MOTIS Mobile Technology In the Sciences

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MOTIS Mobile Technology In the Sciences

• in a range of meaningful contexts, students will
  be engaged in knowing doing and thinking
  mathematically
• The New Zealand Curriculum Draft for
  Consultation 2006

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Modelling the huddling behaviour of penguins
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Authentic Pedagogy Fred Newmann

• Dimensions
• Intellectual quality of the task
• Quality learning environment
• Significance

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Elements of a Quality learning environment

• Explicit quality criteria (frequent, detailed and
  specific enough for students to check their own
  and colleagues work)
• Engagement (sustained enthusiasm, attentiveness,
  focus on work and taking it seriously)
• High expectations (students are encouraged to and
  recognised for taking risks to master challenging
  work)
• Social support (disagreements are handled
  constructively, trying hard and risk taking is
  encouraged in a climate of mutual respect)
• Students self-regulation
• Student direction (students can affect choice,
  duration, pace of activities and their assessment
  criteria)

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Hide and seek _at_ New Plymouth Girls
A Use a
CBL with temperature and light probe to find B
C locations A, B, and C in the
classroom.
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Engagement (sustained enthusiasm, attentiveness,
focus on work and taking it seriously)

• More than being busy
• More than being on-task
• Overt demonstrations of trying hard, or showing
  enthusiasm
• Often very individual (e.g. doodling)
• Suggestions
• Include student interests
• Scaffold as needed, use open-ended tasks

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Elements of Significance

• Background knowledge (includes out-of-school,
  local, cultural, personal knowledge)
• Cultural knowledge (profound valuing of claims to
  knowledge by diverse social groups)
• Knowledge integration (thematic, or cross or
  within subject knowledge integration is included
  in problems)
• Inclusivity (all in the class feel free to fully
  participate in the lesson)
• Connectedness (learning has value beyond the
  classroom and school, creating performances and
  products and exploring their aesthetic or
  utilitarian value )
• Narrative (stories, case studies, historical and
  personal accounts which connect to the substance
  of the lesson)

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Connectedness/Knowledge integration

• Connectedness is about
• justifying the lesson with knowledge and
  situations outside the classroom
• Influencing an audience beyond the classroom
• Knowledge integration is about
• Making meaningful connections between
• Topics
• Subject areas

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A framework for analysing the use of technology

• Developed from the work of Galbraith, Goos,
  Renshaw, and Geiger
• Technology as Master (student is subservient
  value of output is not understood or questioned)
• Technology as Servant (technology used as a
  timesaver or dumb assistant)
• Technology as Partner (the calculator, etc is a
  surrogate partner, unexpected output demands
  investigation, students cluster to compare
  screens and pass around to compare the output)
• Technology as Extension of the Self (technology
  is not used as a third person but the partnership
  is a single identity. Students use a variety of
  technology resources to pursue the solution to a
  mathematical problem).

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Mathematical modelling at Wainuiomata High School
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Possibilities for Data Logging?

• To avoid students using technology as master
• To move past using technology as servant
• To use technology as partner in exploration and
  as extension of self.
• In developing
• Connectedness-knowledge integration
• Engagement.

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What next?Andrew Tideswell andrew.tideswell_at_parad
ise.net.nz Paula Spence sn_at_paraparaumucollege.sch
ool.nz Ian Husband ihusband_at_free.net.nz