The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math
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The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math Robin Angotti Keri Marino University of Washington Bothell
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The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math. Robin Angotti Keri Marino University of Washington Bothell. The “Evolution” of the Web: What is Web 2.0?. Web 1.0 Consuming content Univocal - (Wertsch, 1998) Web 2.0 Communication, content creation, collaboration - PowerPoint PPT Presentation
Transcript of The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math
The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math
Robin AngottiKeri Marino
University of Washington Bothell
• Web 1.0 – Consuming content– Univocal - (Wertsch, 1998)
• Web 2.0– Communication, content creation, collaboration– Users write, create media, interact with other users,
participate in learning networks– Dialogic (Wertsch, 1998)
The “Evolution” of the Web: What is Web 2.0?
• Digital Natives (Prensky, 2001)– Technology is ubiquitous to their world– Fundamental differences in the way they process
information– Patterns of thinking have changed– It has been suggested that their experiences with
digital input has lead to different brain structures
The “Evolution” of the Student: Who are Students 2.0?
The “Evolution” of the Teacher: Who are Teachers 2.0?
• Digital Immigrants (Prensky, 2001)– Cultural Migration
• No matter how much the immigrants may wish it, the digital natives will probably not go backwards
– Adult Digital Immigrants• Not So Smart
– Spend time complaining about the “way things were”• Smart
– Recognize they are unfamiliar with their new world– Recognize that the younger generation can help them learn and
integrate into a new culture
The “Evolution” of Math: What is Math 2.0?
• What does that mean for teaching and learning mathematics?
Content
Assessment
Pedagogy
Technology
DYNAMIC REPRESENTATIONS
Fathom
• Easy to use
COLLABORATION AND COMMUNICATION
Voicethread.com
• Easy to use• Asynchronous dialogic forum• Showcase students work• Teacher controls the security• Pros/Cons?• Not “real-time”• Teachers/Students can work at their convenience
• Free (or minimal cost)
Examples of VoicethreadPreCal Example
29. The rate at which water is entering a reservoir is given for time t > 0 by the graph in the following figure. A negative rate means that water is leaving the reservoir. For each of the following statements, give the largest interval on which:
(a) The volume of water is increasing.(b) The volume of water is constant.(c) The volume of water is increasing
fastest.(d) The volume of water is
decreasing.
Examples of Voicethread• Classroom Collaboration• Example from Robin’s Precal Class– http://voicethread.com/share/457972/
• Examples from Tammy’s Class– http://uwb-education-tammywright2009.
wikispaces.com/NCTM+Presentation
Examples of Voicethread• Student Presentations
JOURNALING
Reflective Learning Journals
• The use of math journals is one way to incorporate writing and reflection into the math classroom.
• Challenges of student journals:– Grading– Time
How Web 2.0 can be used for student journals.
Blogs and RSS feeds:• Student created personal blogs using
blogger.com or edublogs.org.• Teacher created a web based feed aggregatorhttp://kj-meg.blogspot.com/http://skzprecalc.blogspot.com
More uses for blogs in mathematics teaching
• Using a blog as a teacher web site.• A collaborative class blog in which students
create a “solution manual.”• A collaborative class blog to create summaries
of topics covered. (Solomon, G. & Schrum, L., 2007. Web 2.0: New tools,
new schools.)
Resources
• Everything 2.0 by Bob Stumpel• Calculator 2.0 • Fooplot
