Wiptte carol carruthers march 21, 2013 at 1555

WIPTTE 2013

An Interactive Learner-Centered Classroom:Successful Use of Tablet Computing and DyKnow

Software in Foundational Mathematics

Carol Carruthers

March 21, 2013

Technology in Practice Strand

SENECA COLLEGE

largest community college in Ontario

eight campuses in Greater Toronto Area

approx 100,000 full and part time students

http://www.senecacollege.ca/about/index.html

APPLIED SCIENCE AND TECHNOLOGY (AST):

Providing a strong foundation in mathematics, science, technology and communicationhttp://www.senecac.on.ca/fulltime/AST.html

TECHNOLOGY INTEGRATION 2008:

Hewlett Packard Higher Education Technology for Teaching Grant - 21 tablet PC ‘s

DyKnow Vision software

(FASET/ACS/grant/contest)

Project Goals - AST math/science:1) Potential for engagement and retention of students

2) Enhancing student learning and concept application

3) Demonstration of teaching strategy to other educators

FOUNDATIONS FOR TECHNICAL MATHEMATICS (FTM)

College Mathematics Project (CMP) http://collegemathproject.senecac.on.ca/cmp/en/index.php

Teaching collaborative/Technology integration Student-centered learning community

TECHNOLOGY INTEGRATION 2010:

Wireless/Mobile 40 Tablet PC lab DyKnow Vision software Shared by FTM, AST & ELS (Remedial English)

Project Goals (FTM):1) Effectiveness in a larger class size

2) Reproducibility

3) Multi-discipline application

PEN-BASED COMPUTING (TABLET PC):

Stylus input – like pencil on paper (no typing)

Annotations focus learners on key concepts

Visual learners can diagram ideas

Notes saved and accessed anytime/anywhere

SYNCHRONOUS COLLABORATIVE WORKSPACE

METHOD EMPLOYED: Experimental Group - tablet PC/DyKnow

software used by instructor and students

Control Group – tablet PC available for instructor

Grade data and Use of Technology survey collected for both groups

For Experimental Group only – additional Likert and open-ended survey questions to determine impact

STUDENT SUCCESS:

GRADE Experimental ControlPASS 79% 74%

FAIL (< 55%) 21% 26%

Total Studied (% consent given)

180(62%)

335 (57%)

Total Enrolled 291 583

NOTEBOOK:

QUESTION: The pen based tablet PC and DyKnow software …

Agree Disagree

was an effective tool for classroom presentation/note taking 74% 26%

helped me to be better organized in coursework 58% 42%

“I started enjoying math lecture just because of such software…”.

“made me more organized”

“Theres more time to understand the lecture because i don’t have to worry about writing the questions”

STUDENT PEN-BASED/TYPED EXPERIENCE :

PRIVATE NOTES – STUDY SUMMARY:

LEARNING EXPERIENCE:

QUESTION: The pen based tablet PC and DyKnow software …

Agree Disagree

helped me to pay more attention in class 65% 35%

helped me to participate in class discussion 72% 28%

improved my interaction in class by having the ability to “share control” to display my work

71% 29%

changed the way I approach learning 65% 35%

“IT MAKES US CONCENTRATE IN ALL ACTIVITIES!”

“...It made math fun”

“…I was able to get my individual need met”

“because I had my personal screen I looked at things for as long as I wanted”

PARALLEL SOLUTIONS:

COLLABORATIVE LEARNING EXPERIENCE:

“helped to include everyone … instead of a few people doing some examples in front of the class”

“…No one is judging”, “…many times students are shy askin or showin their work…using this technology minimises such stress…”,

“It allows me to participate without being embarrassed giving the wrong answer.”

WORK IN GROUPS:

PERFORMANCE:

QUESTION: The pen based tablet PC and DyKnow software …

Agree Disagree

helped to improve my understanding by being able to submit panels and get instructor feedback

74% 26%

helped me to improve my performance/grades in this class 61% 39%

“I liked that we can submit work to the instructor to check”

“made my self-esteem go high”

“participating in class made my mark go up”

“Its makes everyone understand …and learn from each other”

REALTIME FEEDBACK/ASSESSMENT:

Request status

Students submit panels

Students ‘chat’ a question

SUBMIT PANELS:

STUDENT REFLECTION:

AND MORE:

“class is more fun than the traditional math class room, math is usually very boring, students interact more often, there is more teamwork and student involvement in the lesson”.

“helped to learn better because we had to do it while we learn”

“made it more hands on”

“It enabled me to have a wealth of information at my fingertips…”

ADOPTION ISSUES:

“I was skeptical about DyKnow at first, I hated [it] to be honest. Over time i learned that it is a great tool to use in the classroom environment. I still refuse to save my notes as i prefer to take down all notes by hand.”

With Technology Integration as the Catalyst

Teacher DrivenStudent Lead

Passive LearningActive Learning

AsynchronousSynchronous

(LMS/Internet)(Pen-based

Computing/Dyknow)

THE CONTINUM:

TEACHING TRANSITIONS:

Increased use of the Web - learning objects

Observation - students like to teach

Pre-class assignments

Flipped classroom practice

Mixed (Hybrid) mode

MathCasts – students teach http

://senecamathcasts.wordpress.com/

STUDENTS DESIGN LEARNING EXPERIENCE:

InterACTIVE learninghttp://www.mathopenref.com/

Real time response to problem solvinghttp://www.mathsisfun.com/algebra/equation-formula.html

Group competition to solve problemshttp://jeopardylabs.com/play/ratio-and-proportion

Online worksheet generatorshttp://www.math.com/students/worksheet/algebra_sp.htm

http://www.math-aids.com/

STUDENTS DESIGN QUESTIONS

THANK YOU AND MORE INFORMATION:

Email: [email protected] Seneca’s HP website/Carol’s blog

http://open.senecac.on.ca/HPtabletproject/https://teachmathwithtech.wordpress.com/

DyKnow softwarehttp://www.dyknow.com/

Student videoshttp://www.youtube.com/watch?v=il-k65CFqpEhttp://www.youtube.com/watch?v=Hd7BsEF1x6g

Seneca Mathcasts http://senecamathcasts.wordpress.com/