Using technology in Appropriate and Effective Ways

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Using Technology in Appropriate and Effective
Ways James Young HS, West Lothian Council
John Sexton john.sexton_at_wled.org.uk
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there has been great investment in ICT, both
hardware and software, for schools, but does this
really improve teaching and learning? There is no
research evidence to show that it does indeed
the reverse seems to be the case Teachers of
mathematics in many other countries do not need
any ICT to be effective!
Professor David Burghes The Scottish Mathematical
Council Journal 37
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In mathematics, the key benefits identified from
research into ICT use have been increased pupil
motivation, a more concentrated focus on
strategies and interpretation, faster and more
accurate feedback to pupils and greater pupil
collaboration and co-operation.
Professor Rae Condie et al The impact of ICT in
schools -a landscape review (2007)
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It is important that ICT is seen as a natural
part of good learning and teaching. The challenge
is to use it effectively to maximise learning and
to enhance and enrich teaching and that means
that the practice of the best needs to be widely
embraced.
Graham Donaldson (HM Senior Chief Inspector of
Education) HMIE IMPROVING SCOTTISH EDUCATION THE
USE OF ICT IN LEARNING AND TEACHING (2007)
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Pupils Use of Technology as an information
source to compete (games) to chat and share
with friends
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What must not be overlooked is that conversation
is fundamentally a moral form, not just about
exchanging information. For it entails engaging
with a speaker or listener as another human
being, not just as a source or end-user of
information. Thus in education the use of the
conversational metaphor in the teaching and
learning of mathematics ideally should entails a
number of things. For a start
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Mutual respect and trust between teacher and
learner  Listening to learners showing (and
feeling) an interest in their views, in their
conceptions, and in their sense-making  Making
teaching into real conversation, into a real
dialogue where there is respect for the learner's
intelligence and where there is space for learner
initiative too Paul Ernest PHILOSOPHY OF
MATHEMATICS EDUCATION JOURNAL 17 (May
2003) http//people.exeter.ac.uk/PErnest/pome17/me
taphor.htm
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Maths Curriculum for Excellence Principles and
Practice document young people should
experience success in mathematics and develop the
confidence to take risks, ask questions and
explore alternative solutions without fear of
being wrong learning collaboratively and
independently opportunities for discussion,
communication and explanation of thinking
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Using Technology in Appropriate and Effective
Ways James Young HS, West Lothian Council
John Sexton john.sexton_at_wled.org.uk
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http//www.jamesyoung.org/ http//csfsoftware.co.
uk/ (ten quick questions) http//www.maths-packs.
co.uk/ (interactive resources) http//www.virtual
image.co.uk/ (virtual image)