Group B:
Traditional Board and Projector with Dynamic Geometry
Malaysia: Chap Sam, Ui Hock, Leong Chee Hin
Singapore: Hoe Yin
Brunei: Madihah, Ibrahim, Ali Hamdani Thailand: Ua-jit, Danporn, Prapawadee Indonesia: Ida Karnasih;
Australia: Peter, Max Hong Kong: Litwin
Members:
TWO QUESTIONS
Q3) How do you use blackboards and projector (technology) in your country?
Q4) How can we innovate our teaching approaches with teachers?
Use of blackboard
Malaysia Main uses:
1) For explanation of content or elaboration
2) To assess pupils’ performance – ask pupils to come out and show on blackboard
3) As display board – paste manila cards/flash cards/students’ work
4) To provide information – short important note/list/reminder of homework
Use of ICT:
1)with Multimedia corridor – 1990 with smart school project – Graphing calculators – GSP
Use of black board
Hong Kong
1) Not much emphasis on the use of
blackboard, pre-service teachers did not learn much or practice much in designing blackboard presentation.
2) But since 2002 Education Bureau suggested that 30% of the time need to use ICT
- Teacher used ready-made ppt from the
publisher e-textbook which is a pdf files of the textbook
- use visualizer with projector, software – EXCEL, GSP
Use of black board
Brunei
Use of blackboard, not as purposeful as it should With LS – blackboard – more well plan now
ICT
1) A way of representation
2) Pre-service Teachers are encouraged to use ICT, but not just show /project information
3) Should be more interactive
4) Each primary school is equipped with at least one interactive white board
5) Mimio – projector – B$1000
6) Secondary schools – provide with projector and computer lab
7) All schools equipped with internet – so that can e- book , courseware, graphing calculators
Use of black board
Australia
1) Blackboard space – become smaller with the introduction of technology
2) Blackboard – consider as out-of date but means of communication
3) But for math – it is important to have
blackboard, whole record of what is happening, and
Use of black board
Singapore
1) Still use blackboard/white board – now with tablet, interactive board - added value
2) ICT – MP1 some for and some against in 90s 3) In MP3, by 2015, ICT-enabled lessons: 50%;
Self-directed & Collaborated learning lesson:
20%
4) Match suitable pedagogies with ICT, focus on thinking process, problem solving and teacher as facilitator
Use of black board
Thailand
1) Use magnetic blackboard – especially for LS project schools
2) Use GSP --- in secondary schools, the issue of inconsistency of power supply to some schools – not really using GSP in teaching and learning
Summary
Use of Blackboard
Blackboard is still an important tool
especially for math teaching as mathematics need more space to illustrate/show the
working of mathematics solution/working.
Increasing use of ICT – should help to enhance this use of electronic space
Interactive white board, tablet PC, visualizer, e-book, ipad,
How to use blackboard / projector innovatively ?
-depend on purpose/nature of the topic
e.g transformation – better to use tool that help in visualization
-use of technology to help to reduce the
repetitive and tedious calculation so that the teacher can focus on the
conceptualization/application e.g statistics
How to use blackboard / projector innovatively
-“click and drag” features – can used to provide dynamic or multiple examples – tracing the
locus
- both teachers and students need to use the technology – not just one party
-blackboard compliment with manipulative, and IT (courseware/software – e.g. Autograph)
How to use blackboard / projector innovatively?
-develop digital textbook using the software called dbook – develop interactive activities (e.g. in geometry) so that all teachers/parents and students can just download and use it --
-use of e-learning portal – provide resources to teachers – particularly during emergency
period such as SARS.
Questions /Suggestions for APEC countries to think about:
1) reconceptualize the use of blackboard – not to be replaced with – as assumption that
blackboard has the connotation of just chalk and talk.
2) What is the future route ahead of
mathematics teaching? – whether is drill and practice, or more mathematical thinking …., so how to integrate or use ICT to help?
Questions /Suggestions for APEC countries to think about:
3) Does ICT diminish or enhance the development of mathematical language or assist in
communication of mathematical meaning?
4) ICT is always driven by commercial benefit
rather than educational/mathematical benefit – so be cautious!
5) ICT as another resource of learning – need to evaluate its uses from a mathematical educational perspective and treat it as the same way as other learning resources evaluated as part of planning of lesson study.
