ICT Trends & Issues

ICT Trends & Issues Secondary School Mathematics Joanne MacGregor

Scholarly Article Link to article

Summary of Article The results showed that a technology enriched environment helped to improve the conceptual geometric growth of students in terms of geometric visualisation, recognition of properties of geometric figures and the construction of proofs.” There was, however a negative relationship between informal argumentation and formal deduction and the technology rich learning environment. Stols, G (2012) concludes “The results of this study therefore contradict some of the findings of other studies which suggested that the use of technology always supports the development of higher-order thinking.” “The distribution of cognition is structured by implicit characteristics of the cognitive tool (e.g. determined by the software designer) as well as by the explicit aspects of current activities (e.g. determined by the classroom teacher). (Pea (1993) as quoted in Kim, B., & Reeves, T.C. (2007)).

Geometric Software GeoGebra Can be used to construct geometric objects in two or three dimensions. Students can manipulate these objects to discover their properties, calculate angles, as well as enhance understanding of various geometric concepts and relationships. It is possible to transform, rotate, change dimensions, and explore symmetry and angles.

Geometric Software Strengths • the exposure a student can gain to multiple shapes and their properties, which would certainly take far longer by hand; • the ability to manipulate an object in two or three dimensions which assists in visualising, rather than just imagining; • the speed and efficiency of a computer; and • the ‘play’ aspect of conceptual exploration and discovery.

Geometric Software Weaknesses • for every student to have the same experience every student needs a computer which is all added expense; • teacher knowledge of software; and • teachers’ reliance on the software itself - in order to teach formal deductive proofs teachers must expand student activities beyond the software.

Website Khan Academy Website

Summary of Website In this case the technologies form the resource, in terms of videos, web based student practice and the coach facility. The videos are short and easy to follow; every topic within the curriculum is divided into sub topics. They are all in the same simple style of a teacher’s marker and voice at a board. There are also related student practice questions which are marked on the spot and if incorrect there is a ‘show solution’ button. One of the best functions of this website is the coach tab. The teacher can sign up all the students in the class and monitor progress of student practice questions – this could be effective for homework, for example. The teacher can then check all students’ progress and differentiate which students need more help in certain areas.

Video Tutorials & Online Practice Strengths • videos are all encompassing in their coverage of secondary school mathematics; • simplicity of the teaching in the videos combined with interactive student practice provides students with self directed learning experience; • students can access anywhere they have internet access as videos and practice can be used at school or at home; and • practice is self marking and teacher can see results and differentiate between students needing help or needing a challenge;

Video Tutorials & Online Practice Weaknesses • reliant upon students having access to internet and computer/tablet; • very traditional method of teaching in the videos which may not appeal to all; • Not sure how ‘authentic’ the learning is, it is more about practice; and • limited opportunity for group work.

Podcast Link to Podcast

Summary of Podcast This is one of a series of podcasts which come with visuals alongside the audio to show how to best teach with a smartboard, or interactive whiteboard. This particular podcast is about venn diagrams; it uses cross curricular examples and the narrators talk through how they would use the interactive whiteboard in the classroom, including grouping students and calling them up to put items into the correct part of the venn diagram. Interactive whiteboards offer a great medium for teachers to create a virtual learning environment. It can be an interactive projection of your computer screen, and therefore every possibility within the internet is at the class’s fingertips. It can be an interactive device for recording and monitoring results of an experiment. They key word is interactive and the student engagement that results from that.

Interactive Whiteboards Strengths • it is good for students working collaboratively; • it allows integration of video, audio, animation, graphics and text - from which teachers can cater to all learning styles; • it is good for recording interactive lessons, e.g. voting on the outcome of an experiment and monitoring results; and • it can be used in combination with any kind of web learning experience.

Interactive Whiteboards Weaknesses • they are very expensive, and also easily damaged, which isn’t a great combination for a school investment; and • data distortion can occur when there are several people inputting data simultaneously.

Video Link to Video

Summary of Video This YouTube video shows some great examples of free mathematical applications for tablet computers and links back to the corresponding website where you can look through the available apps. (www.blystoneclass.org) This video shows various examples of authentic learning mathematical apps which are interactive and engaging to the student. Tablet computing and apps combine the interactivity of a smartboard with the versatility of a computer, the discovery of visual manipulatives and the ability to collaborate via any number of web collaboration tools. Tablets also offer the ability to video and record – fantastic in terms of inclusivity in the classroom. Students who have problems writing, for example, can record what they want to say. To take it one step further many smartphones now have the same abilities, and I am including this mobile technology under the same umbrella as tablet computing. They also have GIS capabilities which open more doors to authentic e learning, sitting in our pockets!

Tablet Computing & Apps Strengths • all-in-one versatile technology; • accessible; • relatively inexpensive when compared to interactive whiteboards or pc’s; • interactive applications with real life authentic learning experiences; • video and audio possibilities; • good for inclusivity in the classroom; and • mobile

Tablet Computing & Apps Weaknesses • keeping devices charged; • although comparatively inexpensive, there is still an outlay; • issues with schools policy on internet use; • proxy filters which may allow devices but not recognise apps; and • devices themselves could become a distraction to students.

Conclusion In summary of the trends in secondary mathematical teaching using ICT, I think that tablet computing, including mobiles and applications, seems to me to be the biggest trend going forward. It offers so much; indeed it combines most of the benefits of other ICT trends, while also being relatively inexpensive, mobile and versatile. It encompasses websites and videos, such as Khan Academy; it has a wide variety of mathematical manipulatives which offers the student a similar experience to using dynamic geometric software; and it is possible to create one’s own interactive whiteboard at a much cheaper price. In terms of cognitive growth and higher order thinking, however, the onus of responsibility lies not just with the technology but with the learning experiences designed for it. Distributed cognition relies not only upon the design of the technology but also the design of the activities.

References BlystoneClass.org (Producer) (2011). Math Apps for Tablet Computing. Retrieved from: http://www.youtube.com/watch?v=UZiUD_bEOPc Khan, S (2012). Khan Academy. Retrieved 15 September 2012, from: http://www.khanacademy.org/math/algebra Kim, B., & Reeves, T.C. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35, 207-256. Retrieved 16/07/2011 from: http://nanyang.academia.edu/BeaumieKim/Papers/634876/Reframing_research_on_learning_ with_technology_In_search_of_the_meaning_of_cognitive_tools Sladkey, D. & Miller, S. (Speakers) (2012). Venn Diagrams. Teaching with Smartboard. #87. itunes. Retrieved from: http://itunes.apple.com/au/podcast/87-teaching-smartboard-venn/id272381274?i=110777870 Stols, G (2012). Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers? Australasian Journal of Educational Technology, 28(7), 1233 – 1247. Retrieved 15 September 2012, from: http://www.ascilite.org.au/ajet/ajet28/stols.pdf

ICT Trends & Issues