1. Supporting professional development for ICT use in the secondary classroom using a multimedia resource NCETM National Conference The Potential of ICT in Mathematics Teaching and Learning 12th March, 2008 Sara Hennessysch30@cam.ac.uk Rosemary Deaney rld29@cam.ac.uk Mark Dawes md437@cam.ac.uk Anne Bowker amb72@cam.ac.uk www.educ.cam.ac.uk/istl/pub.html

2. Outline  T-MEDIA project  The multimedia resource  Toolkit project: aims & PD process  School trials  Group discussion of a video clip  Conclusions  Questions and feedback  Hands-on exploration of resource

3. T-MEDIA project ESRC-funded (2005-2007): ESRC-funded (2005-2007): “Exploring teacher mediation of subject learning with ICT: A multimedia approach” Aims:  To collaboratively analyse strategies for supporting knowledge building using projection technology in secondary Maths, English, Science and History  To compile & disseminate 5 CD-ROMs illustrating practice + analytic commentary from teachers, researchers & subject specialists Audience: practitioners / advisors + practitioners / advisors + teacher educators / research community teacher educators / research community

4. Maths case  experienced, reflective practitioner (HoD) with well-articulated pedagogy  wide range of integrated technology resources: tablet PC, laptops, online games, spreadsheet, Autograph, MyMaths  21 x Year 8 low to middle attainers, including 7 with SEN  sequence of 6 lessons videoed: y = mx + c

5. Aims of multimedia resource Prof. development tool aimed at  exploring and illustrating how projection technology can potentially be exploited to enhance construction of mathematical knowledge – in real classroom contexts  building bridges with viewers’ own experiences  but stimulating debate about effective and of ICT and key issues emerging:  not presenting a model of best practice but stimulating debate about effective and alternative pedagogic approaches, ‘added value’ of ICT and key issues emerging: built-in issues for reflection and discussion  providing downloadable examples of teaching resources  maths & cross-subjects resources hosted on NCETM portal (search for “T-MEDIA”)

6. Modes of use  and thinking about effective and alternative pedagogical approaches  by individuals, reflecting on the material and thinking about effective and alternative pedagogical approaches  using the ‘Reflections’ facility to record thoughts in shareable (Word) documents  by individuals independently thinking about the issues and then debating them with colleagues, using the ‘Reflections’ facility to record thoughts in shareable (Word) documents  of trainees or experienced practitioners, debating and mentally rehearsing new approaches and issues arising  by groups of colleagues, or teacher educators/advisers working with groups of trainees or experienced practitioners, debating and mentally rehearsing new approaches and issues arising

8. The Toolkit Commissioned by NCETM 4 parts: Introduction / guide, Flow diagram, Screen list, SMT briefing Designed to:  help users of the resource understand quickly what it offers and how they might use it to support prof. development  offer suggested pathways through the resource via: – considering various strategies that underpin teaching in these lessons ● THEMES EMERGING – considering various strategies that underpin teaching in these lessons – considering the use of graphing software, spreadsheets, on-line tutorials or on-line games ◙ TECHNOLOGIES – considering the use of graphing software, spreadsheets, on-line tutorials or on-line games – chronologically or selectively according to viewers’ interest in clip content ◄ LESSONS & VIDEOS – chronologically or selectively according to viewers’ interest in clip content

9. SMT briefing Aim  To enable a group of maths teacher colleagues to collaborate in reflecting on and developing their own classroom practice Requirements  A group of 3-4 teachers willing to participate and work together  Support from the Head of Mathematics  Support from SMT  Time for the teachers to meet (with cover provided)  A co-ordinator / facilitator – not necessarily the HoD  Access to computer equipment to run the multimedia resource  Copies of the Toolkit for each teacher

11. Extract from screen list

12. Trialling the resource as a professional development tool Two school trials to inform the creation of the Toolkit Commonalities  teachers who wanted to be involved  teachers with very different profiles Differences  attainment levels of the two schools  involvement of facilitator  numbers of teachers involved  focus chosen by the teachers

13. Clip 3.1  “passing on” a question  involving all pupils  pupils “on the spot”  use of ICT and interactivity  “at which point I’d be screaming at him ‘x’!”  pupils at the board

14. “The resource is the trigger – it triggered the conversation and the conversation triggered the lesson.” “The sharing of the ideas in the group were what produced the lessons.” “I’ve tried doing a few things even in the last couple of weeks that without this stimulus I wouldn’t have changed, but I’m very conscious that it’s going to take a little while for me to hone my skills because it’s changing a style of delivery.” “One consequence of this project is that I am going to put in a bid for 30 laptops. And not to share with anyone else either; just the Maths department.” “The technology wasn’t the thing that struck me, really, it was the style of teaching and the interactivity with the kids which I don’t do a lot of … and it was a real eye-opener.” “We must keep on doing this. It is essential we keep on doing this.”

15. Conclusions  Opportunities for professional dialogue over the long term  Sharing technological and pedagogical expertise  Collaborative INSET carried out by teachers (not one expert)  Synthesis of pedagogical ideas – more than the sum of its parts  Confirmation of toolkit’s value in guiding through resource: “It’s done what it was designed to do, it’s been the catalyst for the conversations that we’ve had, but my concern is if it was delivered just through the post, then would the head of department look at it without clear instructions and clear guidance? Probably not.”

16. Publications and outcomes available from Bryony Heather: bsjh2@cam.ac.ukbsjh2@cam.ac.uk Paper downloads and CD-ROM order forms available at Paper downloads and CD-ROM order forms available at www.educ.cam.ac.uk/istl/pub.html www.educ.cam.ac.uk/istl/pub.htmlAcknowledgements Douglas Butler et al and Eastmond Publishing Ltd (Oundle, Peterborough) for permission to show screenshots of use of Autograph 3. Douglas Butler et al and Eastmond Publishing Ltd (Oundle, Peterborough) for permission to show screenshots of use of Autograph 3. http://www.autograph-math.com/index.shtml http://www.autograph-math.com/index.shtml Alan Jackson for permission to show screenshots of classroom use of his website: Alan Jackson for permission to show screenshots of classroom use of his website: http://www.mymaths.co.ukhttp://www.mymaths.co.uk