Ict integration in teaching
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1) Computers are starting to serve as laboratory equipment for mathematicians by enabling them to solve complex problems and visualize mathematical concepts in new ways. 2) Effective teaching with technology requires teachers to have technological pedagogical content knowledge (TPACK), understanding how to integrate technology to best teach their subject matter. 3) Simply knowing how to use technology is not enough; teachers must understand how students learn with technology and how to apply technological tools in pedagogically appropriate ways.
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Ict integration in teaching
- 1. The Effect of Computer-based Mathematics on Problem Solving Proponent: Daisy T. Emanuel 3rd Grade Teacher, Sadie Tillis • Many people regard mathematics as the crown jewel of sciences. • Yet mathematics has historically lacked one of the defining trappings of science: – laboratory equipment
- 2. Physicists A new particle accelerator, the Large Hadron Collider, in Geneva, Switzerland.
- 3. Astronomers Celestron Astromaster 70az Telescope
- 4. Mathematicians Archimedes Albert Einstein
- 5. Mathematicians Leonhard Euler Carl Friedrich Gauss
- 6. Mathematics Mathematics concerns not the physical landscape but an idealized, abstract world. For exploring that world, mathematicians have traditionally had only their intuition.
- 7. Erika Klarreich Study (2004) Computers are starting to give mathematics the lab 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-dimensional shapes. Computers can solve complex problems and computers can remediate students in mathematics.
- 8. Knowledge of Teaching with ICT “He who can does, and he who understands teaches.” - Dr. Lee Shulman President Emeritus of the Carnegie Foundation for the Advancement of Teaching (1997-2008)
- 9. Knowledge of Teaching with ICT In the 80′s, Lee Shulman introduced the concept of pedagogical content knowledge to differentiate it from content knowledge and knowledge 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.
- 10. 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.
- 11. Concept Map 2 positive 2 numbers a number is numbers with Opposites it is multiplied it is divided by taken away are added different are added by any number other number from itself signs are multiplied 2 positive or divided r results when r numbers are e e multiplied less Zero less s than than s or divided a larger u u number is l Opposite of Counting l 2 negative subtracted numbers from a t Positives Numbers t are smaller (Negatives) (Positives) multiplied number or divided w consists of w h h a smaller e e number is n Set of Integers n subtracted from a larger a negative and a number positive numbers closed under are added, the a negative and a negative is farther positive numbers from zero on the are added, the number line Addition Subtraction Multiplication positive is farther from zero on the number line
- 12. Concept Map Set of Integers can be represented by Source of difficulties and misconceptions Number + and – Tables and Line chips patterns Rules on Signed Failure to numbers have Quantitative relationship operations are relate to no meaning or never learned involving directions or using whole do not make ideas on opposites numbers sense. memorization.
- 13. 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 in many schools. • Use of technology in teaching traditional subjects like mathematics. • Does knowledge of technology equip teachers to use it to teach effectively?
- 14. Integrating ICT in Teaching • Some mathematics teachers jumped to it right 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 the availability of technology, oblivious to the reality in today’s ICT – driven world.
- 15. ICT – driven World • The students are the natives and the teachers are the migrants. • The way students learn are influenced by their experiences with many forms of technology and the way these tools think and do things.
- 16. Printing Machine When the pen and the printing press were invented, everybody thought that they will give an end to illiteracy. It didn’t take long for us to realize that it didn’t and can’t.
- 17. Using Computer to Teach It is not enough to know how to use ICT just us it was not enough to know mathematics content to teach mathematics so that students learn it with meaning and understanding.
- 18. Technological Pedagogical Content Knowledge A teacher’s knowledge regarding technology is multifaceted and that the optimal mix for the classroom is a balanced combination of technology, pedagogy, and content. It can be used as framework for designing learning experiences for teachers and for planning, analyzing and describing the integration of technology in teaching.
- 19. Technological Pedagogical Content Knowledge
- 20. 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