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WIPTTE 2013
An Interactive Learner-Centered Classroom:Successful Use of Tablet Computing and DyKnow
Software in Foundational Mathematics
Carol Carruthers
March 21, 2013
Technology in Practice Strand
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SENECA COLLEGE
largest community college in Ontario
eight campuses in Greater Toronto Area
approx 100,000 full and part time students
http://www.senecacollege.ca/about/index.html
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APPLIED SCIENCE AND TECHNOLOGY (AST):
Providing a strong foundation in mathematics, science, technology and communicationhttp://www.senecac.on.ca/fulltime/AST.html
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TECHNOLOGY INTEGRATION 2008:
Hewlett Packard Higher Education Technology for Teaching Grant - 21 tablet PC ‘s
DyKnow Vision software
(FASET/ACS/grant/contest)
Project Goals - AST math/science:1) Potential for engagement and retention of students
2) Enhancing student learning and concept application
3) Demonstration of teaching strategy to other educators
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FOUNDATIONS FOR TECHNICAL MATHEMATICS (FTM)
College Mathematics Project (CMP) http://collegemathproject.senecac.on.ca/cmp/en/index.php
Teaching collaborative/Technology integration Student-centered learning community
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TECHNOLOGY INTEGRATION 2010:
Wireless/Mobile 40 Tablet PC lab DyKnow Vision software Shared by FTM, AST & ELS (Remedial English)
Project Goals (FTM):1) Effectiveness in a larger class size
2) Reproducibility
3) Multi-discipline application
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PEN-BASED COMPUTING (TABLET PC):
Stylus input – like pencil on paper (no typing)
Annotations focus learners on key concepts
Visual learners can diagram ideas
Notes saved and accessed anytime/anywhere
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SYNCHRONOUS COLLABORATIVE WORKSPACE
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METHOD EMPLOYED: Experimental Group - tablet PC/DyKnow
software used by instructor and students
Control Group – tablet PC available for instructor
Grade data and Use of Technology survey collected for both groups
For Experimental Group only – additional Likert and open-ended survey questions to determine impact
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STUDENT SUCCESS:
GRADE Experimental ControlPASS 79% 74%
FAIL (< 55%) 21% 26%
Total Studied (% consent given)
180(62%)
335 (57%)
Total Enrolled 291 583
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NOTEBOOK:
QUESTION: The pen based tablet PC and DyKnow software …
Agree Disagree
was an effective tool for classroom presentation/note taking 74% 26%
helped me to be better organized in coursework 58% 42%
“I started enjoying math lecture just because of such software…”.
“made me more organized”
“Theres more time to understand the lecture because i don’t have to worry about writing the questions”
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STUDENT PEN-BASED/TYPED EXPERIENCE :
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PRIVATE NOTES – STUDY SUMMARY:
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LEARNING EXPERIENCE:
QUESTION: The pen based tablet PC and DyKnow software …
Agree Disagree
helped me to pay more attention in class 65% 35%
helped me to participate in class discussion 72% 28%
improved my interaction in class by having the ability to “share control” to display my work
71% 29%
changed the way I approach learning 65% 35%
“IT MAKES US CONCENTRATE IN ALL ACTIVITIES!”
“...It made math fun”
“…I was able to get my individual need met”
“because I had my personal screen I looked at things for as long as I wanted”
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PARALLEL SOLUTIONS:
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COLLABORATIVE LEARNING EXPERIENCE:
“helped to include everyone … instead of a few people doing some examples in front of the class”
“…No one is judging”, “…many times students are shy askin or showin their work…using this technology minimises such stress…”,
“It allows me to participate without being embarrassed giving the wrong answer.”
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WORK IN GROUPS:
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PERFORMANCE:
QUESTION: The pen based tablet PC and DyKnow software …
Agree Disagree
helped to improve my understanding by being able to submit panels and get instructor feedback
74% 26%
helped me to improve my performance/grades in this class 61% 39%
“I liked that we can submit work to the instructor to check”
“made my self-esteem go high”
“participating in class made my mark go up”
“Its makes everyone understand …and learn from each other”
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REALTIME FEEDBACK/ASSESSMENT:
Request status
Students submit panels
Students ‘chat’ a question
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SUBMIT PANELS:
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STUDENT REFLECTION:
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AND MORE:
“class is more fun than the traditional math class room, math is usually very boring, students interact more often, there is more teamwork and student involvement in the lesson”.
“helped to learn better because we had to do it while we learn”
“made it more hands on”
“It enabled me to have a wealth of information at my fingertips…”
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ADOPTION ISSUES:
“I was skeptical about DyKnow at first, I hated [it] to be honest. Over time i learned that it is a great tool to use in the classroom environment. I still refuse to save my notes as i prefer to take down all notes by hand.”
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With Technology Integration as the Catalyst
Teacher DrivenStudent Lead
Passive LearningActive Learning
AsynchronousSynchronous
(LMS/Internet)(Pen-based
Computing/Dyknow)
THE CONTINUM:
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TEACHING TRANSITIONS:
Increased use of the Web - learning objects
Observation - students like to teach
Pre-class assignments
Flipped classroom practice
Mixed (Hybrid) mode
MathCasts – students teach http
://senecamathcasts.wordpress.com/
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STUDENTS DESIGN LEARNING EXPERIENCE:
InterACTIVE learninghttp://www.mathopenref.com/
Real time response to problem solvinghttp://www.mathsisfun.com/algebra/equation-formula.html
Group competition to solve problemshttp://jeopardylabs.com/play/ratio-and-proportion
Online worksheet generatorshttp://www.math.com/students/worksheet/algebra_sp.htm
http://www.math-aids.com/
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STUDENTS DESIGN QUESTIONS
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THANK YOU AND MORE INFORMATION:
Email: [email protected] Seneca’s HP website/Carol’s blog
http://open.senecac.on.ca/HPtabletproject/https://teachmathwithtech.wordpress.com/
DyKnow softwarehttp://www.dyknow.com/
Student videoshttp://www.youtube.com/watch?v=il-k65CFqpEhttp://www.youtube.com/watch?v=Hd7BsEF1x6g
Seneca Mathcasts http://senecamathcasts.wordpress.com/