7. Insert lessons in the Test Lab 1. Make a copy of the group lesson to your G/Drive. a. Go to your G/Drive b. On the left, click on ‘Shared with me’ c. Right click on the group lesson d. Chose ‘Make a copy’. This will be your individual lesson. e. Give your individual lesson a name to identify it as your individual lesson. 2. Place your group and individual lesson in your Test Lab. a. Go to your website. b. Insert your group lessons. c. Add a title and descriptive paragraph of your group lesson. d. Insert your individual lesson. e. Add a title and descriptive paragraph of your individual lesson. 51
8. Present the lesson at your school &collect evidenceYou will need to edit and refine the group lesson to match your class and schools’specific needs. If the lesson was designed for tablets but you only have acomputer lab, you need to show this. If you have neither, but want to give cellphones a try, you need to show this.Steps to include: 1. Open your individual lesson. 2. Edit the individual lesson to be specific to your context. 3. Present your lesson to your class. 4. Collect evidence of your lesson preparation. Evidence can include: # Photos # Voice recordings # Videos (these are difficult to upload so try not to make them too long) # Online pedagogic tools you createdYou will need to present your lesson and collect evidence BEFORE THE NEXTSESSION. Make sure to upload your evidence to your TEST LAB!The next session is on: _____________________________________________ 52
Module 6) Intermediate PhaseMaths tools to support CAPS1. Module overviewThis module prepares Intermediate Phase Mathematics teachers to integrateICTs to teach Numbers, Operations and Relationships, and Measurement.2. Outcomes Using ICTs to create pedagogical tools and eAssessment regarding numbers and operations Using ICTs to create pedagogical tools and eAssessment regarding measurementVery often the teaching of Mathematics is seen as teaching sets of patterns,rhymes or recipes that learners need to remember and repeat when solvingproblems. Unfortunately, many learners either find it very difficult to understandhow these rhymes relate to problems or fail to apply the right pattern or recipe toa problem. Too often this results in very low achievement and high levels of fear,anxiety and apprehension towards the subject.The Mathematics CAPS document suggest that teachers should rather seeMathematics as the teaching of a new language. This language is made up ofsymbols and notations that describe the relationships between numbers,geometric and graphic representations.Human beings use Maths as a way of observing, representing and investigatingpatterns and qualitative relationships in physical objects and social experiences,and between mathematical objects themselves. As mathematics teachers weneed to develop skills of observation, representation and investigation, as well asmental processes of logical and critical thinking, accuracy and problem solving. 53
These skills are crucial to making careful and effective decisions in Maths and lifein general. 54
3. Using ICT tools in number andoperationsICT tools like Google Slides and Microsoft PowerPoint are popular eTeachingtools. As more teachers get laptops and projectors, or interactive whiteboards,they use these tools in different ways. The bright colours and animation, images,sounds and videos that can be included make the presentations attractive andengaging to learners, and fun to make and use for teachers!Slide presentations can be used very effectively in the Maths classroom foreTeaching and eLearning. In eTeaching slides can help teachers to presentcontent more interestingly and effectively using visuals, sound and video. IneLearning, learners can make their own slides to explain their thinking andworking to the rest of the class, as a graphic and easily accessible means toshow their growing understanding and learning.Google Slides that you worked with previously, is a much simpler tool thanPowerPoint, and is very useful when first starting to use slides for presentation. Itis saved in the cloud so you can access it from anywhere if you internetconnectivity (if you can’t access the internet from your class, you can howeverdownload it as a PowerPoint presentation). Google slides is also very useful as acollaboration tool where different participants can work on the same set of slidesat the same time. 55
4. Using ICT tools in measurementSteps to follow:i. Open a NEW TAB.ii. Search for the Google Waffle.iii. Go to your G/Drive.1. Go to NEW, then2. ‘Google slides’.3. Choose a theme for your slides on the right.4. Give your slides a title: Mental Maths5. Click on the top left ‘Untitled Presentation’ link and the title will copy across.6. Insert a new slide. 56
7. Insert a table of 5 columns x 1 row.8. For this activity, we are working with multiplication and division tables.9. In each of the table’s blocks, type a different character / digit as below. Leave the answer out though. 57
10. Insert a textbox in the cell where the answer should go.11. Insert the answer in the textbox.12. Use the centering function to place the text in the centre of the textbox and increase the font size. Use a different colour for the answer. 58
13. With your cursor still on the answer block, as in the image above, click on INSERT and Animation. Your answer will now only appear once you click the mouse.14. Go to present at the top right of the screen and see how your animation looks.15. To get out of the Present mode, click ESC on your keyboard.16. Now that you have the basic template, copy the slide as many times as you like.17. On each new slide, you can do another mental maths sum.18. To view how it will look, remember to click Present. 59
5. Evaluating ICT Apps and SoftwareMaths Apps and Software is widely available and it seems a new app isdeveloped by the hour! Maths teachers have to decide whether an App is usefulfor learning, or whether it is just another toy with little educational meaning. Thissection prepares you to evaluate the many apps available to distinguish betweenthe great ones, those not so hot and the ‘rest’.A group of Maths Subject Advisers, who attended a similar course to this one,identified criteria for evaluating Maths apps: Cost: Is it free to use? If not, what is the cost? Online and/or Offline: Can it be used if there is no internet access? User-friendly: Is it easy to navigate? Can you find menu items easily? Single/multiple users: Can different users sign up and use it at the same time? Differentiated: Does it support different levels of use? Beginner? Intermediate? Advanced? Differentiated: Can learners progress at their own pace? Does it give individualised feedback? Remedial action: Does it provide remedial support? Record-keeping: Does it keep track of learners’ progress and can teachers access this record? Record-keeping: Can parents access their child’s records? CAPS aligned: Does it align with grade-specific CAPS requirements? Learning: Does it work at lower or higher order thinking skills? Language: is it available in South Africa’s different official languages? 60
Can you think of other criteria to evaluate a potential Maths App? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________The American Psychiatric Association group these and other criteria into fivemain categories for evaluating apps: x Don’t use! – Be cautious! Safe to use! BASED ON APA APP EVALUATION MODEL1. Background information: Who is the developer? Are they qualified and experienced educators with appropriate Maths content and pedagogical knowledge? What is the business model for the App? If it is free to use, how does it support its own development? On which platform does it work? Is it reliant on internet access or can it be used offline? When was it last updated? 61
2. Risk: Are there data costs involved in using the app? Is there a privacy policy? If there isn’t a privacy policy, learners / users will be virtually vulnerable when using the app and the app should be avoided. Can you opt out of data-collection? Can you delete data? What is the learner generated data used for? Who is sharing the data and who can access it? What security measures are in place to protect users?3. Evidence:Marketers and app developers often make big promises about apps, and claimthat apps are educational, but provide little evidence to back up their claims. Aseducators, we need to carefully evaluate apps that are supposedly ‘educational’. Does the app do what it claims to do? If it says it develops critical thinking or 21st century skills, does it really develop this? What evidence do the developers provide that the app is educational? What do other users say? Google the app and see if there is any other feedback.4. Ease of Use:An app is only useful when the teacher and learners can use it with ease. Whichof the Maths subject advisers’ criteria above can be applied to the Ease of Usecriteria? Insert these on the lines below. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 62
5. Interoperability (Integration):An app used in a Maths classroom must integrate into the CAPS requirements interms of content coverage and the pace at which content needs to be covered. Itmust also integrate into different users requirements: teachers need to accesslearners’ data to track their progress, while parents and learners may want to seehow they are improving; or the schools and district management may need tosee how classes and grades are improving. Maths the criteria identified by theMaths district officials to the Integration category. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________Apps need to provide evidence that they were developed by experienced andqualified Maths educators, and that they are have educational value. When usingapps, users need to be virtually safe and their data needs to be protected andkept private. Apps also need to integrate into the CAPS requirements and needsof different users. Unless each of these criteria are met, Apps should be usedwith extreme caution in the Maths class.Red: Do not use the app!Orange: Use the app with caution.Green: Great app to use!
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6. Evaluate Maths AppsA list with different Maths apps is shared on Edmodo.1. Use the Maths App Assessment flow diagram to evaluate different apps from the list.2. Each app is listed as a reply to the main post. ‘LIKE’ all the apps that you feel are GREEN LIGHT apps - those apps that tick all the boxes in the flow diagram.3. Comment on the apps that you feel should not gain entry into your class in the REPLY function below the app. State why you feel the app is not suitable or why it should be used with caution. 64
Module 7) eAssessment1. Module overviewThis module investigates the use of ICTs to support both learner-completed andteacher-completed eAssessments.2. Outcomes # Develop learner-completed eAssessments with ICT tools # Develop teacher-completed eAssessments with ICT tools3. Learner-complete eAssessmentseAssessment can be completed by learners in formative and summativeassessment tasks.Informal or formative assessment tasks measure the development of learningover a period, for example one or two terms.Formal or summative assessment tasks measure the milestones of learning inregular leaps, midway through or at the end of a term.ICT tools can be used very effectively to capture both informal and formalassessments. Although there are many ICT tools available to support learning,we’ll be using G/Forms to create learner-completed eAssessment tools. 65
4. Create an informal eAssessment taskFollow these easy steps: i. Open a new tab ii. Open the Google Waffle iii. Click on the Google Drive triangle 1. Go to the blue button ‘NEW’ 2. Follow the menu to the MORE option at the bottom and shimmy over to see another menu pop up 3. Click on Google Forms 66
4. Give your form a title by clicking on ‘Untitled form’. This should automatically transfer to the title of the form. If not, just click on ‘Untitled form’ at the top left and manually give it a title. 5. Preview your form using the eye icon. 6. If you need to make changes, go back to the ‘live form’ and fix this. 7. You will only see changes once you do another ‘preview’. 8. When you’re ready to share the form, ask a colleague to test drive it for you first. That way you can iron out any problems you might have missed out. 9. Use the SEND button at the top right to send the form for colleagues to fill in. The NUMBER 1 Rule for G/Forms: ALWAYS test drive the form before sending it to anyone to fill in.You can add the following to your form:Questions: anything you want the person to answer or write down. When you askfor a name or surname, that is a question. When you ask for the correct answerin a drop-down list, that is a question. To add a new question, hit the button.Images: You can add an image and ask questions about this. Images can beadded as stand-alone or as part of a question. If you hit the on the left of thescreen, it will add a stand-alone image and you can insert questions using .If you hit the directly next to the question, then the image will only be part ofthat one question. 67
Videos:To insert a video click on the icon on the left of the screen. You thenhit the icon to add questions below the video.Different sections: Do you like your tests or exams to have Section A, B or C? It’seasy in G/Forms! Just hit the icon and you’ll have your new section.Descriptors to accompany questions: Is a question not clear enough or does itneed some extra descriptors? Click on the three-dots at the bottom and add a‘Description’ to your question.Required questions: Do your learners often hand in tests without adding theirnames? Click on the ‘Required’ button and the test cannot be submitted untilthey’ve added in all the information or completed the question.Instant feedback: If you’d like to give learners instant feedback on their tests, theQuizz function in G/Forms allows this quite easily. To do this:1. Click on the Gear icon [ ] next to the ‘SEND’ button at the top right.2. Choose the ‘QUIZZES’ option at the top.3. Select the option at the top, ‘Make this a quiz’4. Beware! You can only use multiple choice questions in the Quizz function. If learners have to type anything, then YOU need to mark it and they cannot get their results immediately.5. Hit ‘SAVE’. 68
5. Teacher-completed eAssessmentsTeachers often have to assess learners’ projects or presentations, and thenrecord the marks in books or on paper, which is later transferred to the computer.G/Forms provide a wonderful and easy to use tool to mark assessmentsFollow these familiar steps: i. Open a new tab ii. Open the Google Waffle iii. Click on the Google Drive triangle 1. Go to the blue button ‘NEW’ 2. Follow the menu to the MORE option at the bottom and shimmy over to see another menu pop up 3. Click on Google Forms 69
4. Give your form a title by clicking on ‘Untitled form’. This should automatically transfer to the title of the form. If not, just click on ‘Untitled form’ at the top left.5. Create the first question as ‘Name & Surname’6. Add a new question using the We are going to create a rubric to mark with. It’s tricky to create but works extremely well.7. Change the question type to ‘Checkbox grid’8. In the ‘Rows’ section, add in the questions or descriptors you will use to evaluate with. Hit ENTER after each entry and a new option will appear.9. In the ‘Columns’ section, add in the marks, for instance, 1 - 5 or 1 - 7. Hit ENTER after each entry and a new option will appear.10. Preview your form using the11. If you need to make changes, go back to the ‘live form’ and fix this.12. You will only see changes once you do another ‘preview’.13. When you’re ready to share the form, ask a colleague to test drive it for you first. That way you can iron out any problems you might have missed out.14. Use the SEND button at the top right to send the form for colleagues to fill in.
The NUMBER 1 Rule for G/Forms: ALWAYS test drive the form before sending it to anyone to fill in. 70
Module 8) Preparing tointegrate1. Module OverviewThis module is designed to help teachers prepare the virtual and physicalenvironment for ICT integration.2. Outcomes # Know how to prepare the physical environment for ICT Integration # Know how to prepare the virtual environment for ICT Integration # Identify policy preparations that may be needed for ICT integration 71
Once the lesson plans are in place, and the ICT Integration tasks planned,teachers need to make sure that the physical environment is set up to supportthe ICT Integration lesson. Some questions may guide this preparation: What devices or tools are available for learners and/or teachers to use? Are the apps / programmes available on all devices, or would it need to be installed? Do learners and/or teachers have the necessary knowledge and skills to work with the devices and/or tools? How will knowledge, competencies and skills be transferred and integrated into the session? How can knowledge and/or skills be scaffolded to make learning fun and accessible?These kinds of questions can be grouped as preparing the physical and virtualenvironment for ICT integration. 72
3. Preparing the physical environment ofICT IntegrationPreparing the physical environment for ICT integration needs to considereverything from timetables to chargers.Here are some ideas of what to think of: Ensure ICT tools are available (book the lab, tablets, etc) & that there are enough devices for learners to use Make sure all devices are in working order Pre-load software or apps on devices before class Charge mobile devices (tablets, laptops) before each class (if possible) If there are not enough devices and learners have to share, plan how this will happen Arrange furniture in the class to accommodate sharing of devices or group work Adhere to acceptable use policy Have a back-up plan in case of technical failure Have FUN! What other physical preparations can you think of? 73
4. Preparing the virtual environment forICT IntegrationAs important as it is to prepare the physical environment for ICT integrating, it isequally important to prepare the virtual environment. That means, making sure allthe online and cloud-based tools are working, links have not stopped working orwebsite gone down for whatever reason.Some tips may help to prepare the virtual environment. The different Google apps and related tools, work best with Chrome as the internet browser. If possible, set this as the default on all devices. Some network settings will not allow changes to the default settings (to let Chrome on). Make sure to load this in advance with the network administrator’s assistance. If you designed learning that makes use of online / cloud based tools, make sure to test this on different profile log-ons. Always check websites that learners will visit before sending them there, if possible on the same day. Never check a website with the data projector projecting the image on the screen where everyone can see it. If by accident an inappropriate image flashes on the screen or an undesirable advert pops up, the whole class would have seen it. 74
Other questions that teachers should consider when preparing the virtualenvironment: # Is the eActivity at the appropriate age and ability level of learners? Very often activities look great but they are either too easy or too difficult for learners. # Does the eActivity directly address learning outcomes from CAPS? ○ The focus should always fall on content that directly addresses CAPS. ○ ‘Nice-to-do’s’ can be included if time allows. # Play with and test the eActivity or particular websites online and on the devices learners will use BEFORE the lesson. # Make sure to play with devices on the school network – sometimes the school’s security settings may stop learners from accessing certain online tools at school. ○ Are log-ins required? If learners need to get their own log-in accounts, where does their personal information go? # Try and find the shortest route to the online content – it becomes very difficult to make learners all follow a complicated maze of tabs and clicks. # Spend time before each lesson reminding learners of the rules for keeping safe while working online. Display these prominently in class.
What other virtual preparations can you think of? 75
5. Preparing policiesWhen ICTs integration is planned for a school or class, many teachers, parentsand school leaders express grave concern for the virtual or cyber safety of users.Concerns more recently have focused on social media use and how to keeplearners safe in an online world. The growing prominence of online dangersespecially cyber bullying, attacks and inappropriate use of information (sharingembarrassing messages or images) has been cause for much concern in recentyears.To manage this problem, many schools and teachers completely ban the use ofthe internet. Others allow learners and teachers to access the internet but blockspecific types of sites, including social media. Mobile devices (like mobilephones) are also often banned to restrict or limit inappropriate use. Suchmeasures assume that if the school bans the internet or prevents access to theinternet, learners will be safeguarded. This leaves learners in a precariousposition. No one is teaching them how to be safe online, how to safely use theinternet and navigate the many dangers while making the most of the wonderfulonline tools.Schools who take responsibility for teaching learners to be safe online, start bydrawing up a RESPONSIBLE or ACCEPTABLE USE POLICY. A responsible usepolicy assumes that learners can learn how to be responsible users, can learnhow to make informed choices and can be held accountable for their choices. Italso assumes that learners need different types of protection and access atdifferent ages.A responsible use policy is a very good starting point for schools and teacherswho want to use online resources for 21st century eTeaching and Learning. Aresponsible use policy needs to protect users and provide access. A responsibleuse policy that has an immediate impact on all users should be written with allusers including learners, teachers, parents and school leaders. Examples: http://www.doe.mass.edu/news/news.aspx?id=21148 76
Module 9) Planning to change1. Module overviewThis module equips teachers to understand, prepare for and manage changesthat may be needed when integrating ICTs at their schools and in theirclassrooms.2. Outcomes• Analyse the change process• Preparing teachers to change• Preparing teachers to manage change3. Why is change needed?In a world where the internet has made factual information available at any timefrom any number of devices, teachers question their role in learning. Becauseteachers are no longer the only source of knowledge some teachers may feelthat they may eventually become irrelevant and not be needed at all – seeing asinformation is so freely available.While it would be irresponsible to discard such vital skills as remembering andunderstanding, teachers are called to re-evaluate their role in the classroom. Inan era where factual knowledge is readily available, teachers’ role of the ‘sage onthe stage’ needs to expand.In a 21st century class, remembering and understanding knowledge is no longerthe main focus. Instead, students need to learn how to work with information, tocreate and generate knowledge that has meaning to their immediate needs or forreal-life application. This type of knowledge creation engages learners in thelearning process and sees knowledge as something you DO, a verb. It fosters 77
deep and meaningful learning that fascinates learners and motivates them towant to learn and engage more.Teachers play a critical role in preparing learners with vital critical thinking skillsand abilities of creating, evaluating and analysing knowledge. The role of the21st century teacher has expanded from Sage on the Stage to Guide on the Sidebut crucially for the future, needs to be an Active Participant in the learningprocess. They need to be open to learning with learners, together finding andmaking meaning, rather than the one merely telling them what to believe or do.4. Making change happenChip and Dan Heath write about change. They explain that when we want tochange anything in our lives, we have two parts of our mind to contend with: therational side, we call it the ‘rider’, and the emotional side, we call it the ‘elephant’.The rider and the elephant have to work together to make changes happen. If therider wants the elephant to do something that the elephant does not want to do,the rider can do very little. But if the rider can motivate the elephant, the two canmake great changes! 78
We approach any change in our lives by motivating our emotional sides or ourelephants first. You came to this course because you wanted to change how youuse ICTs in your teaching, right? If you want to achieve change, start bywondering about your reasons for wanting to change. WHY do you want to change the way in which you use ICTs in your class? What do you want to achieve? Try to write as many reasons for change as you can think of. Think about your learners, the school and your career if you get stuck.Often when there are too many challenges, or too many ‘paths’ we get paralysedand don’t know which one to choose. This leads to analysis paralysis. To avoidthis, reduce the obstacles that may stand in the way of change, and straightenthe path that you need to take.Complete the following exercise in the space provided on the following page: On the left, list the obstacles that will stand in your way of change to integrate ICTs. On the right, list ways to prevent or avoid these obstacles.
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Obstacles Ways to prevent/avoid obstacles. 80
Create a pathway to change.Step 1 Step 2 Step 3 Step 4 Goal: Goal:Goal: Goal:Change required: Change required: Change required: Change required:Digging Deeper:• Chip and Dan Heath wrote the book, How to Change when Change is Hard. Here’s the video: https://www.youtube.com/watch?v=zWWh16A0x4U and https://tinyurl.com/y9lfpysk
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About the authorIsabel Tarling completed her PhD at the University of Cape Town in EducationTechnologies. Her PhD developed the ePlay MakerSpace process employed inthis course, that equips teachers to innovate and create with technologies and totake charge of change. Isabel has extensive experience in education, havingtaught from FP to FET, and preservice teaching students at the University ofCape Town. She has published textbooks for MacMillan’s Technology for allseries, Oxford University Press’ English for Success, and Gr 4 - 9 Life Sciencefor Siyavula. She has researched teaching and learning in South African schools,from the schools in greater Cape Town to the rural communities in the Karoo andNorthern Cape.
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Author: Isabel Tarling - [email protected] and format: Willie Knoetze - [email protected] 91
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