TTA Workshop – ICT _ Maths

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					TTA Workshop – ICT & Maths                  Current ICT initiatives in schools
Adrian Oldknow’s Plenary (MA)

There are two relevant handouts in the pack of notes which are also on the
AMET/ATM/MA CD Rom. These are my talk from this year’s BETT show, and a new
article to appear in the next Micromath with suggestions on budgeting ICT expenditure
for a secondary school maths department over the next two yearrs. In summary the new
developments on ICT in secondary school are the following.

  Charles Clarke instituted a new strategy for the DfES ICT in School (ex NGfL) just
   over a year ago. The buzz word is `embedding’ and the mantra is `Enhancing Subject
   Teaching Using ICT’ (ESTUICT). There is a new DfES ICT in Schools website.

  The projected `NOF Phase 3’ CPD for teachers using ICT was been taken back into
   the DfES (from TTA) and became a pilot on-line CPD project for KS1/2 numeracy
   and lieracy, and for KS3 science. Contracts were let to Indigo Visions (all 3), SfE
   (KS1/2) and the Science Consortium (KS3).

  The DfEShas since extended these to nearly all KS3 subjects – but just to sole
   providers in all but science. They have renamed these as ESTUICT(CPD). These
   each now provide an element of face-to-face support, a web-site of lesson plans,
   tutorials, guidance and other resource materials, and access to a mentor by e-mail.
   The provider for mathematics is The Mathematics Consortium, which consists of the
   Mathematical Association (responsible for tutorial support), University College
   Chichester (responsible for website content) and New Media (responsible for
   technical operations and admin.). There is also an opportunity to develop a portfolio
   for accreditation for an M-level module via UCC. The expected costs per school are
   c. £480 + £120n where n is the number of teachers enrolled.

  The BBC announced a while ago that it intended to develop `digital curriculum’
   resources across all subjects and key stages. A concerted reaction from educational
   publishers has led (a) to the postponement of the launch of these materials until 2006,
   (b) a restriction to 50% of the maximum curriculum coverage in each subject and (c)
   the establishment of `e-Learning Credits’ and `Curriculum Online’ as a means of
   providing schools with resources to purchase `curriculum focused digital content’.
   There is £100m for e-LCs at KS1-4 in 2004/5 and 2005/6. For a secondary school the
   formula is about £1000 + £10n where n is the number of pupils.

  The earmarked money for schools to spend on ICT is in section 31a of the Standards
   Fund. This gives freedom for schools to determine their own spending priorities for
   ICT which may include hardware, CPD and generic software. The hardware could
   include laptops for teachers, more PCs and networking, IWBs and subject specific
   tools (e.g. graphical calculators and data-loggers). The CPD can include funding the
   ESTUICT(CPD) and a new scheme called `Hands-on Support’ – for which an extra
   £60m has been provided. Schools have much greater flexibility over how this money
  is used than previously. They may also spend some of their capital grant on ICT if
  they chose.

 Hands-on Support (HOS) is supposed to provide schools with funds to buy in peer-
  to-peer support from successful practioners to help a group of teachers use their own
  ICT resources more effectively. Schools can buy in from LEAs, or from external
  providers or from each other. A possible source for HOS in KS3/4 maths is the
  network of ASTs and LMTs. The funding has been provided for 2004-6.

 The DfES is also funding Subject Associations to develop a range of materials to be
  offered free to schools from Jan 2005, called the `Key Stage 3 Offer’. This is being
  focused on maths, science, English and MFL in the first instance. Materials will
  include lesson plans, software, resources, guidance etc. They will usually be
  available both in physical form (CDs and books) and in digital form (via web-sites).

 Becta is undergoing a transformation currently and has been given a new government
  remit which includes providing strategic advice. It is redeveloping the Becta ICT
  Advice website to provide better support for subjects. Subject Associations have
  been working with Becta this year with quite small budgets to provide online
  newsletters, `ask an expert’ services, needs analysis surveys and face-to-face events.
  Thie work is being extended and ATM/MA are working together on this.

 The Ofsted secondary mathematics report for 2002/3 shows that a substantial
  minority (c 30%) are still showing poor use of ICT. Ofsted have also been inspecting
  the impact that ICT initiatives in school are having, and the mathematics report is due

 The DfES have produced a 2 CD set of vidoed case studies in KS3 and post-14 use of
  ICT in subjects – the maths case study uses dynamic geometry software and an IWB.
  (The 3 CD set of case studies produced by the TTA in preparation for the NOF-
  funded training is still available – it contains four maths examples including dynamic
  geometry software, spreadsheets, small software and graphical calculators.) DfES
  have also produced exemplar packs with CDs giving tasters of the ESTUICT(CPD)
  provisions at both KS3 and KS1/2. Further CD case studies are expected soon –
  possibly with three in maths.

 Interactive WhiteBoards (IWBs) are very much `flavour of the month’ with, for
  example, funding going into London schools, the National Primary Strategy and now
  ITT (via TTA). A NESTA funded project at Hull University has produced a 1 hour
  self-instructional DVD and supporting resources which will be widely distributed to
  LEAs, schools and ITT. (For a really bad example of IWB use in KS3 maths see the
  Becta ICT advice website!)

 Against all this development it is sad to report that the KS3 mathematics strategy
  still does not seem to have much to offer in the way of ICT support. The ICT strategy
   has been developing examples of ICT across the curriculum which should soon be

To conclude I want to show some of the kit that I’ve lugged here to show you today!
First there are a number of cheaper, and maybe more practical, alternatives to IWBs for
interactive whole class teaching. These include tablet PCs (e.g. RM, Compaq, Toshiba)
which are high-spec laptops with special displays which can detect a stilus – like a
digital IWB. The built in version of MS Windows XP contains both handwriting and
speech recognition. They also usually have wireless LAN cards installed. Used in
conjuction with a data-projector they can be passed round the classroom instead of
teachers/pupils standing at the IWB. At the moment their use is restricted by the need to
connect to the projector by cable, but new generation data-projectors will be able to be
connected wirelessly. Another important means of giving students interactive access is
by use of a wireless mouse and/or keyboard. The cheapest of these are under £50 and
have a range of around 2m; more sophisticated versions are available which just respond
to movement (giroscopic) with ranges up to 15m.

Other means of whole class display use hand-held devices such as graphical calculators
(e.g. TI-83 Plus) and personal data assistants (PDAs e.g. TI Voyage 200) – both of
which have compatible data-loggers for maths and science (CBR and CBL). These can
be displayed via either an LCD panel for an OHP (`Viewscreen’), or an interface box (TI
Presenter) which produces a standard video output for use with a data-projector or TV.

While not strictly an ICT tool, another very useful display device is a stand-mounted
digital camera (e.g. the AverVision110 from Matrix) which connects to the video or s-
video socket on a data-projector or TV – an alterative would be a web-cam for the
teacher’s laptop or PC. This enables you to project images of student work, pages from
books, 3D objects etc.

We were involved with the DfES/RM `Maths Alive!’ Year 7 project which equipped 20
pilot classes with analog IWBs (Smartboards) where pupils called use their fingers to
`touch the mathematics’. One of our tasks was to suggest the shopping list for
mathematical software tools. Top of the list was dynamic geometry software (DGS)
such as Cabri Geometry and the Geometer’s Sketchpad (GSP). We chose GSP because
its user interface is more familiar to Windows users than Cabri’s. Soon afterwards a new
version (v4) was released which includes many of the facilities of graph-plotting
software. This has also been the basis of a small QCA funded project directed by Ken
Ruthven using ICT as bridge between algebra and geometry. The newest version of
Cabri (Cabri Geometry II Plus) also supports graphing, but again with a slightly more
cumbersome interface.

Another improtant tool which is not yet widely used is `integrated mathematics
software’ – best thought of as the mathematical equivalent of Microsoft Office! The first
contender was MathSoft’s Studyskills Mathworks which is bundled in with their GCSE
revision pack for around £20! This is essentially a full version of the professional
MathCAD software used by modellers, applied mathematicans and engineers to solve
problems and to write reports. It incorporates features of a mathematical word-processor,
a spreadsheet, a graphing package, data-handling software etc., together with tools for
web-browsing and sending e-mails. It also supports symbol manipulation using a subset
of the Maple computer algebra system (CAS). For the pilot of MathsAlive! we chose a
somewhat similar product called TI Interactive! - the main advantages being that it was
designed expressly for education and that the user interface was more familiar. The
mathematical functions are very similar to those provided in top-of-the-range graphical
calculators (GCs), and it interfaces easily both to GCs and data-loggers. It also has CAS
facilities based on the Derive package. Priced at less than £20 for single user versions,
and around £200 for a multi-station licence this is a very powerful mathematical tool.

Hand-helds (such as the TI-83 Plus GC and the Voyage 200 PDA) now contain the
equivalent of a hard-disk (`flash-ROM’) where extensive software applications (Apps)
can be stored, downloaded etc. For example the Voyage at c £120 comes preloaded with
both GSP and Cabri as well as a spreadsheet. There are free downloads for the TI-83
Plus which include a suite of Smile software (including Rhino), a spreadsheet and a
version of Cabri called Cabri Junior.

The attraction of tools such as TI-83 Plus and Voyage, and software such as GSP and TI
Interactive! (TII!) is that they have such depth of functionality that they cover all the
relevant aspects of mathematics from Y7 to Further Mathematics – so you don’t have
new tools to learn as you progress. The added attraction of GSP and TII! is that they
support a wide range of levels of use. GSP enable you to include text-boxes, and to have
pages (like the work-book tabs for Excel). TII! produces a document with embedded
`live’ images. Thus we can provide pre-written self-contained interactive materials in
both GSP and TII! which can be used `out-of-the-box’ by teachers and pupils
(`adopters’). These materials can be `tweaked’ by either teachers and pupils using the
built-in tools (`adapters’). Both teachers and pupils can create their own materials from
scratch using the built-in tools (`creators’). They support two-way communication – to
the pupil to suggest what/how to explore – and from the pupil to report what they found.

Finally a really import means of accessing the `outside world’ is provided by digital
images such as those captured by digital cameras as `jpeg’ files, and from digital video
cameras as `avi’ files. Fortunately there are free tools to be found on the web which
enable us to extract data files from such images for use within e.g. TII!. DGS software
such as GSP and Cabri also supports the importing of digital images over which
geometric constructions, graphs etc. can be superimposed.

After Hours Computers
Chartwell-Yorke               01204 811001
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