Implementing Digital Technologies at a National Scale

Sinclair, Nathalie; Arzarello, Ferdinando; Gaismán, María Trigueros; Lozano, María Dolores; Dagienė, Valentina; Behrooz, Emran; Jackiw, Nicholas

doi:10.1007/978-1-4419-0146-0_5

Cited by 18 publications

(11 citation statements)

References 3 publications

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“…Is it possible to maintain a balance of 'top-down' and 'bottom-up' initiatives? The initiatives mentioned above might be important components in this next step (see Sinclair et al, 2010, for an earlier discussion of implementing digital technologies at a national scale) and insights can be gleaned from the research on scaling CPD as reported in Roesken-Winter, Hoyles & Blömeke (2015) but this is just the start of a much longer research journey.…”

Section: Progress In Supporting Teachers and Teaching In Using Digitamentioning

confidence: 99%

Transforming the mathematical practices of learners and teachers through digital technology

Hoyles

2018

Research in Mathematics Education

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This paper argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital tool-use that distinguish their differing potential are presented: i. dynamic and graphical tools, ii. tools that outsource processing power, iii. tools that offer new representational infrastructures for mathematics, iv. tools that help to bridge the gap between school mathematics and the students' world; v. tools that exploit high-bandwidth connectivity to support mathematics learning; and vi. tools that offer intelligent support for the teacher when their students engage in exploratory learning with digital technologies Following exemplification of each category, the paper ends with some reflections on the progress of research in this area and identifies some remaining challenges.

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Section: Progress In Supporting Teachers and Teaching In Using Digitamentioning

confidence: 99%

Transforming the mathematical practices of learners and teachers through digital technology

Hoyles

2018

Research in Mathematics Education

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“…In summary, then, not only is there a considerable gap between the aspirations of advocates for the educational potential of dynamic geometry and actual patterns of use in mainstream teaching but patterns of use vary markedly within that mainstream practice. These teaching practices observed in England did share some basic characteristics that the ICMI Study on Mathematics Education and Technology identified in projects aiming to implement use of digital technologies at a national scale (Sinclair et al 2010). In particular-in line with the ICMI findings-dynamic geometry was treated more as providing pedagogical support than as provoking curriculum change, and patterns of classroom (inter)activity tended to be less open than the accompanying pedagogical rhetoric suggested.…”

Section: Discussionmentioning

confidence: 65%

Constructing Dynamic Geometry: Insights from a Study of Teaching Practices in English Schools

Ruthven

2018

ICME-13 Monographs

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Any technology retains a degree of fluidity in its conception, shaped not just by its designers but by its subsequent users. This chapter applies this perspective to one form of software which has attracted particular attention in mathematics teaching: dynamic geometry. Drawing on a study conducted in professionally well-regarded mathematics departments in English secondary schools, the chapter sketches the wider curricular context, provides an overview of each of three contrasting cases of teaching practices making use of dynamic geometry, and presents cross-cutting themes through which these contrasts can be characterised. Critical variables include the degree to which teachers see student use of the software as promoting mathematically-disciplined interaction, analysis of apparent mathematical anomalies as supporting learning, and dragging as a means of focusing attention on continuous variation. The chapter concludes by discussing how teaching practices might productively be developed, and how such development might be supported by further research.

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“…The researchers highlighted that although early work with digital technologies mainly focused on individual learners or school-based groups, these large-scale projects that they analyzed demanded a much more systemic approach that considered issues such as teacher adoption and curriculum integration. Sinclair et al [24] noticed a shift in focus towards the teacher's role and participation that was emerging across these projects. Furthermore, it appeared that the majority of these projects were focusing on the use of one "multi-purpose digital technology".…”

Section: Characteristics Of Successful Learning Systemsmentioning

confidence: 98%

“…The majority of digital technology implementation projects that have been undertaken at a national scale in different parts of the world are still focusing nowadays on a mandated curriculum. Nevertheless, there are some exceptions where certain projects encourage new content or new variations of curriculum content [24]. For example, by offering different ways of approaching primary school mathematical ideas, they focus on scaffolding learning.…”

Section: Characteristics Of Successful Learning Systemsmentioning

confidence: 99%

“…Sinclair et al [24] analyzed a range of digital technology implementation projects with focus on mathematics and which have been implemented at a national scale in various parts of the world. The researchers highlighted that although early work with digital technologies mainly focused on individual learners or school-based groups, these large-scale projects that they analyzed demanded a much more systemic approach that considered issues such as teacher adoption and curriculum integration.…”

Section: Characteristics Of Successful Learning Systemsmentioning

confidence: 99%

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Towards simplifying learning systems

Kolyda

2013

Proceedings of the 31st ACM International Conference on Design of Communication

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The concept of learning itself involves a significant amount of complexity. Therefore there is a need to design and implement learning systems that are not complex, confusing or complicated. This paper discusses, based on a review of the literature, how we could simplify educational technology and learning systems by focusing on one of the most important user centered design principles, i.e. understanding learner's needs and establishing requirements. It is also important to consider the learning context before focusing on the characteristics and system requirements. In conclusion, nowadays, more than ever before, new and emerging technologies could make possible the design of powerful learning systems that could transform the quality of learning as long as they are easy to use, intuitive and provide an engaging user experience.

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Implementing Digital Technologies at a National Scale

Cited by 18 publications

References 3 publications

Transforming the mathematical practices of learners and teachers through digital technology

Transforming the mathematical practices of learners and teachers through digital technology

Constructing Dynamic Geometry: Insights from a Study of Teaching Practices in English Schools

Towards simplifying learning systems

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