Transcript The Digital Divide - NCTMUWB

The Digital Divide: Using Emerging
Web 2.0 Technologies to Teach Math
Robin Angotti
Daniela Benedict
Keri Marino
Tammy Wright
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
– Users write, create media, interact with other users,
participate in learning networks
– Dialogic (Wertsch, 1998)
The “Evolution” of the Student: Who are
Students 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 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
Pedagogy
Technology
Assessment
COLLABORATION AND
COMMUNICATION
Voicethread.com
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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 Voicethread
PreCal 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-educationtammywright2009.wikispaces.com/NCTM+P
resentation
Examples of Voicethread
• Student Presentations
Examples of Voicethread
• Homework/Review Help
Examples of Voicethreads
• Teacher to teacher/Professional Development
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 aggregator
http://kj-meg.blogspot.com/
http://skzprecalc.blogspot.com
Feed Reader
http://feedraider.com/u/kjmarino/
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.)
SOCIAL NETWORKING
Using social networking to integrate
your class into students’ lives
• Students often don't visit teacher websites,
even though they know how to find them
• Students may be hesitant or embarrassed to
email teachers directly for help
– Some kids rarely even use email - it is a dated
technology to them!
Using social networking to integrate
your class into students’ lives
• Specific example: Facebook groups
– Facebook?? What about privacy issues?
• You don’t need to be “friends” with students in order to
let them join your group
• This means you can't see their profile and they can't
see yours.
• Minimal intrusion into students’ personal lives
Using social networking to integrate
your class into students’ lives
• Taking advantage of social networking sites
creates an opportunity for students to spend
time in a community talking about math
– It is likely that your students are using these sites
anyway
– At the very least, the ease of access increases the
chance that students will look at your group when
they are bored (this is the nature of social
networking)
Using social networking to integrate
your class into students’ lives
• Advantages of Facebook
– Easy to set up (how much time do you really
have?)
– Customizable notification settings
– Students can be appointed as admins (less work
for you!)
– You decide how active to be in the group
– Improved sense of community outside the
classroom, which may improve the sense of
community inside the classroom
Example
SO WHAT???
Resources
• Everything 2.0 by Bob Stumpel
• Calculator 2.0
• Fooplot