Bringing Mathematics to Life
Integrating ICT into the Mathematics K-6 NSW Syllabus for the Australian Curriculum.
Many teachers of mathematics in the K – 6 classroom often have little opportunity to explore new and exciting ways to integrate ICT into mathematical teaching and learning. Bringing Mathematics to Life offers teachers an opportunity to extend ICT integration beyond drill and practice of basic facts.
The increasing variety and sophistication of software and apps available today allow primary teachers to really enhance and extend learning in Mathematics from remembering and understanding to creating and evaluating. In this introductory workshop, we will show teachers how to use technology in innovative ways to more deeply engage students and meet the learning outcomes from the K-10 syllabus.
In this course, participants will explore:
- the role of ICT to support the teaching of key ideas & conceptual development throughout the maths syllabus
- current research to evaluating and selecting better technology for maths teaching
- a variety of apps that will excite students and bring mathematics to life while promoting higher order thinking skills
- the use of code to teach mathematics concepts
- how infographics can be used to creatively engage students in data analysis.
This course consists of two parts. A workshop day (5.5hrs) and a follow-on component to be completed in your own time after the workshop (4.5hrs). You must successfully complete both parts in order to gain the 10 professional learning hours.
The follow-on component for this course (4.5 hrs) is described below. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Information about due dates and instructions will be emailed to participants after the workshop day.
Create a lesson or sequence of lessons including curriculum outcomes for your class/group. Participants share their lesson to an online community where they will get to interact with the other teachers in the course. Participants complete a personal reflection piece and a course survey.
Read more about follow-on components, and see the criteria for successful completion in the FAQ below.
Completing this course will contribute 10 hours of QTC Registered PD addressing 2.6.2, 3.3.2, 3.4.2, 6.2.2, from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Audience: Primary teachers.
Keywords: Primary, New Syllabus Implementation, Digital Literacy, Creative & Critical Thinking, Infographics, STEAM, Design.
The presenter went out of her way to learn about our teaching context and find activities that would be relevant for us in our current roles. There were practical suggestions of apps, websites and activities and she got me very excited about trying them all out!
The course gave me more options and ideas to help engage students and incorporate more higher order thinking skills as well as ICT and 21st century learning skills into their learning program.
I have already implemented use of some of the ICT tools and approaches within not only my mathematics program but across the board. I loved the practical nature of the course and it really allowed me to begin using tools that I was wary of in a meaningful way.
Developer & Facilitator
Dr Sarah Boyd is a LEGO® Robotics facilitator and part-time high school teacher of Computing and Mathematics. She has recently retrained as a teacher having had a long career as a software programmer and Electrical Engineer. She began facilitating at MacICT in 2014 where she combines her engineering and programming background with her love of teaching. She completed her PhD in Computer Science at Macquarie University in 1999.
Unfortunately there are no plans to run this course again. Apologies for any inconvenience.
How do I enrol?
How is payment taken?
How do I get there and do I need to bring anything?
What if I cancel or don't show up?
You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.
What's a follow-on component?
Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:
- Product (this may refer to lesson plan, unit of work or other digital product)
- evidence of creativity;
- planning and/or design;
- incorporation of key ideas in the course;
- integration of technology; and
- a published/shared product that is appropriate to audience, purpose and context.
- Online Interaction
- peer feedback; and
- community building.
- Personal Written Reflection (200 words):
- Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
- Reflect on how you achieved one or more of the specified professional learning standards.
Coding in the Classroom
Using digital media technologies to enhance learning and teaching for K-6.
Coding is becoming an increasingly important skill for 21st century learners. By learning to code, students are also learning mathematical and computational thinking, strategies for problem solving, systematic reasoning, project design and how to effectively communicate their ideas.
Keywords: Primary, STEM, STEAM, Coding, Programming, Creative & Critical Thinking, Computational Thinking, Design, Digital Literacy, Cross-Curricular
What is it, and why is it important for your students?
Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms.
Keywords: Coding, Critical Thinking, Digital Literacy, Creativity
Bringing Science To Life: K-6
Integrating ICT into the NSW K-10 Science Syllabus
The new NSW K-10 Science Syllabus mandates the integration of ICT to support a range of teaching, learning and assessment approaches. This provides great scope for the integration of new and emerging technologies in the design of immersive, authentic learning. In this course, participants will gain confidence and ability to integrate ICT meaningfully into learning and teaching to support the aims and objectives of the new Science K-6 syllabus.
Keywords: Primary, STEM, STEAM, Coding, Creative & Critical Thinking, Design, Digital Literacy, New Syllabus Implementation
Beginner's Guide to Google Apps for Education
Introducing Docs, Sheets, Slides and Drive.
With Google Apps available to all teachers and students in NSW Department of Education schools, now is an excellent time to become familiar with the tools and explore how they can best be used to enhance learning in your classroom.
Keywords: Digital Learning Design, Digital Literacy, Collaboration