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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:

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TWO QUESTIONS Q3) How do you use blackboards and projector (technology) in your country? Q4) How can we innovate our teaching approaches with teachers?

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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

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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

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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

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Australia 1) Blackboard space – become smaller with the introduction of technology 2) Blackboard – consider as out-of date but means of communication 3) But for math – it is important to have blackboard, whole record of what is happening, and

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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

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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

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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,

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-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

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-“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)

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-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.

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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?

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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.

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An example of how to use GSP to teach mathematics innovatively by Ui Hock Cheah

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