1. The Digital Divide: Using Emerging Web 2.0 Technologies to Teach Math Robin Angotti Daniela Benedict Keri Marino Tammy Wright University of Washington Bothell

2. 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 Web: What is Web 2.0?

3. 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 Student: Who are Students 2.0?

4. 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

5. The “Evolution” of Math: What is Math 2.0? What does that mean for teaching and learning mathematics? Content Assessment Pedagogy Technology

6. COLLABORATION AND COMMUNICATION

7. Voicethread.com 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)

8. 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.

9. Examples of Voicethread Classroom Collaboration Example from Robin’s Precal Class – http://voicethread.com/share/457972/ http://voicethread.com/share/457972/ Examples from Tammy’s Class – http://uwb-education- tammywright2009.wikispaces.com/NCTM+P resentation http://uwb-education- tammywright2009.wikispaces.com/NCTM+P resentation

10. Examples of Voicethread Student Presentations

11. Examples of Voicethread Homework/Review Help

12. Examples of Voicethreads Teacher to teacher/Professional Development

13. JOURNALING

14. 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

15. 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

16. Feed Reader http://feedraider.com/u/kjmarino/

17. 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.)

18. SOCIAL NETWORKING

19. 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!

20. 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

21. 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)

22. 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

23. Example

24. SO WHAT???

25. Resources Everything 2.0 by Bob Stumpel Calculator 2.0 Fooplot