Use of Technology for Science and Mathematics Collaborative Learning

1996 ◽  
Vol 96 (2) ◽  
pp. 58-62 ◽  
Author(s):  
Leslie M. Miller ◽  
Joel Castellanos
Keyword(s):  
Collaborative Learning ◽  
Use Of Technology ◽  
And Mathematics

scholarly journals Linking Photography and Mathematics with the Use of Technology

2019 ◽  
Vol 1 (1) ◽  
pp. 262-266
Author(s):  
Karina A. Rizzo ◽  
Laura S. del Río ◽  
Mónica E. Manceñido ◽  
Zsolt Lavicza ◽  
Tony Houghton
Keyword(s):  
Collaborative Learning ◽  
Mathematics Learning ◽  
Learning Approach ◽  
Mathematical Content ◽  
Surrounding Environment ◽  
Use Of Technology ◽  
School Teaching ◽  
And Mathematics ◽  
Selection Of

AbstractIn this paper, we describe an inclusive, collaborative learning approach in which both able and less able students engaged together in a contest combining Photography, Mathematics and Technology, in our case GeoGebra. Following three cycles of the contest, we analysed a selection of entries and the related post-participation survey. Based on the analysis, we concluded that the combination of these approaches could help to engage students with mathematical content by relating art, their surrounding environment with mathematics. This approach enabled us to offer different ways of mathematics learning through providing contexts for exploration and students’ creation of their own contents. Results also showed that school teaching is sometimes insufficient to solve emerging problems and this challenged students to find new kinds of solutions supported by new tools and concepts. It also allowed students to think creatively by inviting them to work together to develop their own questions, problems, and facilitating learning by research.

Use and Mis-Use of Technology for Online, Asynchronous, Collaborative Learning

2005 ◽  
pp. 172-200 ◽  
Author(s):  
W.R. Klemm
Keyword(s):  
Collaborative Learning ◽  
Online Instruction ◽  
Bulletin Board ◽  
Online Learners ◽  
Online Teachers ◽  
Electronic Bulletin Board ◽  
Use Of Technology ◽  
Learning Teams ◽  
Bulletin Boards ◽  
Electronic Bulletin Boards

Online learners are typically considered to be isolated learners, except for occasional opportunities to post views on an electronic bulletin board. This is not the team orientation that is so central to collaborative learning (CL) theory. Why does formal CL receive so little attention in online instruction? First, the teachers who do value CL generally are traditional educators and not involved in online instruction. Second, online teachers often have little understanding or appreciation for the formalisms of CL. In this chapter, electronic bulletin boards, although universally used, are shown to provide poor support for Collaborative Learning. As a better alternative, shared-document conferencing environments that allow learning teams to create academic deliverables are discussed. Finally, examples are given of well-known CL techniques, illustrating how these are implemented with shared-document conferencing.

Technology Support for Collaborative Learning

2011 ◽  
pp. 888-893
Author(s):  
David A. Banks
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Audience Response ◽  
Technology Support ◽  
Electronic Meeting Systems ◽  
Face To Face ◽  
Use Of Technology ◽  
The Face ◽  
Response Systems ◽  
Computer Based

Collaborative learning is an activity that takes place between a teacher and a learner, between learner and learner, and sometimes, one would hope, between learner and teacher. The free flow of ideas between the various parties can be inhibited by a variety of factors, including perceived or actual power barriers, language skills, previous learning experience, and personal factors such as shyness or dominance. Technology can be used as a way of overcoming, or reducing, some of these inhibitory factors, and this chapter outlines some of the computer-based technologies that can be used. The use of technology to support distant learners is well documented, and this chapter concentrates instead on the less well-reported use of technology in the face-to-face classroom. The chapter opens with a brief consideration of collaborative learning and then focuses on the technologies that can be used to support collaborative learning process in a variety of time and place settings. These technologies include audience response systems, electronic meeting systems, and more recently, and rapidly developing, blended versions of these technologies.

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

scholarly journals Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania

2016 ◽  
Vol 17 (2) ◽  
Author(s):  
Joel Samson Mtebe ◽  
Betty Mbwilo ◽  
Mussa M. Kissaka
Keyword(s):  
Secondary Schools ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Science ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Subject Content Knowledge ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>

scholarly journals Educating the Educators: Technology-Enhanced Mathematics Teaching and Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 63-72
Author(s):  
Leong Chee Kin
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Educational Innovation ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
Ministry Of Education ◽  
Southeast Asians ◽  
Use Of Technology ◽  
And Mathematics ◽  
Training Programmes

Educational research has shown that teaching quality is one of the most important factors in raising student achievement. There is a compelling need for educators to keep abreast of the important developments that are taking place in educational arena. One of the educational areas that has massive development is the use of technology to enhance teaching and learning especially in mathematics. This development needs professional developmentamong educators. Being a regional science and mathematics education centre, the Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) has always been cognizant of the importance of these developments. Its training programmes are planned to incorporate these developments for in-service teachers, teacher educators and ministry of education mathematics officers. As the Centre's mandate aims to ensure that these participants from Southeast Asians countriesas well as those from outside the region are equipped with emerging educationaltechnology tools which can enhance teaching and learning of mathematics. This paper will share the Centre’s experiences in continuing professional development among mathematics teacher, teacher educators and officers from the ministry of education on educational innovation and technology.

scholarly journals Cross Curricular Use of Technology for Solving Mathematical Problems: Exploring Angel Falls Interdisciplinary Plan

2019 ◽  
pp. 45-51
Author(s):  
Ceren Zobi
Keyword(s):  
National Park ◽  
Mathematical Thinking ◽  
Real Life ◽  
Computational Thinking ◽  
Future Planning ◽  
Learning Contexts ◽  
Use Of Technology ◽  
Mathematical Problems ◽  
And Mathematics ◽  
Canaima National Park

This short practitioner report presents information for the planning, teaching and evaluation cycle of a cross curricular Computing, Geography and Mathematics lessons in a 5thgrade classroom. The study focused on both mathematical thinking and Geographical knowledge. The objective of the lesson was to teach children measurement and prediction skills through exploring the Angel Falls, located inside of the Canaima National Park in Venezuela, using the Google expedition application. For the purpose of this study, action research was chosen whereby the findings of this study were used to inform future planning and improve learning. The study found that the students were able to use their logical reasoning to predict the length of many objects including the Angel Falls. The project also found that providing children with real-life learning contexts motivated them to learn and made learning more meaningful. The children were able to transfer and apply their prediction skills during their coding sessions, which highlights the link between mathematical and computational thinking. 

scholarly journals Examining Factors Influencing the Adoption mobile application in collaborative learning

2019 ◽  
Vol 3 (1) ◽  
pp. 5-13
Author(s):  
Phillimon Mumba ◽  
Maybin Lengwe
Keyword(s):  
Collaborative Learning ◽  
Mobile Application ◽  
Higher Learning ◽  
Quality Of Education ◽  
Unified Theory ◽  
Key Factors ◽  
Tertiary Institutions ◽  
Use Of Technology ◽  
Investments In Education

Nations are making huge investments to ensure that their citizens receive the education so that they can contribute to different aspects of development of a country. Despite the investments in education in many countries, researches show that there is need to improve the quality of education offered in tertiary institutions. To improve the quality of education offered institution of higher learning need to consider approaches that place students at the center of the learning process. One such approach is to use mobile application-aided collaborative learning. Mobile application-aided Collaborative learning promises great benefits to students and institutions. However, to successfully implement mobile application aided collaborative learning, it is important to determine if students are ready to use it. In this paper, we use the Unified Theory of Acceptance and Use of Technology (UTAUT) to determine the key factors that should be put in place for collaborative learning to be used successfully. The main contribution that this paper makes is that, it identifies the factors that Copperbelt University needs to work on so that collaborative learning can be used more effectively.

Supporting Collaborative Learning in the Architectural Domain

2012 ◽  
pp. 328-356
Author(s):  
Martin Wolpers ◽  
Martin Memmel ◽  
Alberto Giretti ◽  
Miquel Casals ◽  
Katja Niemann ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Architectural Design ◽  
Single Point ◽  
Architecture Education ◽  
Web Based ◽  
European Universities ◽  
Use Of Technology ◽  
Digital Objects ◽  
Architecture And Design ◽  
The Web

This chapter discusses the use of technology in supporting the study of architecture and design in Higher Education. Digital (often open) educational architecture resources are widely spread throughout a number of repositories that do not interoperate with each other. This means that no single point of access or support for potential collaborative learning exists. The potential impact of these barriers on education in architecture, in terms of its availability as a series of digital objects through the Web, is strongly limited. The authors introduce Metadata for Architecture in Europe (MACE), a Web based support system for architecture education that has been designed as a means of creating a collective external memory of architecture content that reduces those barriers to knowledge-sharing in architecture. After introducing MACE, the chapter presents the results of an evaluation of the MACE system that was carried out in architectural design courses in four European universities by a total of around 200 students. Much of the analysis focuses on the collaborative learning aspects of the architectural design courses.

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