Partnerships for a better future (Public Schools NSW 2012)





Viva la revolution!1. Mainframe computers2. Personal computers3. Internet and Web 1.04. Mobile devices and Web 2.0

Big data: The next frontier for innovation, competition and productivity (McKinsey Global Institute, 2011)





Viva la revolution!1. Mainframe computers2. Personal computers3. Internet and Web 1.04. Mobile devices and Web 2.05. Big data (volume, variety and velocity)






Unit cost of data storage


Year Cost per gigabyte

1981 $300,000

1987 $50,000

1990 $10,000

1994 $1,000

1997 $100

2000 $10

2004 $1

2010 $0.10





Viva la revolution!• There are approx. 633 million websites online (ie one for every three users of the

internet)• Facebook has 1.06 billion monthly active users• 60 billion emails are sent every day (97% are spam)• 8.7 billion devices are connected to the internet• 1 million domain names are registered every day• 23 000 Google searchers every second• 50 billion apps downloaded from the Apple app store• Angry Birds downloaded 8 million times on Christmas day 2012• eBay users trade $1839 every second• Amazon has an annual revenue of $34 billion• 5 billion photographs have been uploaded to Flickr• 175 million tweets every day • 15 billion videos viewed online everyday






Digital natives vs Digital immigrants





Learning across the curriculumGeneral capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:•Critical and creative thinking •Ethical understanding •Information and communication technology capability •Intercultural understanding •Literacy •Numeracy •Personal and social capability






Information and communication technology capability“Students use ICT effectively and appropriately when investigating, creating and communicating ideas and information, including in representing mathematics in a variety of ways to aid understanding.”






General benefits for education1. Receiving instant feedback from computer programs when

trying out ideas, encourages pupils to use conjecture and to keep exploring (Clements, 2000)

2. Using the technology to carry out the manual labour of computations or drawing, frees the student to focus on strategies, and encourages a process of trial and error (Jarrett, 1998; Ruthven and Hennessy, 2002)

3. ICT-based tasks provide a focus for extended collaboration between pupils (Hudson, 1997)

4. The interactive nature of multimedia software motivates pupils and leads to improved performance (Moseley et al., 1999)

5. ICT-based tools provide pupils with an advanced communication capability, allowing them to use graphics, images and text together, to demonstrate their understanding of mathematical concepts (Jarrett, 1998)

What the research says about using ICT in Maths (BECTA, 2003)





General benefits for education1. Receiving instant feedback from computer programs when

trying out ideas, encourages pupils to use conjecture and to keep exploring (Clements, 2000)

2. Using the technology to carry out the manual labour of computations or drawing, frees the student to focus on strategies, and encourages a process of trial and error (Jarrett, 1998; Ruthven and Hennessy, 2002)

3. ICT-based tasks provide a focus for extended collaboration between pupils (Hudson, 1997)

4. The interactive nature of multimedia software motivates pupils and leads to improved performance (Moseley et al., 1999)

5. ICT-based tools provide pupils with an advanced communication capability, allowing them to use graphics, images and text together, to demonstrate their understanding of mathematical concepts (Jarrett, 1998)

http://archive.teachfind.com/becta/research.becta.org.uk/upload-dir/downloads/page_documents/research/wtrs_maths.pdf





Why only a superficial change?


“It is widely accepted that ICT will transform learning; however, the integration of ICT into the curriculum is proving to be challenging for education leaders and schools.”

Teachers using ICT effectively in the classroom

Teacher professional learning: planning for change (Education.au, 2009)

= 27%




Why only a superficial change?The five steps of the Welliver Instructional Transformation Model are:1.Familiarisation is when the teacher becomes aware of technology and its importance2.Utilisation is when teachers use technology, but minor problems cause them to discontinue its use3.Integration is when technology becomes essential for the educational goals of the classroom4.Reorientation is when teachers begin to rethink the educational goals of the class with the use of technology5.Revolution is the evolving classroom that becomes completely integrated with the technology. The technology becomes an invisible tool that is seamlessly woven into the teaching and learning process.





The pencil metaphor?


The Leaders are the first to take on the technology. They are the early adopters who enthusiastically share what

they have tried, warts and all.

The Hangers-On know all the right lingo, attend all the PL

activities, but don’t put anything into practice.

The Erasers endeavour to destroy much, if not all of the work done by

the leaders.

The Wood would use the technology if someone

would set it up, train them how to use it and be on

hand to trouble-shoot. All they need is help from a Sharp and they would be

integrating ICT as well.

The Sharp ones see what the early

adopters have done, take the best of it and achieve great things with their students.

The Ferrules keep a strong grip on their traditional teaching practices and feel

there is no place for technology in their

classroom.

Adapted from www.teachers.ash.org/lindy/pencil/pencil.htm




How important are these factors?• Shared vision• Curriculum framework• Assessment and evaluation• Skilled personnel• Ongoing professional learning• Implementation planning• Consistent and adequate funding• Engaged communities• Equitable access• Student-centred teaching• Support policies

Intel Teach Leadership Forum






How important are these factors?


Logging in to Intel Visual Ranking Tool Go to: www.intel.com/education/au/visualranking Teacher ID: clas Team ID: ICTxx (xx is your assigned number 01 through 30) Password: ICTxx (same as Team ID)

Some Questions to consider: What “essential conditions” do you view as the most critical

to address for your school to best leverage ICT to support teaching and learning in your school?

What “essential conditions” do you think you are doing “best”?

What “essential conditions” do you think you need to address “first”?

How would you use or modify these essential conditions to support your work as a leader to leverage ICT for learning?





It’s the pedagogy, stupid!“It’s a tool, like any other, and in the classroom it must always be thought of as being in the service of pedagogy.

The pedagogical foundations must be solid, because the tool will achieve no heights the underlying pedagogy will not support.”

(Johnston, Still 2011)





A constructivist pedagogyJarrett (1998) reports three changes among teachers using technology effectively:1.Raised expectations of pupils2.A more student-centred approach to teaching3.Greater willingness to experiment.





Factors for effective use1. The most appropriate hardware, software, and support is

available to teacher and pupils2. Pupils are equipped with ICT skills which are adequate to

achieve the objectives set for them3. There is appropriate mediation by the teacher between

pupils and computers, so that where pupils are expected to become active learners, the teacher provides support rather than direction

4. Pupils are encouraged to take advantage of the automation of tasks and instant feedback by ICT, making use of conjecture and applying trial and error methods in their work

5. Teachers are aware of the range of software available, and select programs to support particular learning skills

6. The on and off-computer time is balanced in accordance with learning needs

7. Pupils with special needs have equal access to ICT through access devices.

What the research says about using ICT in Maths (BECTA, 2003)Learning and Leadership – Secondary Education Directorate




Factors for effective use1. The most appropriate hardware, software, and support is

available to teacher and pupils2. Pupils are equipped with ICT skills which are adequate to

achieve the objectives set for them3. There is appropriate mediation by the teacher between

pupils and computers, so that where pupils are expected to become active learners, the teacher provides support rather than direction

4. Pupils are encouraged to take advantage of the automation of tasks and instant feedback by ICT, making use of conjecture and applying trial and error methods in their work

5. Teachers are aware of the range of software available, and select programs to support particular learning skills

6. The on and off-computer time is balanced in accordance with learning needs

7. Pupils with special needs have equal access to ICT through access devices.

http://archive.teachfind.com/becta/research.becta.org.uk/upload-dir/downloads/page_documents/research/wtrs_maths.pdf





Digital Games Based Learning (DGBL)“Teachers’ understanding of the gaming platform and the pedagogical framework in which they implement DGBL is critical to its success. Therefore, teacher professional learning needs a two-pronged approach: 1.technical skills on how to utilise the gaming platform2.pedagogical knowledge about how to best support DGBL in classroom contexts.”

Mangahigh Extended Evaluation (Goodwin, 2012)





Not the ‘great panacea’“Teachers need to view DGBL as part of a repertoire of approaches to teaching, rather than as a complete teaching solution. Teachers need to extrapolate the key features of DGBL and apply these to suit the learning goals and needs of learners.”

Executive summary:http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Cli/Download.aspx?resID=14320&v=1&target=PUBLIC

Full report:http://lrr.cli.det.nsw.edu.au/Lrr2Tale/Tale/Download.aspx?resID=14321&v=1

Mangahigh Extended Evaluation (Goodwin, 2012)





What do they have in common?





What do they have in common?


Interactivity, n: that part of ICT which enables rapid and dynamic feedback and response




Identifying opportunities


http://syllabus.bos.nsw.edu.au/filter/




Identifying opportunities

With sound pedagogy and the following tools, you too can successfully teach all the ICT Capability content listed in the new K-10 Mathematics syllabus for the Australian Curriculum.


• Scientific calculator• MS Excel• GeoGebra• Internet




Where do I go for support?





Tools+ on TaLe





Tools4U





Tools4U





Identifying other opportunitiesThe syllabus makes no mention of Web 2.0 technologies (eg. social networking sites, blogs and wikis) or applications such as:•Presentation tools•Desktop publishing tools•Mind mapping tools•3D projects•Audio, photo and video editing tools•Tag (word) clouds•Survey tools•Timeline tools

http://edjudo.com/web-2-0-teaching-tools-links





Identifying other opportunities• The Information and Communication Technology

Capabilty content should not be looked upon as a ‘definitive’ list.

• Opportunities exist throughout the syllabus for teaching with a whole range of digital technologies.

• The Intel Teach Program helps K–12 teachers of all subjects learn to engage students with digital learning, including digital content, Web 2.0, social networking, and online tools and resources.

• NSWIT registered courses on MyPl@Edu are: Intel Teach Elements: Project-based approaches Intel Teach Elements: Collaboration in the digital

classroom Intel Teach Elements: Assessment in the 21st

century classroom


Adobe Acrobat Document




UCreate





GeoGebra Institute of Australia


www.clic.nsw.edu.au/gia




Specific support for the new syllabus


https://detwww.det.nsw.edu.au/australiancurriculuminnsw




Syllabus bites


• Dot plots and two-way tables (Stage 3)• Cartesian coordinate system (Stage 3)• Mixing it up (Stage 4)• Turbo turning (Stage 4)• Flipping and sliding (Stage 4)• Syllabus bites Frenzied flipping (Stage 4)• Speedy sliding (Stage 4)• Introducing Venn diagrams (Stage 4)• More Venn diagrams (Stage 4)• The language of Venn diagrams (Stage 4)• Using Venn diagrams to solve problems (Stage 4)• Venn diagrams and two-way tables (Stage 4)• Revisiting proportion (Stage 5)• Direct proportion (Stage 5)• Graphing direct proportion (Stage 5)• Proportionality problems (Stage 5)• Indirect proportion (Stage 5)




Stay informed!


[email protected]




Some tasks


MS Excel Pivot tables:•See Random Sampler activity for instructions

GeoGebra Spreadsheet view:•See GeoGebra and Stage 5 statistics activity for instructions•Sample data set is at http://www.tale.edu.au/tale/live/teachers/shared/BC/sample_data_set.xls


Chris RobertsonMathematics Advisor, [email protected]: 9266 8099


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