Reflective Synopisis

The use of ICT’s in Mathematics can be useful because it requires the students to learn the mathematics as well as learn how to use the ICT’s but the students must also be able to link the mathematics with the functions of the ICT’s. An example of this would be when students are learning linear programming, they can learn what a linear equation is, how to use a graphics calculator but also be able to make the link between the linear equation and the graph that appears on the screen (Lagrange, 2003). Another use for ICT’s is that they can be used for mathematical processes that have very little importance in a learning process for example replacing the process for finding the square root of a number with a button on a calculator that provides an approximation for square root of the number (Lagrange, 2003).

The use of ICT’s in the classroom will make the students engage further in the concepts of mathematics, it will be carefully thought out and planned and allow students to explore the mathematical concepts in ways that could not be achieved without the use of ICT’s.

Chong et al. (2005) identifies 6 barriers to the integration of ICT’s in the classroom based on a survey that was conducted. These barriers included lack of time in school planner, insufficient training in the use of ICT’s for teachers, difficulties in integrating and using ICT’s in lessons, lack of knowledge on the use of ICT’s to enhance the learning of students and the access to resources at home and the necessary resources.

The first ICT that I have chosen to look at for learning in Mathematics is the use of Podcasts, Vodcasts and Digital Videos. These ICT’s can be useful as a resource for students to learn topics from, for example, providing the students with a vodcast that shows them how to do long division. This is particularly useful as students can go away and watch this vodcast when it suits them and is also useful when students need refreshing on a task covered in class when at home doing homework or revision for an exam.

The second ICT that I have chosen to take a look at is the use of Blogs and Wikis. These can be particularly useful as it provides the students with a place to store newly acquired information in a chronological manner and can be accessed at any time to allow the student to review what they have previously covered. Using a blog is also a great way for students to reflect on their learning and it requires that they have an understanding of the topic in order to be able to post the topic to their blogs. Wikis can be useful when students are required to work on a task in groups, for example group assignments, it allows the students to collaboratively work on a specific task and consolidate their thoughts and ideas but also allows the teacher to monitor those students are contributing to the groups task and those who are not contributing to the groups task.

The third ICT I will look at is the use of concept maps for scaffolding and transformation of students learning. It is particularly useful as students are able to break down the information into different topics/sections and expand on each topic/section to provide them a full overview of the main subject. This is particularly useful in mathematics as it could allow the student to break down a broad topic such as algebra, into more refined topics that are a particular focus of algebra such as graphing, system of equations, transformation of equations, differentiation and integration etc.
Once the concept map is complete students are then able to focus their algebra learning in the areas on the map in which they struggle with to give themselves a greater understanding of the topic of algebra.

The Fourth ICT that I will be looking at is the use of PowerPoint and Prezi to enable students to present mathematical concepts to an audience. PowerPoint and Prezi are presentation tools that allow the use of motion and slides to present information. They could be useful in a mathematical context as most mathematical concepts can be broken down into steps which can easily be presented as individual slides or animations on a Prezi or PowerPoint presentation. This would be a great alternative to non-ICT presentation of mathematical concepts because it can get messy and had to follow and does not easily allow it to be presented to a wide audience in hard copy format.

The ICT’s and topics covered are only a small insight into the possibilities that ICT’s can be integrated into Mathematical concepts, as the ICT resources and materials become more widely available at schools and a t home the possibilities for Integration of ICT’s in Mathematics will become greater.

References:

Larange, J., (2003). Analysing the impact of ICT on mathematics teaching practices. European Research in Mathematical Education III. Retrieved August 23, 2010 from http://www.dm.unipi.it/~didattica/CERME3/proceedings/Groups/TG9/TG9_Lagrange_cerme3.pdf

Chong, Chee Keong, Horani, S., Daniel, J., (2005) A study on the use of ICT in mathematics teaching. Malaysian Online Journal of Instructional Technology. 2 (3). pp. 43-51

Websites

Websites are another way to collaborate information like wiki's etc. however unlike wiki's they can be useful in collaborating information from a wide range of resouces on a wide range of topics and sort it in such a way so that navigation through the information is sequenced and easy to follow. Also unlike a wiki it can only be altered by the creator of the website and cannot be used for collaroation purposes. Below is a link to a website that I have begun to create.

http://mathe-learning.weebly.com/index.html

Digital Videos

There are an absolute myriad of videos on youtube that cover a wide range of mathematical topics that could be used by students in a learning sense. this is particularly useful because students are able to view these videos at any time and can pause and resume and take as long as they need. Below is a link to one of the videos on Logarithmic Differentiation i used last term to help with my University studies.

Vodcasts

Video podcast or Vodcasts are an online delivery of Video On Demand clips on any topic and can be made by anyone with access to the technology. Vodcasts can be distributed online as wither a stream or a file for download. Vodcasts are useful tools in education and learning, particularly in mathematics as it allows the students to take a concept and watch it wherever the want, it also allows the students to revisit a topic if they need refreshing and can be paused and re winded should they need it. A popular collection of vodcasts used in Mathematics available now is McDonald's Maths Online resources which is located at www.mathsonline.com.au and has a wide variety of applications for mathematical concepts in a wide variety of areas and year/academic levels.

Pictures

'A picture is worth a 1000 words' so they say. Pictures can be used for many different purposes in an educational sense, they can help students to visualize a concept, put their theory into practice or motivate and engage them in learning. its would be difficult to convey mathematical concepts and process in a still image however images could be used as an introductory sense to give an overview or engage students. Here is an image that sums up the concept of mathematics itself.

Wiki's

A wiki allows multiple users to create, modify and organize web page content in a collaborative manner. They are useful where many members are required to make contributions to a particular subject or topic. They difference from blogs because a blog typically has only one author who can edit it where as a wiki has multiple authors that are able to edit and contribute to it. Below is a link to an e-Learning wiki that i am a member of.

http://tarnah.wikispaces.com/

Blogs

Blogs are useful for collaborating news or commentary on a particular subject. they usually have one author but can be viewed and commented on by anyone who can access it. Blogs can also be useful as personal online diaries.

In a learning sense, blogs could be used by individuals to share their ideas about assessment and can be used by the teacher to track a students progress through assessment pieces. It would also allow others students to comment on each others assessment ideas and help each other to achieve the outcomes.