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Emerging Technologies for 421st Century Teaching and Learning A manual forFET Mathematics TeachersIsabel Tarling & Dick Ng’ambiETILAB International :: www.etilab.org
5 Learning design and content developed by Isabel Tarling & Dick Ng’ambi from www.etilab.org Licenced under Creative Commons Attribution- Non Commercial-ShareAlike 4.0 International The licensor permits others to distribute derivative works only under the same license or one compatible with the one that governs the licensor’s work. 2017 ETILAB International :: www.etilab.org
Contents 6 Preface .......................................................................................................................................7 Course Sponsors ........................................................................................................................ 9 Module 1 Introduction ...............................................................................................................14 Module 2 21st century skills ........................................................................................................20 Module 3 Integration Principles .................................................................................................28 Module 4 Planning to integrate ETs ........................................................................................... 35 Module 5 Integrating ET ............................................................................................................45 Module 6 eAssessment.............................................................................................................. 53 Module 7 Preparing to Integrate ................................................................................................58 ETILAB International :: www.etilab.org
Preface The various ICT integration - eTeaching & Learning courses were developed and piloted in 2016. In eachIn February 2015 the Premier of the Western Cape, case, reference groups were formed that includedHelen Zille, launched the eLearning Game Changer. The Master teachers and Subject Advisors from the Westerngoal of this innovative project is to: Cape Education Department, ICT integration experts from the University of Cape Town, and subject “enhance the teaching and learning experience of specialists from different universities. These reference Western Cape Learners, predominantly in Maths and groups developed frameworks to guide the Languages, through the use of technology” (Western development of each course manual and collaborated in Cape Government, eLearning Game Changer) developing the story-board for the three-day courses. They also shared invaluable insight to focus the specificThe eLearning Game Changer addresses specific areas teaching and learning activities that were included infor development. The six integrated work streams that each of the courses.support the goals of the eLearning Game Changer areillustrated below. The Western Cape Government’s eLearning Game Changer team provided further focus to the courseThe Cape Teaching and Leadership Institute (CTLI) was development. They suggested the course address threetasked with developing eTeachers. This meant key areas:developing teachers’ abilities to integrate educationaltechnologies to enhance teaching and learning.ETILAB International :: www.etilab.org
a) Integration principles eInfra- 8b) Planning to integrate ICTs into teaching and structure learning eTechnology Enhanced eCulturec) Assessing using ETs / eAssessment eAdmin Teaching & Learning eTeachersDuring 2016, Isabel Tarling, then working on her PhD inEmerging Technology Integration, drew on these Digitalvarious inputs to develop and pilot the various Contentintegration short courses. In each case this resulted in ahands-on, practically applicable and implementablecourse that guides teachers to meaningfully integrateemerging technologies into teaching and learningpractices. The main goal is to improve pedagogy andfacilitate deep and meaningful learning. Technology isseen as a vehicle to achieve this.ETILAB International :: www.etilab.org
9 Course Our sincere gratitude is extended to Fikile Machimana Sponsors and Selina Masia-Pos, representatives of the ETDP SETA in the Western Cape, as well as the many support staff The Education, Training Development Practices Sector and administrators working behind the scenes. Thank Education and Training Authority (ETDP SETA) you for your time and energy that you so generously sponsored this Emerging Technologies for 21st Century poured into this project. Thank you for impacting Teaching and Learning course. Funds from the EDTP hundreds of teachers and by implication, the life choices SETA were made available to sponsor 450 teachers from of thousands of learners. Foundation Phase to FET Phase, to participate in the course, to develop and present the course and develop and prepare the training materials. If every teacher on the course impacts a minimum of 30 learners, the ETDP SETA’s investment to grow existing pedagogies to support the meaningful integration of emerging technologies, translates into a potential impact of at least 13 500 learners.ETILAB International :: www.etilab.org
Partners short course was developed in close collaboration with 10 the CTLI, subject advisors and experts with an intimate understanding of the daily challenges teachers across the grades face on a daily basis. The contribution of this reference group is gratefully acknowledged.The Cape Teaching and Leadership Behind the scenes, the CTLI’s ICT IntegrationInstitute Coordinator, Christo Davids sacrificed many hours and late nights, going beyond the call of duty to make thisIn 2016, Cape Teaching and Leadership Institute (CTLI), course a reality and ensure the different elements area directorate of the Western Cape Government, perfectly orchestrated. Our sincere thanks and deepestcommissioned the development of a specialised course gratitude goes to Mr Davids for his dedication, hardto equip teachers from Foundation Phase to FET to work and tremendous efforts.meaningfully integrate emerging technologies intoteaching and learning. The current course content was We also appreciate of the many administrativedeveloped for the CTLI and piloted with teachers in four assistants who provided support behind the scenes,sessions during January and October 2016. collecting documents and ensuring that everything from the venue to the computers and catering is in place.The different specialisations of the Emerging Thank you so much for making this course happen –Technologies for 21st Century Teaching and Learning your efforts are greatly appreciated. ETILAB International :: www.etilab.org
The University of Cape Town ETILAB International11 ETILAB International is an Emerging Technologies The five Emerging Technologies for 21st Century Inquiry Lab. The different specialisations of the Teaching and Learning Short Course specialisations for Emerging Technologies for 21st Century Teaching and Foundation Phase, IP Maths and IP Language, FET Maths and FET Language are accredited by the Learning Short Courses were developed by ETILAB University of Cape Town. Teachers participating in the International team members, Prof Dick Ng’ambi and short course are registered with the University of Cape Isabel Tarling. The short courses follow the ETILAB Town for the duration of the course and graduate with a MakerSpace process where learning takes place in a short course certificate from the institution. fun-filled, playful context. (www.etilab.org)ETILAB International :: www.etilab.org
Dick Ng’ambi Isabel Tarling 12Prof Ng’ambi is one of the few Isabel Tarling oversees operations at the ETILAB. As aexperts that effectively operate Learning Science scholar, she researches Teachingat the intersection of social Change, Pedagogy and Integrating Emergingsciences, education, technology Technologies into teaching and learning using Design-and innovation. Originally a Based Research (also the focus of her PhD). She hasmathematician and as a been in education for twenty years as a teacher and co-computer science / information authored a number of textbooks such as English forscientist, his many years’ Success (Oxford), Technology for All (MacMillan) andexperience as an educator, developer of educational Science and Natural Sciencetools and as an Instructional Designer, led in 2007 to him (Siyavula). In 2016 the CTLI,pioneering the postgraduate programme in Educational commissioned Isabel to design,Technology at UCT (to-date the fastest growing develop and pilot Educationalprogramme in the School of Education). He is a leading Technologies Integrationresearcher in emerging technologies and mobile courses and manuals, resultinglearning, a passionate change agent and thought leader, in this book and course.and an inspiration to those who work and learn with him. [email protected]@etilab.orgETILAB International :: www.etilab.org
The ETILAB Team for each participant, facilitators are supported by co- facilitators and assistants. This dedicated team provide13 in-time support to make the sessions as meaningful and enjoyable as possible. ETILAB MakerSpaces are facilitated by experienced educators and Emerging Technology specialists. In order to individualise and maximise the learning experienceETILAB International :: www.etilab.org
Module 1 Module Overview 14Introduction This module introduces the course objectives. Key Questions Why this course? What can I expect? What am I expected to do?ETILAB International :: www.etilab.org
15 Introduction technologies (ETs) into their classroom practices. It is an investment in our country’s future with unlimited ETILAB This course is all about teachers. returns. Teachers who have completed the differentPhilosophy All the activities and learning specialisations of the ICT Integration Short Course will included in the different aspects be able to create innovative uses for emerging technologies available in their contexts. They will design “When we invest in of the course are an investment learning that develops 21st century skills and apply the people and not in in teachers. The ETILAB team principles that meaningfully integrates emerging firmly believes that if an invest in technologies into their classrooms. things, we teachers, to grow their capacity exponentially to create and innovate, expand Most importantly, teachers who have completed theincrease the potential their professional ‘toolkit’ and different components, will be equipped to identify andfor transformation.” empower them to manage their make use of opportunities already available in their ownETILAB International own change journey and use of contexts to create and innovate pedagogically technologies, exponentially appropriate, relevant and practically implementablewww.etilab.org learning solutions that integrate emerging technologies that they and their learners feel comfortable using.increases the potential for educational transformation.Course goalsThe goal of this course is to capacitate and equipteachers to meaningfully integrate emerging ETILAB International :: www.etilab.org
Course content Logistics 16The content was carefully designed to address pressing Each course consists of five sessions:needs and requirements of teachers in each phase ofschooling. Session 1) Orientation and registration Session 2) Face-to-face @ the CTLIThe professional learning sections focus on 21st Century Session 3) Online activities and tasksskills and the principles of meaningful integration, and Session 4) Face-to-face @ the CTLIdesigning learning with these principles as guide. It also Session 5) Assignment dueincludes the fundamentals of eAssessment and usingemerging technology tools to mark tasks completed The f2f sessions run on Friday afternoons (15:00 – 20:00)online. and Saturdays from 08:00 – 16:00. Teachers are required to attend both days of each session. Catering is providedThe general professional learning space is designed to by the CTLI for lunch and tea breaks. Accommodation isaddress each of the five course specialisations and the available on request.specific needs of individual educators. Foundation Phaseeducators have very different curricular demands to IP The online session takes place in the 3-4 weeks betweenand FET Language or Maths teachers. Therefore the the f2f sessions. In this time teachers will completetools included in the ETILAB MakerSpace’s active online activities while collecting evidence of theirlearning sections address the different subject and phase growing ET integration skills in their classrooms. For arequirement of different groups of teachers. more detailed programme please see the last page of this manual. ETILAB International :: www.etilab.org
17 Course overview individual activities are often completed online and shared to an online collaborative platform (Edmodo) Course The ETILAB MakerSpace where everyone can see it and share ideas. These Overview sessions are intended to provide activities focus on meaningful integration of ET tools teachers with a combination of into specific disciplines and phases, and develop The ETILAB professional learning and eTeaching, eLearning and eAssessment activities MakerSpace development, and hands-on relating to these. sessions are playful exploration, discoveryintended to provide and creativity. At the end of the course, teachers will be: teachers with a combination of Each day’s activities are ► Knowledgeable about the basic principles for meaningful professional designed to include both ET integration. learning and professional learning anddevelopment, and active, hands-on learning which ► Knowledgeable about the features of select ET tools, and hands-on playful is referred to as e-Play. able to competently apply these to eTeaching, eLearning exploration, Activities generally move from and eAssessment. discovery and group to individual learning, and from face-to-face to virtual ► Able to purposefully integrate the features of selected ETs creativity. or online activities. Group and to reach specific CAPS outcomes in lesson plans and eAssessment goals. ETILAB International :: www.etilab.org
► Able to design a change plan and successfully and Each module focuses on principles that guide 18 reflectively implement this towards transforming their integration, how to plan for integration, and on possible own pedagogic practices. ways to use ICTs in e-Assessment.► Able to develop their own change plans and support each To make the most of this manual: other in achieving this. a) Read the manual as a guide and not a blueprint. Using this manual Integration and learning design is a creative process. It needs to include personal taste and preferences, skills This course offers a hands-on, practical guide to and knowledge, flair and intuition! meaningfully integrating ICTs into teaching and learning. The purpose is to increase deep and b) Focus on using what you have. The course and manual meaningful learning in Foundation Phase classrooms aims to give a broad overview of activities that could be and to support you as curriculum coordinator, in used regardless of the devices available to a teacher. supporting teachers. Therefore, the choice of e-tools For example, if a document viewer is not available, a was purposefully kept generic and not specific to one teacher can use their mobile phone to take photos. So single subject or topic area, allowing for greater use find ways to use what you have when completing the regardless of the specific content being taught. different activities. c) The manual contains different activities in each module. The more you participate in the course and get involved in playing with possibly new toys and tools, the more you’re likely to learn! So Have FUN!ETILAB International :: www.etilab.org
d) Change is never easy. It takes hard work and dedication. This course is meant to ignite a process of professional development in ICT Integration, and they are19 It can be a lot of fun but you need to make the decision encouraged to further develop and grow themselves in this field. to change and then follow your change map. e) It really helps to use your reflections in the weeks to come as ways to evaluate your own learning. Try and set aside a dedicated time in your diary at the end of each 2-week period to reflect on what you achieved, how you changed, and what you want to do differently. f) CELEBRATE your successes! You’ll find many small successes to celebrate along the way – pat yourself on the back and celebrate these! Learn from the not-so-hot- moments but make a point of being your own cheerleader! This will help you to stay motivated and encourage your change journey.ETILAB International :: www.etilab.org
Module 2 21st Module Overview 20century skills This module explores 21st century skills and how teachers can develop these. Key Questions How is 21st century teaching different to what teachers are already doing? What is collaboration and why is it necessary?ETILAB International :: www.etilab.org
21 21st Century Skills possibilities, it is difficult to understand exactly what these skills should be and how best to teach them to The pressure on teachers is immense to prepare learners learners. While no one can accurately predict what the who can make a positive impact on society and take future will look like, a few key skills have been identified their rightful place in industry, business and government by different researchers: collaboration, communication sectors (to name a few). However, with so many new and critical thinking, creativity, citizenship and character opportunities and possible future employment development.ETILAB International :: www.etilab.org
The first step towards becoming a 21st century communication, collaboration and critical thinking, 22networked teacher is to understand how this differs citizenship and character development.from teaching in the industrial age before it. What is more, while many pedagogic tools and someSchooling has come some way since slates and ink wells practices have changed since Victorian times, teachingin Victorian classrooms, yet when compared to today still tends to be very isolating. Teachers in theclassrooms today, some similarities are still very evident. same school and phase may plan together to share the workload, but rarely work together in one classroom. It is rare to see schools and teachers collaborate with neighbouring schools’ teachers or share resources with them, or for that matter, anyone else. Breaking isolation A classroom in the Victorian Era The internet arrived in the late 1990s. Social media followed soon after with Facebook and Twitter startingToday in many classrooms the emphasis falls onmemorization and replication, and on how tasks are in 2004 & 2006. This changed how teachers cancompleted rather than fostering creativity , access, share and talk about knowledge, access other teachers’ ideas and lesson plans, or share their own work with teachers around the corner and around the world.ETILAB International :: www.etilab.org
Networking in this way can break the isolation Another option is to move the face-to-face (f2f) meetings online. A virtual meeting space is always23 experienced by a single teacher in a classroom. It can‘invite’ many others into the learning space towards available, and other than a f2f space, the same contentrealizing deep and meaningful learning, new shared can be accessed time and again. In a virtual space,understandings and collaborative thinking. teachers from different schools can meet andBecoming networked collaborate. They don’t have to travel vast distances as they would for f2f meetings, saving costs, time andThere are many different ways to become a networked effort. The virtual meeting space can also be accessedteacher. Schools and teachers could set up Online after hours when it is convenient for themeetings between teachers from neighbouring teacher.schools. Teachers can be encouraged to show collaboration &and share their work with colleagues, at communication There are many online platforms and virtualworkshops, conferences or shared planning meeting spaces that teachers from aroundsessions. These and similar activities take place A virtual meeting space the world can access. Edmodo, Living Treeat set times in specific locations. However due is always available, and and Facebook are very popular at theto time pressures, travel and associated costs, other than a f2f space, moment to support online collaboration andthey are not held very often. While they are communication. the same content cangreat ‘idea-mines’ these types of events are not be accessed time andvery helpful on a daily basis when teachers again.need fresh ideas for teaching difficult topics. ETILAB International :: www.etilab.org
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Module 3 Module Overview 28IntegrationPrinciples In this module we explore meaningful ET integration. Key Questions How is learning changing? What is eTeaching and eLearning? What is meaningful ET integration? How do I design learning to meaningfully integrate ETs?ETILAB International :: www.etilab.org
29 Learning becomes deep and meaningful when interaction between learners and content is increased.It is almost impossible to think about teaching and not One way to encourage deep and meaningful learning isthink about learning at the same time. Humans are to use educational technologies. Using digital tools on devices such as tablets or computers, potentiallynaturally inclined to learn. We learn from the moment motivates learners to engage with the learning tasks and if used effectively, may lead to deep and meaningfulDeep and meaningful we are born and even learning. HOW the teacher uses these devices islearning takes place before, experiencing, however critical.when learning material processing and interactingis interesting, when the with stimuli from our Teachingstudent finds the environment. Traditionally many teachers see themselves as thelearning personally Deep and meaningful deliverers or transmitters of knowledge to learners. Learners have to remember or understand thisuseful or it addresses learning takes place when knowledge and reproduce it when they are tested and examined. Knowledge is something that is fixed andtheir immediate needs. learning material is stable, and something you gain.Learning also becomes interesting, when thedeep and meaningful student finds the learningwhen interaction personally useful or itbetween learners and addresses their immediatecontent is increased. needs. Learning also ETILAB International :: www.etilab.org
Thanks to the internet, learners today can access factual 30information at almost any time from any number ofdevices. This challenges teachers’ identities and roles in process and sees knowledge as something you DO, athe class, as they are no longer the only source of verb. It fosters deep and meaningful learning thatknowledge. Some teachers have even felt that they may fascinates learners and motivates them to want to learneventually become irrelevant and not be needed at all – and engage more.seeing as information is so freely available. Teachers play a critical role in preparing learners withWhile it would be irresponsible to discard such vital skills vital critical thinking skills and abilities of creating,as remembering and understanding, teachers are called evaluating and analysing knowledge. The role of the 21stto re-evaluate their role in the classroom. In an era century teacher has expanded from Sage on the Stagewhere factual knowledge is readily available, teachers’ to Guide on the Side but crucially for the future, needs torole of the ‘sage on the stage’ needs to expand. be an Active Participant in the learning process. They need to be open to learning with learners, togetherIn a 21st century class, remembering and understanding finding and making meaning, rather than the one merelyknowledge is no longer the main focus. Instead, students telling them what to believe or do.need to learn how to work with information, to createand generate knowledge that has meaning to theirimmediate needs or for real-life application. This type ofknowledge creation engages learners in the learningETILAB International :: www.etilab.org
31 eTeaching & eLearningThe e-Vision of the province is toimprove educational outcomes andbetter prepare learners for the 21stcentury through the effective useof ICTs.ICTs can be used in more or less the level of confidence the teacher and/or learners havetwo ways (or a combination of the regarding the use and integration of ETs.two): aimed at eTeaching or aimedat eLearning.eTeaching and eLearning can take place in any grade or Teachers sometimes find it easier to start withphase. The choice of one or combination of both largely eTeaching and moving to eLearning when they are moredepends on the learning goals and the pedagogic confident. Professional Development equips teachersapproach of the teacher, as well as the situational with the necessary pedagogical and technologicalconstraints of the school and learners. It also depends on knowledge for eTeaching and eLearning. ETILAB International :: www.etilab.org
32Examples of eTeaching List other examples of eTeaching ETILAB International :: www.etilab.org
33 Examples of eLearning Learners create recordings of how they solve complex Learners find & share problems & share with each other interesting websitesLearners create Learners record &and present own share sound recordings PowerPoint eLearningLearners create / Learners create an Learners find & share a e-picture collage navigate video educational apps to solve Learners create own problems blogs / websites ETILAB International :: www.etilab.org
Integrating eTeaching & eLearning 34Study the examples of eLearning on the previous page.Note that devices are used BY LEARNERS. Also notethat the devices are familiar to learners and teachers,and learners are therefore able to transfer existing skills(like recording music or making videos of themselves)into a learning space.Moving from eTeaching to integrate eLearningtherefore requires:1) Learning-centric pedagogic approaches.2) Learning designs that target: ► Learning outcomes (not tech!) ► Collaboration and interaction ► Critical and higher order thinking skills ► The purposeful use of ETs that teachers and learners are comfortable with usingThis is illustrated in the Framework for Integrating ETs. ETILAB International :: www.etilab.org
35 Module 4 Module Overview Planning to integrate ETs This module provides a step- by-step guide to plan for integration. Key Questions How do I plan lessons that integrate ETs? How do I match learns’ needs, and CAPS subject and topic outcomes with the right ET tools? What must I prepare in the environment?ETILAB International :: www.etilab.org
Learning Design emphasizes interaction There is a big 36 within the class and different betweenLearning design is similar to lesson planning in that it has outside, betweenthe same starting point: the goals and objectives of learners, teachers and learning withCAPS, and end goal: learning. Learning design however content. This supports technology andbuilds on a particular framework and makes use of transformative learning learning aboutspecific tools. because it sees learning as technology.Meaningfully integrating emerging technologies intoteaching and learning, as described at the end of the a result of interaction with people, resources and others.previous module, requires attention to the integrationprinciples. This module focuses on these principles to When ETs are meaningfully integrated into this type ofplan and achieve integration, starting at the learning. learning designs, these tools become ‘invisible’ in the learning tasks. In this way they can be used to support1. Start at the learning knowledge creation and shared meaning making, rather than learning about the tool. It is therefore important toThe main focus in any learning design should always be remember that there is a big difference betweenlearning, and working with knowledge to solve learning with technology and learning aboutmeaningful and authentic problems, and not tools that technology. Our emphasis is learning with ETs.support this learning. Learning designed in this way The starting point of any learning should be the educational goals or the learning outcomes that need toETILAB International :: www.etilab.org
be achieved. The first step is37 therefore to think about ways that Learning • Learning about ICTs or learning how to use ICTS focuses the attention on the device orknowledge can be created, critical about tool and not the learning.thinking developed and Higher ICTs • Learning with ICTs uses the devices in theOrder Thinking Skills targeted. The class as a tool to improve deep and meaningful learning.technology then becomes a means Learningto make this learning happen in the with • The focus is on learning and not on the ICT.best possible way. ICTs2. Target HOTsThe next step is to scaffold the methods (Krathwohl 2002). Doing this helps learners tolearning, and specifically focus on tasks that develop develop knowledge of their own learning processes.skills of creativity and critical thinking. Moving from a content/teacher centric approach to aMany teachers see their role as the Sage on the Stage learner centric approach, starts with understanding whatwho has to deliver content to learners. They use these pedagogies are based on.particular pedagogies to share factual knowledge and Content-centric approaches focus on remembering andconcepts with learners. understanding factual knowledge. These engage LowerTeachers also need to teach learners about the methods Order Thinking Skills (LOTS).of inquiry, or the criteria for using skills, techniques or ETILAB International :: www.etilab.org
When learners create and evaluate knowledge, they on developing Higher When learners create 38 Order Thinking Skillsengage in Higher Order Thinking Skills (HOTS). (HOTS) such as Analysing, and evaluateCAPS uses Bloom’s generally and Barret’s taxonomy forLanguages (see back of CAPS document in the Evaluating and Creating. knowledge, theyassessment section). CAPS encourages teachers to focus Teachers are also guided engage in Higher Order to develop assessments Thinking Skills (HOTS). that include the right number of HOTS and LOTS questions. Digital versions of Bloom’s Taxonomy match digital tools with the different levels of the pyramid. These are readily available on the internet and are even specific to different devices.Figure 1 Bloom Revised taxonomy (tips.uark.edu) ETILAB International :: www.etilab.org
3. Collaboration and Communication each other and their teacher once they have internalised the learning. They are then able to transform their initial39 learning and can construct meaningful and valued knowledge (Anderson 2011). Therefore, if interaction The next step is to deliberately foster specific kinds of increases it also increases the effectiveness of learning interaction, and how collaboration and communication and the construction of knowledge. in these interactions can take place. Anderson’s model (2011) illustrates different forms of Different forms of interaction are essential to the interaction as taking place between: process of education. Learners are ready to interact with ► learners ↔ learners ► teachers ↔ learners ► teachers ↔ teachers ► learners ↔ content ► teachers ↔ content Increasing the interaction at these different points increases knowledge construction. Increasing interaction is essential to achieve deeper and more meaningful learning.Figure 2 Anderson's model of Interaction for effective learning (Anderson2011)ETILAB International :: www.etilab.org
The content or type of knowledge learners need to gain right purpose. Thus, as has now become a repeated 40will largely influence which type of interaction should be message, evaluate the learning outcomes, the HOTs andencouraged. the types of interaction that are required to achieve this.One learning-outcome may benefit from learner ↔ The next step is to identify Enhancinglearner and learner ↔ teacher interaction, while another tools that address this very Learningmay benefit from learner ↔ content interaction specific focus. In this course One of the best ways(Anderson 2008). the different specialisations to enhance learning with technology is toDifferent ET tools can support different forms of for languages and Maths, design e-Learninginteractions, collaboration and communication. It is across Foundation to FET, that deliberately andimportant to deliberately and purposefully choose the will provide an introduction purposefully designsright tool to support the specific type of collaboration to many free, online tools.and communication, or interaction needed to achieve a These are only the smallest and fostersspecific learning outcome. tip of the iceberg and many interaction between thousands are created content, pedagogy4. Choosing the right ET tools for the job almost daily. The challenge and learners using ICTs to drive learningA hammer is a useful tool for knocking in nails, but a lies in evaluating the tool forterrible tool for spreading icing on a cake. Each tool has its purpose and how it can and teachinga specific purpose and using the right tool for the wrong effectively it can address the processes.purpose is as problematic as using the wrong tool for the learning outcomes. ETILAB International :: www.etilab.org
When evaluating a potential tool that may be used to The ETILAB MakerSpace process to introduce new tools to a learning space process may be helpful. Firstly41 achieve a specific learning outcome, these questions are introduce the tool in a playful, game-based or light- hearted activity that is very easy to complete. The useful: second step is to provide a task that uses the tool in a meaningful way, making the tool invisible and focusing What is the learning outcome? on the learning. Once the task is completed, it may be What HOTS do I want to achieve in the learning useful to reflect on the way that the tool supported the task? learning. Thereafter the tool can be foregrounded briefly What forms of interaction, communication and when learners have to create a task that immediately collaboration do I want to foster? applies the tool to achieve a more complex learning task. Which tools can I possibly use? Are my learners and I familiar with these tools or It is important to provide ongoing support to all learners will we have to first learn how to use it? when they are exposed to a new tool. Learners can help How steep is the learning curve? … and is it worth each other (learner ↔ learner interaction), or a teacher it? assistant can support learners to help the teacher. Alternatively, the teacher can ask learners with When choosing ET tools to integrate into learning tasks, advanced skills in a new tool, to make a how-to video or the emphasis should not be on the tool but on the voice-recording to guide their friends. There are many learning that it needs to support. Sometimes new tools creative and engaging options available. need to be learnt before they can be used.ETILAB International :: www.etilab.org
The last two integration principles are 42extensive and require more focusedattention: integrating eAssessments andpreparing the environment forintegration. These are thereforeaddressed in the following two modules.ETILAB International :: www.etilab.org
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45 Module 5 Module Overview Integrating ET This module invites FET Mathematics teachers to participate in a hands-on experience of learning to use various online tools in pedagogically meaningful ways. Key Questions How can ET tools support FET Maths teaching?ETILAB International :: www.etilab.org
Integrating ETs in the 46Mathematics classDespite Maths teachers’ best efforts, many learners seeMaths as the memorisation of theorems, patterns andprocedures that they have to apply at the right time andin the right circumstances to solve problems. No matterhow hard Maths teachers work to develop conceptualunderstanding, many revert to lower order thinkingskills to ‘just get through it’. Perhaps the use ofEmerging Technologies may help in getting learners tointeract with each other, the content and concepts todevelop the essential Maths skills (on the left) asdescribed in the foreword of the CAPS document!Different emerging technology tools can assist FETMaths teachers to develop an appreciation of differentMaths concepts, critical thinking and higher order ETILAB International :: www.etilab.org
thinking skills. Importantly, these tools can create47 spaces where learners can be exposed to different methods, approaches and thinking strategies used by their peers, teachers and others. By expanding their strategies the potential for greater conceptual understanding is improved. Importantly, greater interaction between learners and content, can develop a critical awareness of underlying fundmantals of Mathematical processes, logical thinking and decision making processes. Using Google Slides & Kaizena Google Slides can be used very effectively in both eTeaching and eLearning. Teachers can use Google Slides in different ways to explain new concepts or to show different strategies to solve a problem. In the same way, learners can create their own slides to share with fellow learners and receive feedback, while sharing different strategies with each other. When preparing slides, some suggestions are included on the left . ETILAB International :: www.etilab.org
Using Maths Scripts in amazing tool. However, for the purposes of this course, 48 learning how to INTEGRATE emerging technologies, thetests and exams learning curve for using GeoGebra may be too steep. We therefore introduce a second, slightly less complicatedIt is not always easy to use the correct Maths scripts in tool already in the Google App family: (g)Maths.text documents, leaving teachers and learners frustratedwith work-arounds that don’t accurately portray the (g)Maths offers Maths teachers an easy to learn andright Mathematics symbols or lay-outs. Writing fractions navigate tool to create the correct Maths scripts forfor example or drawing graphs are difficult to do in Word texts, worksheets and exams. It is simple enough fordocs that are often used to create worksheets and tests. learners to learn to use and takes only a little time to ‘get used to’ – making it a simpler tool all round to achieveOne programme that has been used widely is GeoGebra. greater integration of emerging technology tools intoIt has immense possibilities for drawing graphs or the learning space.writing equations correctly – and this is only scratchingthe surface! Module 5 Activity 1 is a short introduction to Module 5 Activity 2 introduces (g)Maths and invites youGeoGebra. The CTLI offers extensive workshops to to play with and explore the different ways that you canMaths teachers who wish to learn the intricacies of use it in your class. Always keep in mind that where youworking with GeoGebra and you are warmly encouraged can use it for eTeaching, it can in all probability be useto attend these if you wish to learn how to use this for eLearning as well – and ask yourself: how can my learners also get to us this?ETILAB International :: www.etilab.org
49 ETILAB International :: www.etilab.org
50ETILAB International :: www.etilab.org
51 Video Tips for using video Integrating Prepare learners for the video ► They need to know what to do before, during and afterVideos as the one on Anansi, are popular eTeaching watching ittools. They are often used to ‘hook’ learners interest atthe start of a lesson. Sometimes teachers use videos to Decide beforehand how the video will be usedshow learners events, processes or actions that they ► A resource to explain content or conceptsmay not be able to replicate in the class. Teachers may ► As a means for learners to engage with prior learning /for example show learners a video of distant countries or knowledgecultural practices, that learners may not be familiar with. ► As a means to gain new knowledge by making own deductionsVideos can be used very effectively to foster much ► For assessmentdeeper and more meaningful learning. This requirescareful learning design, and particular attention to Allow learners to enjoy the videopreparing learners to do specific tasks while watching ► Learners enjoy video as an educational tool. Allow themthe video. Sometimes videos can be watched a number time to enjoy watching the video too.of times, and learners can do different activities, or evenmake their own videos. Save the video to your device ► It is easy and convenient to paste a URL / Hyperlink to a video file into a presentation. ► If the Internet fails for whatever reason, the video will not be playable. ► It is safer to save the video to your device in the applicable file. Video editing ► It can be very useful to learn a few simple video editing skills. ► There are many YouTube How-To videos teaching this. ETILAB International :: www.etilab.org
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