ICT Training for Teachers
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ICT and Secondary Maths - Why use ICT?
| Module 1 | Contents |
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In the past, Information Technology (IT) was seen as a discrete subject in the secondary curriculum. Mathematics teachers would use software packages such as logo, spreadsheets or databases because they were mentioned in the National Curriculum for mathematics and therefore seen to be part of the requirements of the National Curriculum, but if IT skills were taught within mathematics schemes of work, they were usually taught as discrete skills. Although there was much literature that promoted the teaching of mathematics through the use of IT, only a few teachers showed a deep interest in its wider possibilities. Lack of hardware and software in schools along with a lack of money for training teachers resulted in very few mathematics departments developing the use of IT.
However there is now a quite explicit difference in how Information and Communications Technology (ICT) should be used in secondary schools. The new orders, along with TTA training documents, describe very clearly ways in which ICT should be used as a powerful tool to enhance teaching and learning in mathematics. The emphasis now is not just to use ICT for its own sake, but to make decisions about when and how to use ICT based upon a clear understanding of its effectiveness in our teaching and its role in helping to raise achievement.
The principal aim of these training modules is to equip teachers of mathematics with the necessary knowledge, skills and understanding to make sound decisions about:
"when, when not, and how to use ICT effectively in teaching."
Consider the following extract from Calculators: Time to Take Stock - Tony Gardiner (Micromath 11 (3)).
"Many countries with a strong tradition of mathematics for all feel that fluency in arithmetic is best achieved in a relatively traditional way. Instead of shaking our heads in disbelief, we should ask why? In contrast, countries that have failed the majority of their students find the idea of a 'technological fix' highly attractive."
- What are the elements that currently influence you to use or not use calculators / computers as part of a mathematics lesson?
- Are these similar or different to colleagues in your department?
There have been considerable changes in secondary mathematics in recent years that have had, and indeed are still having, a significant impact upon classroom practice and professional development. The training programme designed to ensure you meet the TTA's expected outcomes will also consider these changes and will encourage you to share your views, knowledge and experiences with colleagues locally, nationally and internationally.
Identifying where in the mathematics curriculum ICT has the potential to enhance and extend teaching and learning will help you answer this question. It is equally important to have an awareness of when and where the use of ICT may be inappropriate. Both of these points underpin your training, leading to a key question that should always be at the forefront of your planning and delivery:
Is this primarily helping to achieve mathematics objectives - if not, why am I using ICT?
Below are a range of ideas that illustrate how ICT can be used effectively in the mathematics classroom. It is not an exhaustive list, nor do the ideas exist in isolation.
Task 1
Are you using ICT already either directly in your teaching or in your preparation (such as for gathering on-line materials or for producing worksheets and other materials)?
If so, review your current use in the light of the ideas above.
If not, think about the kind of activities you already use in your teaching and think about ways in which ICT could enhance their effectiveness.
Are you an IT-sceptic?
Look at the list of ideas above and review your scepticism.
Why are you sceptical about the use of ICT in the teaching of Mathematics?
Write out your reasons, and see if you can argue against yourself!
Share these ideas with your colleagues and if possible with your tutor through e-mail or on the Conference Area.
Summarise your thoughts by writing a rationale for the use of ICT in Mathematics in your school.
The following modules will address the expected outcomes, which will be presented in a way that should encourage newly acquired skills to be integrated into good school-based practice. Of particular interest will be the development of the support available from the National Grid for Learning (NGfL).
Teachers new to ICT will find the Primary and Secondary Core materials helpful. Click here for an explanation of the different ways of using these sections. Links to the Core sections will appear in later modules at appropriate points. A glossary of ICT terms is also provided to complement the guidance material.
Another area which you should explore is the information on the Curriculum IT Support pages of the Virtual Teacher Centre (VTC) of the NGfL. Start by looking at the Welcome page and the Pupil's Entitlement. There are many further ideas and useful links on the main Mathematics pages of the VTC.
Your NOF training is all about learning how to use ICT to enhance mathematics teaching and learning.
It is of course impossible to learn how to use ICT in a mathematics lesson without learning how to use ICT, but you should never lose sight of the focus.
Whenever you are using ICT, ask yourself about the mathematics outcomes of the activity. If there aren't any, then this is inappropriate use of ICT!
Finally, it is important for secondary teachers to have an overview of the use of ICT in primary mathematics. Spend some time on the Primary Maths sections of these materials – many of the ideas, suggestions and guidance can act as a platform to develop work at the secondary level.
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