Web 2.0: A tipping point for bridging the digital divide in math achievement?
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Presentation slides for session at NCTM 09 Conference in Washington, DC. For more information contact the speaker at: ihor@clime.org
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Web 2.0: A tipping point for bridging the digital divide in math achievement?
- 1. Web 2.0 A Tipping Point for Bridging the Digital Divide in Math Achievement? http://CLIME.org
- 5. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology
- 6. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Dynamic Math Classroom Press
- 7. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the
- 8. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Council for Technology in Math Education - CLIME
- 9. CLIME is the Council for Technology in Math Education Meeting in Washington - several venues - check http:// clime.org for details
- 11. Talk in three parts:
- 12. Talk in three parts: •Set the Stage
- 13. Talk in three parts: •Set the Stage •Examples of Activities using Dynamic Software & Web 2.0 tools
- 14. Talk in three parts: •Set the Stage •Examples of Activities using Dynamic Software & Web 2.0 tools •Making a difference in bridging the Digital divide in Learning
- 16. Part 1
- 17. Part 1 Set the Stage
- 19. Technology in Math Education Three Visions
- 20. Technology in Math Education
- 22. Vision #1
- 24. Mindstorms: Falling Love with Math
- 25. Mindstorms: Falling Love with Math
- 26. Mindstorms: Falling Love with Math
- 27. Mindstorms: Falling Love with Math Microworlds: Environments for learning
- 28. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas
- 29. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon
- 30. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon Logo
- 32. 1989
- 33. 1989 National Council of Teachers of Mathematics (NCTM)
- 34. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 35. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 36. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
- 38. “I think they [the Standards] are going in the right direction but they are incredibly conservative, from my point of view. But again, I’d make reservation that if one has to work within the framework for schools as they are and curriculum as it is, maybe there isn’t very much room for making radical change. One of the ways in which the council is conservative is that it does not make full use of a computer -based construction of learning. I think the would have done much better if they had originally integrated Logo in their proposals. But there is no question that an imaginative Logo-using teacher wants to follow these Standards can do it better with Logo.” Seymour Papert
- 39. “I think they [NCTM] would have done much better if they had originally integrated Logo in their proposals.”
- 41. 2000
- 42. 2000 Pr inciple s & Stan dards
- 43. 2000 Pr inciple s & Stan dards 6 Pr inciple s
- 44. 2000 Pr inciple s & Stan dards 6 Pr inciple s Equity
- 45. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity
- 46. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning
- 47. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Assessment
- 48. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Curriculum Assessment
- 49. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Technology Curriculum Assessment
- 51. Vision #2
- 52. Vision #2 Technology Principle p.26
- 53. Vision #2 Technology Principle p.26 “Teachers should use technology to enhance their students' learning opportunities by selecting or creating mathematical tasks that take advantage of what technology can do efficiently and well—graphing, visualizing, and computing. […]
- 54. Vision #2 Technology Principle p.26 “Teachers should use technology to enhance their students' learning opportunities by selecting or creating mathematical tasks that take advantage of what technology can do efficiently and well—graphing, visualizing, and computing. […] Spreadsheets, dynamic geometry software, and computer microworlds are useful tools for posing worthwhile problems...”
- 56. Vision #3
- 57. Vision #3 The Dynamic Classroom
- 63. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning
- 64. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration
- 65. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas
- 66. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas Neat phenomenon
- 68. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 69. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 70. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 71. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 72. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 73. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 74. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 75. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 76. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 77. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 78. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 79. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 80. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 81. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 82. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 83. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 84. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 85. Domains 1.0 2.0 Sketchpad, Easy access online Resources Spreadsheets, versions Microworlds Multimedia, Cloud- Curriculum Textbooks based One computer, Classroom 1-1 Environment Computer lab Cluster computing Teaching & Something that Something that teachers and students teachers and students Learning do separately do together Assessing Setting Standards Achieving Standards
- 87. 2000 - 2008
- 88. 2000 - 2008 Disappointed....
- 89. 2000 - 2008 Disappointed.... There is a roadblock
- 90. 2000 - 2008 Disappointed.... There is a roadblock We need something more
- 93. Tipping Point
- 94. Tipping Point Starts with a Virus....
- 95. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world.
- 96. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning.
- 97. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How?
- 98. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects”
- 99. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects” that embrace dynamic software & Internet tools
- 100. Tipping Point Starts with a Virus.... A very special kind... it’s the one Papert envisioned... a passion for learning math - purely or contextually - that spreads through out the world. An epidemic of learning. How? Through unique and compelling “projects” that embrace dynamic software & Internet tools that empower students to collect, create, collaborate, and contribute.
- 102. NCTM says:
- 103. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems...
- 104. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems... but this is not enough.
- 105. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems... but this is not enough. What’s needed to tip us over is using...
- 106. Tools
- 108. Part 2
- 109. Part 2 Do the Activities
- 111. Examples of Math Activities
- 112. Examples of Math Activities The Famous Jinx Puzzle
- 113. Examples of Math Activities The Famous Jinx Puzzle Stock Market
- 114. Examples of Math Activities The Famous Jinx Puzzle Stock Market Runners
- 115. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Runners
- 116. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners
- 117. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Measuring the circumference Earth
- 118. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth
- 119. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Great Green Globs Contest
- 120. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server Great Green challenge Globs Contest
- 121. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server challenge Billiards Great Green Globs Contest
- 122. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth Pizza Server challenge Billiards Great Green Globs Contest CMDB75 Activities 2.0 in the works!
- 124. Activity #1
- 125. Activity #1 The Average Traveler:
- 126. Activity #1 The Average Traveler:
- 129. Lesson Website
- 145. =abs(c2-c28)
- 146. 29.60 =abs(c2-c28)
- 147. 29.60 45.78 =abs(c2-c28)
- 148. 29.60 16.18 45.78 =abs(c2-c28)
- 149. Algebra Magic 29.60 16.18 45.78 =abs(c2-c28)
- 153. Activity #2
- 167. How round was the Pizza?
- 170. On my way to Sketchpad
- 178. To view video (above) see Noon Day Project Website
- 180. Story #6 The Great Green Globs Contest
- 181. Story #6 The Great Green Globs Contest
- 190. y= 5.2 sin(5.4x) + .8x + 2
- 194. October 31, 2008
- 195. October 31, 2008 Web
- 199. Part 3
- 200. Part 3 Debriefing
- 201. Part 3 Debriefing What did we learn today?
- 203. Future is Now
- 204. Future is Now
- 205. Future is Now How do we make the
- 206. Future is Now How do we make the extraordinary
- 207. Future is Now How do we make the extraordinary Ordinary?
- 209. Independent Learning
- 210. Independent Learning ★ Technology integral to the curriculum
- 211. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum
- 212. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise
- 213. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic
- 214. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic ★ Assembly required
- 215. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum ★ Teachers & students are partners in this learning enterprise ★ What drives learning should be intrinsic ★ Assembly required ★ Finding a balance between students and teachers needs (i.e. between teaching and learning)
- 219. Barry Fishman writes: quot;... Based on my own research and experience, and the research of many colleagues in the learning sciences and related fields, I firmly believe that technology can transform teaching and learning environments and help students achieve beyond what is possible without the support of technology. ...
- 221. Barry Fishman writes: It is a tremendous challenge to translate knowledge about teaching with technology from schools that are currently doing extraordinary things—both on their own and in the context of focused research projects—into knowledge that is broadly usable by the majority of schools.
- 222. Barry Fishman writes: It is a tremendous challenge to translate knowledge about teaching with technology from schools that are currently doing extraordinary things—both on their own and in the context of focused research projects—into knowledge that is broadly usable by the majority of schools. Nonetheless, it is a key challenge that must be met in order to employ technology effectively in school improvement efforts...quot;
- 224. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary
- 225. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again!
- 226. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org
- 227. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org CIESEmath Database - show list! collaborate with me if you are interested
- 228. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again! This challenge brought to you by the friends of CLIME. Become one! http://clime.org CIESEmath Database - show list! collaborate with me if you are interested The New DMC database 2.0
- 230. Miracles do Happen.
- 232. The End
Notas del editor
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- Hello, my name is Ihor Charischak Long time math educator at CIESE Now I wear two hats - (1) DMCpress - where I share my work. (2) CLIME
- There are three parts to my talk: (1) we’ll go back to the future (2) take a look at teaching and learning with tech what it looks like today (future) (3) I’ll share some examples and offer some closings thoughts which I call the future is now
- There are three parts to my talk: (1) we’ll go back to the future (2) take a look at teaching and learning with tech what it looks like today (future) (3) I’ll share some examples and offer some closings thoughts which I call the future is now
- There are three parts to my talk: (1) we’ll go back to the future (2) take a look at teaching and learning with tech what it looks like today (future) (3) I’ll share some examples and offer some closings thoughts which I call the future is now
- There are three parts to my talk: (1) we’ll go back to the future (2) take a look at teaching and learning with tech what it looks like today (future) (3) I’ll share some examples and offer some closings thoughts which I call the future is now
- My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
- My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
- NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
- NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
- NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it? I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there. He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician. He wanted to help others particularly children capture that feeling about ideas and learning. His curriculum were open-ended microworlds computer based learning learning environments In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete. (For example in the Jinx we will see the power of variables)
- But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
- But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
- But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
- But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
- But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
- When Seymour saw what NCTM was doing he wrote.... Standards going in right direction.. but are much too conservative and I think they (quote)
- When Seymour saw what NCTM was doing he wrote.... Standards going in right direction.. but are much too conservative and I think they (quote)
- When Seymour saw what NCTM was doing he wrote.... Standards going in right direction.. but are much too conservative and I think they (quote)
- When Seymour saw what NCTM was doing he wrote.... Standards going in right direction.. but are much too conservative and I think they (quote)
- Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle. But like their position papers technology has been put on the back burner until another crisis makes them scramble again. I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics. But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
- Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle. But like their position papers technology has been put on the back burner until another crisis makes them scramble again. I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics. But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
- Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle. But like their position papers technology has been put on the back burner until another crisis makes them scramble again. I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics. But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
- Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle. But like their position papers technology has been put on the back burner until another crisis makes them scramble again. I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics. But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- Version 2.0 - get it right this time. Students are engaged in their learning. But how do we make Papert’s vision come through? What we need is a ..... ------------------------- technological resources now what does it take for it to work in the classroom? What is the Dynamic Classroom? its a place - see my famous quote Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light Knowledge domains need a facelift! Taking into account the influence of web 2.0
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens. Standards - cratchit up the old paradigm - Nose to the grindstone Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
- Maybe Logo didn’t fail – its influence are out there; we just need a tipping point. We may have it already we just need to know what to do with it.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- Read and comment - 3 characteristics of Tipping point see book.
- This is what is different
- This is what is different
- This is what is different
- This is what is different
- This is what is different
- This is what is different
- This is what is different
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Taking advantage of 2.0 tools will be of help.
- Go to jarkata’s link off line.
- Take the Challenge!
- Take the Challenge!
- Take the Challenge!
- Take the Challenge!
- Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
- Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
- Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
- Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
- Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
- The main goals
- The main goals
- The main goals
- The main goals
- The main goals
- The main goals
- The main goals