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Engaging Students in Mathematics Using Online Technologies

This presentation showcases a range of Web 2.0 Tools and how to use them to enhance online learning and teaching

Matt Bower

on 16 November 2010

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Transcript of Engaging Students in Mathematics Using Online Technologies

Technologies Engaging Students in Mathematics Using Online Technlogies Matt Bower
Department of Education, Macquarie University, Sydney, Australia
30 September - 1 October 2010, The University of Queensland Matt Bower matt.bower@mq.edu.au
Thank You... Wiki Social Bookmarking Podcasting & the use of Audio Sharing resources
Commenting & Annotating Organize project information
Document drafts
Collaborative website eg glossary Reflections / Journals
Notes Presentation flow & mind flow
Sharing presentation
Representing scale video capture technology processes - picture & video
share comment & collaborate through online site
narrate & annotate
include webcam Online realtime collaborative whiteboard
Audio and text chats
Visual problem solving Visual object
Online conversation around the object (text +audio]
Recorded annotation Examples of the various Web 2.0 tools available, each with completely different affordances Conceptualising content Anderson and Krathwohl’s (2001) taxonomy relate to the sorts of subject matter content being addressed and incorporates the following categories:

Factual (declarative) knowledge – discrete pieces of elementary information, required if people are to be acquainted with a discipline and solve problems within it

Conceptual knowledge – interrelated representations of more complex knowledge forms, including schemas, categorization hierarchies, and explanations

Procedural knowledge – the skills to perform processes, to execute algorithms and to know the criteria for their appropriate application

Metacognitive knowledge – knowledge and awareness of one’s own cognition as well as that of other people. Conceptualising online pedagogies Transmissive – transmission based information delivery approaches, where a stream of information is broadcast to learners

Dialogic – centred on discourse between participants, and often involving exemplars followed by periods of activity and feedback

Constructionist – where learning occurs by developing a product

Co-constructive – groups of learners complete a series of goal-related tasks to produce an artefact. Putting it together with Web2 Questions? Presentations online http://pbworks.com http://www.diigo.com Blogs http://www.wordpress.com Screen Recording http://www.jingproject.com Collaborative whiteboard http://www.scribblar.com http://www.voicethread.com Microblogging http://www.twitter.com Peer and class interaction
Instant feedback and troubleshooting support
Backcannel in lectures
Generate community http://www.slideshare.net Share powerpoints with everyone
Audio annotations
Immediately available anytime
http://www.prezi.com Zooming Presentations http://www.dimdim.com Web-conferencing Online screen sharing
Powerpoint presentations
Voice-Over IP http://www.go2web20.net Finding more tools...
Literally thousands of tools
Support a range of representations
Support a range of interactions... http://docs.google.com Online authoring of Word documents
Collaborative document creation
Equations supported Collaborative Authoring Teaching The TPACK Model Cognitive processes Churches (2008) has extended these to incorporate the sorts of cognitive processes that specifically relate to digital learning (Churches’ additional digital processes listed in italics):

Remembering – Recognising, listing, describing, identifying, retrieving, naming, locating, finding, bullet pointing, highlighting, bookmarking, social networking, social bookmarking, favouriting/local bookmarking, searching, googling

Understanding – Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, advanced searching, blog journaling, twittering, categorising, commenting, annotating, subscribing

Applying – Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing

Analysing – Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating, mashing, linking, tagging, validating, reverse-engineering, cracking

Evaluating – Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring, blog/vlog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, alpha/beta testing

Creating – designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, blogging, video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, hacking, uploading, sharing, editing Cognitive processes... cont'd http://www2.warwick.ac.uk/fac/sci/maths/undergrad/modules/ma3e2/ http://enigma.wikispaces.com/ http://modernalgebra.wikispaces.com/ http://divisbyzero.com/ http://usma387.wikidot.com/ http://compmath.wordpress.com/about/teaching-mathematics-interactively/ http://academhack.outsidethetext.com/home/2008/twitter-for-academia/ http://www.slideshare.net/Jackieken/ma-110-a-preview-this-course-will-be-certainly-different http://www.bbsoftware.co.uk/ http://www.teachscienceandmath.com/2010/08/25/12-free-mobile-math-apps-for-the-ipod-touch/ http://voicethread.com/?#q+mathematics.b293172.i1540750
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