363 research outputs found
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Using mobile phones in support of student learning in secondary science inquiry classrooms
No full textThis paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms
Mathematics education ITE students examining the value of digital learning objects
No full textOne issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study’s aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students’ perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children’s learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught or learned.
Personalised learning with mobile technologies in mathematics: An exploration of classroom practice
No full textPersonalised learning is generally understood to be of benefit to students’ learning. In addition, the flexible nature of mobile technologies (MTs) and the variety of available apps are seen to respond to the needs of individual students, and hence have the potential to support personalised learning. This paper reports on an aspect of a larger research project that investigated the use of mobile technologies in primary mathematics classrooms. Personalised learning was determined as one theme that emanated from the teachers’ and students’ use of MTs, and this paper aims to investigate how personalised learning was evidenced within the practice of three teachers. Video data of classroom practice were used to analyse the use of MTs within the theme of personalised learning. Four pathways to personalised learning emerged, enabling a more practical understanding of different types of personalisation afforded by MTs.
Teaching for enterprise and the curriculum: Shaping the world faster than we can change
No full textOver the last few decades, the political agenda has been to gear education towards producing citizens who are capable of competing in an international marketplace.One purpose of the New Zealand Curriculum Framework (1993) is to outline the ways in which the curriculum can balance "the interests of individual students and the requirements of society and the economy" (p. 1).In the fullness of such a goal, students will need to demonstrate self-efficacy for enterprise.In turn, teachers will need to value enterprise in their students, and to teach in ways that show that they believe they can impact on students' willingness and capability to be enterprising.Is this the case in our schools? The evidence suggests, as Churchill put it, that "we are shaping the world faster than we can change ourselves, and we are applying to the present the habits of the past" (Walsh, 1993, p. 21)
Modelling operations: Counting-based and collection-based approaches to computation
No full textThis paper focuses on different ways of modelling operations in mathematics; namely, counting- based and collections-based models.The two models are examined in relation to the literature on diagramme literacy, as well as New Zealand's mathematics curriculum document.Implications for the Numeracy Development Project and the New Zealand Number Framework are also considered.The value of presenting collections- based models in addition to the (counting-based) empty number line models in materials for teachers is discussed.Splitting diagrammes are presented as a collections-based alternative to empty number line models
Year two of teaching—not what I'd planned
No full textHaving decided that she wanted to work part time in her second year of teaching, Heeni Turinui, in term two, was persuaded to take on a full time job with a class of challenging children.Heeni continues the story, begun in volume 6 of Teachers and Curriculum, of how she became a confident teacher.Heeni describes how using culturally appropriate and responsive pedagogy (Bishop & Glynn, 7999; Bishop & Glynn 2000) developed her confidence and success as a teacher, and provides more helpful ideas for beginning teachers