Slide 1:Enhancing Student Learning © State of New South Wales through the NSW Department of Education and Training, 2007. This work may be freely reproduced and distributed for most purposes, however some restrictions apply.


Slide 2:Focus explore how computer-based technologies can support learning gain an overview of the support available to schools in the teaching and learning of all KLAs K-12 focus on the document, Computer-based technologies in the Maths KLA. The purpose of this presentation is to give you time to:


Slide 3:Learning with computer-based technologies expand opportunities for achieving syllabus outcomes in the KLAs develop computer-based capabilities. The focus of learning with computer-based technologies in NSW schools is to:


Computers in Schools Program :Computers in Schools Program infrastructure support is provided all schools are connected to the Internet training is provided for all staff in computer-based technologies additional personnel are appointed curriculum support materials are developed. The Computers in Schools Program (CISP) is an acknowledgement that computer-based learning in schools will happen only if:


Slide 5:Internet initiatives Computer-based technologies in the ... KLA documents Internet support documents


Slide 6:Computer-based technologies in the ... KLA documents


Slide 7:Document development Curriculum KLA team coordination Inclusion of teacher stories and student work samples System-wide distribution of drafts Distribution to every teacher


Slide 8:Aims learning with computer-based technologies developing capabilities computer-based learning activities school management issues and strategies. The document, Computer-based technologies in the Maths KLA provides teachers with an understanding of:


Slide 9:Computer-based capabilities locate, access, evaluate, manipulate, create, store and retrieve information express ideas and communicate with others understand the applications of technology in society discriminate in their choice and use of appropriate technologies develop the confidence to explore and adapt technological understandings and skills. Learning experiences involving computer-based technologies provide students with the ability to:


Using computer-based technologies to locate, access, evaluate, manipulate, create, store and retrieve information :Using computer-based technologies to locate, access, evaluate, manipulate, create, store and retrieve information Create spreadsheets in order to record statistical data Use drawing software packages to investigate geometrical properties of shapes. For example, see the snapshot Square: Yeah, yeah! Select and critically examine material located on the Internet


Expressing ideas and communicating with others using computer-based technologies :Expressing ideas and communicating with others using computer-based technologies Use multimedia software to develop, organise and present mathematical information. For example, see the snapshot, Haunted hollows fraction table Create a photographic and text layout. For example, see the snapshot, Hunting historical facts Use computer-based technologies to tabulate, analyse and display data


Developing an awareness of the range of applications of computer-based technologies in society :Developing an awareness of the range of applications of computer-based technologies in society Use the Internet to research topics in mathematics. For example, see the snapshot, Hunting historical facts Investigate the use of the Internet to research topics in mathematics. For example, see the snapshot, Australian statisitics Examine the impact of computer-based technologies on mathematical modelling for specific careers


Discriminating in the choice and use of computer-based technologies for a given purpose :Discriminating in the choice and use of computer-based technologies for a given purpose Explore the benefits of using computer software rather than pen and paper Explore the benefits of using graphing plotter software, dynamic geometry packages and graphing calculators, rather than using pen and paper Explore the benefits of using the Internet and dynamic geometry packages, rather than using pen and paper


Developing confidence to explore, adapt and shape technological understandings now and in the future :Developing confidence to explore, adapt and shape technological understandings now and in the future Explore different ways of incorporating photographs and texts from the Internet into a document, for example, see the snapshot, Hunting historical facts Identify the similarities between a familiar and a new graphics package Explore the strengths of various forms of algebraic software, (e.g. numeric integration, definite integration, free form algebra, factorising and expanding)


Slide 15:Snapshots


: Using graphing software Select the number of rows required for the data by selecting the appropriate number from the “Rows” menu bar Step-by-step instructions Classroom management ideas Hints on how to use the software


: Samples of student work Extension activities


Slide 18:Making it work in your school Principal’s support and leadership Shared, school-based decision making process Purposeful use of computer-based technologies Collegial learning practices Recognition of achievements Realistic goals and action plans


Getting started :Getting started


Getting started :Getting started Discuss documents at next staff, faculty or grade meeting Take an activity to try (start small) Experiment with a piece of software Team teach with and observe colleagues Rework units to include a computer-based focus Tap into existing initiatives


Slide 21:Action learning process Note the anticipated and unanticipated outcomes and start to plan a new cycle informed by what you have learnt Be flexible and draw data from a number of sources and use a range of techniques Take your time and adopt a team approach to data analysis Consult widely and develop a realistic plan of action incorporating monitoring techniques Think big and prioritise Interpreting the findings, drawing out the implications and identifying future directions Putting the plan into action and keeping track of how the plan unfolds Collating the information and looking for patterns and critical incidents Thinking about how you are going to get there and how you’ll know you’ve arrived Identifying where you are at and where you want to go


Slide 22:Support structures regions wider community school community State Office Key support structures


Slide 23:Curriculum support - future directions Develop support material for the use of computer-based technologies in early childhood learning Extend the use of the Internet: projects targeting each KLA Support schools in undertaking action learning to facilitate the integration of computer-based technologies