ICT Integration Into Teaching
Transcript of ICT Integration Into Teaching
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The Effect of Computer-based
Mathematics on Problem Solving
Proponent: Daisy T. Emanuel
3rd Grade Teacher, Sadie Tillis
Many people regard mathematics as thecrown jewel of sciences.
Yet mathematics has historically lacked
one of the defining trappings of science:
laboratory equipment
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Astronomers
Celestron Astromaster 70az Telescope
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Mathematicians
Albert EinsteinArchimedes
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Mathematicians
Leonhard Euler Carl Friedrich Gauss
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Mathematics
Mathematics concerns not the physical
landscape but an idealized, abstract world.
For exploring that world, mathematicians
have traditionally had only their intuition.
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Erika Klarreich Study (2004)
Computers are starting to give mathematics thelab instruments they have been missing.
Computers power is enabling mathematicians
to make quantum leaps into mathematics.Computers take only seconds to calculate and
create beautiful graphics of three-dimensionalshapes.
Computers can solve complex problems andcomputers can remediate students inmathematics.
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Knowledge of Teaching with ICT
He who can does,
and he who understandsteaches.
- Dr. Lee Shulman
President Emeritus of theCarnegie Foundation for the
Advancement of Teaching(1997-2008)
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Knowledge of Teaching with ICT
In the 80s, Lee Shulman introduced the
concept of pedagogical content knowledge to
differentiate it from content knowledge andknowledge of general pedagogy.
Pedagogical content knowledge or popularly
known as PCK is teachers knowledge of how a
particular subject-matter is best taught and
learned.
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Pedagogical Content Knowledge
Most important elements of its description:
1. knowledge of interpreting the content;
2. knowledge of the different ways of representing
the content to the learner; and
3. knowledge of learners potential difficulties,
misconceptions, and prior conceptions about
the content and related concepts.
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Concept Map
Set of Integers
CountingNumbers
(Positives)
Opposite ofPositives
(Negatives)
Zero
consists of
less
than
less
than
r
e
s
u
lt
w
h
e
n
2 positive
numbers
are added
2 positive
numbers
are
multiplied
or divided
2 negativenumbers
are
multiplied
or divided
a smaller
number is
subtracted
from a
larger
number
a negative and a
positive numbers
are added, the
positive is farther
from zero on the
number line
r
e
s
u
lt
w
h
e
n
2 numbers
with
differentsigns are
multiplied
or divided
a larger
number issubtracted
from a
smaller
number
a negative and a
positive numbers
are added, the
negative is farther
from zero on the
number line
results when
Opposites
are added
a number is
taken awayfrom itself
it is divided by
other number
it is multiplied
by any number
closed under
Addition Subtraction Multiplication
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Concept Map
Set of Integers
can be
represented by
Rules on
operations are
never learned
using
memorization.
Signed
numbers have
no meaning or
do not make
sense.
Quantitative relationship
involving directions or
ideas on opposites
Number
Line
+ and
chips
Tables and
patterns
Source of
difficulties and
misconceptions
Failure to
relate to
whole
numbers
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Knowledge of Teaching with ICT
It is not a question of whether schools should
integrate these technologies in its curriculum.
ICT courses have been offered as a subject inmany schools.
Use of technology in teaching traditional
subjects like mathematics.
Does knowledge of technology equip teachers
to use it to teach effectively?
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Integrating ICT in Teaching
Some mathematics teachers jumped to itright away, used technology in teaching.
Some teachers are still in testing-the-water
mode. Some, until now, are still totally in the dark,
sticking to their old method despite theavailability of technology, oblivious to thereality in todays ICT driven world.
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ICT driven World
The students are the nativesand theteachers are the migrants.
The way students learn are influencedby their experiences with many formsof technology and the way these toolsthink and do things.
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Printing Machine
When the pen and
the printing press were
invented, everybody
thought that they willgive an end to illiteracy.
It didnt take long for
us to realize that it didnt
and cant.
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Using Computer to Teach
It is not enough to
know how to use
ICT just us it was not
enough to knowmathematics content to
teach mathematics so
that students learn it
with meaning andunderstanding.
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Technological Pedagogical
Content Knowledge
A teachers knowledge regarding
technology is multifaceted and that the
optimal mix for the classroom is a balanced
combination of technology, pedagogy, andcontent.
It can be used as framework for designing
learning experiences for teachers and forplanning, analyzing and describing the
integration of technology in teaching.
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Technological Pedagogical
Content Knowledge
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References
http://www.learningtoday.com/corporate/mat
h-software.asp
http://prime.isthe.com/no.index/chongo/mer
digit/long-m42643801/prime-c.html
http://www.tpck.org/tpck/images/tpck/b/b1/
Tpack-contexts-small.jpg
http://www.learningtoday.com/corporate/math-software.asphttp://www.learningtoday.com/corporate/math-software.asphttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://www.tpck.org/tpck/images/tpck/b/b1/Tpack-contexts-small.jpghttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://prime.isthe.com/no.index/chongo/merdigit/long-m42643801/prime-c.htmlhttp://www.learningtoday.com/corporate/math-software.asphttp://www.learningtoday.com/corporate/math-software.asphttp://www.learningtoday.com/corporate/math-software.asphttp://www.learningtoday.com/corporate/math-software.asp