Presentation on theme: "Group B: Traditional Board and Projector with Dynamic Geometry Malaysia: Chap Sam, Ui Hock, Leong Chee Hin Singapore: Hoe Yin Brunei: Madihah, Ibrahim,"— Presentation transcript:
Group B: Traditional Board and Projector with Dynamic Geometry Malaysia: Chap Sam, Ui Hock, Leong Chee Hin Singapore: Hoe Yin Brunei: Madihah, Ibrahim, Ali Hamdani Thailand: Ua-jit, Danporn, Prapawadee Indonesia: Ida Karnasih; Australia: Peter, Max Hong Kong: Litwin Members:
TWO QUESTIONS Q3) How do you use blackboards and projector (technology) in your country? Q4) How can we innovate our teaching approaches with teachers?
Malaysia Main uses: 1) For explanation of content or elaboration 2) To assess pupils’ performance – ask pupils to come out and show on blackboard 3) As display board – paste manila cards/flash cards/students’ work 4) To provide information – short important note/list/reminder of homework Use of ICT: 1)with Multimedia corridor – 1990 with smart school project – Graphing calculators – GSP
Hong Kong 1) Not much emphasis on the use of blackboard, pre- service teachers did not learn much or practice much in designing blackboard presentation. 2) But since 2002 Education Bureau suggested that 30% of the time need to use ICT - Teacher used ready-made ppt from the publisher e- textbook which is a pdf files of the textbook - use visualizer with projector, software – EXCEL, GSP
Brunei Use of blackboard, not as purposeful as it should With LS – blackboard – more well plan now ICT 1) A way of representation 2) Pre-service Teachers are encouraged to use ICT, but not just show /project information 3) Should be more interactive 4) Each primary school is equipped with at least one interactive white board 5) Mimio – projector – B$1000 6) Secondary schools – provide with projector and computer lab 7) All schools equipped with internet – so that can e-book, courseware, graphing calculators
Australia 1) Blackboard space – become smaller with the introduction of technology 2) Blackboard – consider as out-of date but means of communication 3) But for math – it is important to have blackboard, whole record of what is happening, and
Singapore 1) Still use blackboard/white board – now with tablet, interactive board - added value 2) ICT – MP1 some for and some against in 90s 3) In MP3, by 2015, ICT-enabled lessons: 50%; Self- directed & Collaborated learning lesson: 20% 4) Match suitable pedagogies with ICT, focus on thinking process, problem solving and teacher as facilitator
Thailand 1) Use magnetic blackboard – especially for LS project schools 2) Use GSP --- in secondary schools, the issue of inconsistency of power supply to some schools – not really using GSP in teaching and learning
Summary Use of Blackboard Blackboard is still an important tool especially for math teaching as mathematics need more space to illustrate/show the working of mathematics solution/working. Increasing use of ICT – should help to enhance this use of electronic space Interactive white board, tablet PC, visualizer, e-book, ipad,
-depend on purpose/nature of the topic e.g transformation – better to use tool that help in visualization -use of technology to help to reduce the repetitive and tedious calculation so that the teacher can focus on the conceptualization/application e.g statistics
-“click and drag” features – can used to provide dynamic or multiple examples – tracing the locus - both teachers and students need to use the technology – not just one party -blackboard compliment with manipulative, and IT (courseware/software – e.g. Autograph)
-develop digital textbook using the software called dbook – develop interactive activities (e.g. in geometry) so that all teachers/parents and students can just download and use it -- -use of e-learning portal – provide resources to teachers – particularly during emergency period such as SARS.
1) reconceptualize the use of blackboard – not to be replaced with – as assumption that blackboard has the connotation of just chalk and talk. 2) What is the future route ahead of mathematics teaching? – whether is drill and practice, or more mathematical thinking …., so how to integrate or use ICT to help?
3) Does ICT diminish or enhance the development of mathematical language or assist in communication of mathematical meaning? 4) ICT is always driven by commercial benefit rather than educational/mathematical benefit – so be cautious! 5) ICT as another resource of learning – need to evaluate its uses from a mathematical educational perspective and treat it as the same way as other learning resources evaluated as part of planning of lesson study.
An example of how to use GSP to teach mathematics innovatively by Ui Hock Cheah