Role of ICT in Teaching Mathematics - Essay Example

Role of ICT in the Teaching of English and Mathematics Role of ICT in Teaching Mathematics Introduction Scanlon, Buckingham & Burn (2005) focus on the use of digital technology in promoting mathematical learning amongst children. The article elaborates on the means through which game formats are utilised to promote teaching of mathematics by using educational web-sites. The application of ICT has led to increased use of internet, which has enabled opening of a number of educational websites. Children’s entertainment industry has through the production of computer games influenced learning since they have facilitated the growth of educational websites. The article focuses on the relationship that exists between computer games and motivation towards learning of mathematics. Consequently, the article examines how game formats influence the teaching of mathematics within educational websites (Scanlon et al., 2005). Main Claims There has been a shift in mathematics calculations that emphasizes mathematics in context contrary to the traditional aspect of abstract calculations. From this perspective, it is also believed that teaching mathematics in context proves to be more motivating. The authors argued that despite presenting real-world variables, traditional approaches towards mathematics do not consider such variables in the process of responding to questions. This qualifies the use of ICT, which according to the authors, incorporates considerable potential in the process of teaching mathematics in context (Buckingham and Scanlon, 2004). Application of computer games such as Gridclub utilises practical and real life examples in mathematics exercises. The technology accompanies the process with background sound mechanisms that describe the surround environment as well as actions. This is contrary to written text that ignores the aspect of human nature in real situations. In this case, application of ICT appears deliberate in setting mathematics within realistic context and it provides captivating context in the learning process (Scanlon et al., 2005). In my opinion, mathematics is the application of the conceptual ideas of science. In this case, science is represented by theories that explain in words the characteristics of a particular scenario. Therefore, the use of computer games promotes learning of mathematics amongst children owing to motivating factors behind the process. This is because mathematics in context brings the technical aspect of any learning, therefore breaking the monotony of the theoretical aspect. Therefore, in one way or another both concepts are necessary for effective learning to take place. Scanlon and Buckingham (2003), argued that in the twenty-first century people experience very many benefits indulging in critical thinking. This is because there is the aspect of children applying mathematical formulas and procedures into everyday living. The aspect nurture students’ analytical, logical, and critical thinking skills, which translates into minimal chances of error and mistakes. According to Rowsell, Saudelli, Scott & Bishop (2013), a sense of mathematical domain is necessary for every situation and that every child has to acquire the necessary skills. Evidence that supports the claims There are different examples of computer games used in the article as an evidence supporting importance of games in promoting learning of mathematics. The process incorporates use of images rather than texts and requires strategic thinking ability for the purposes of achieving required results. Subsequently, playing the games involves answering multiple-choice mathematics questions that triggers thinking abilities. However, the nature of interaction between the child and the reality of the game are limited. This is because there are numerous options that require the child to click on the correct answer. The process provides the child with no technical skills since the learner is out of control of the sequence and order as provided. Conversely, the kind of music that accompanies the gaming process reinforces the fact that learners require entertainment through visual imagery in the process of solving mathematics questions. This is identified as one of the motivating factors during learning in educational web sites. However, use of computer games also portrays some form of behavioral model of learning that incorporates rewards and punishment as major elements (Knudsen, 2004). In the case studies provided in the article, there are some instances, especially on the games on Gridclub and Spark Island, where children seem to skip written text information in the introductory part. There is an assumption in this case that the messages sent through the game are sufficient in giving direction to the game, therefore, rules of the game are self-evident. Giving narratives through moving images seem more attractive to children as compared to written text. Despite considerable attention towards mathematics learning amongst children, there are not enough measures employed by relevant stakeholders towards combating existing discrepancies in the use of digital devices in improving behavioral aspects towards mathematics. According to Törner (2013), most academicians and researchers have potentially attributed the aspect on motivation towards learning mathematics to several notable factors. These factors include the models and explanations relating to the genetic inferiority and influence from peer groups. Consequently, structural and environmental influences are strongly associated with such discrepancies in mathematical performances amongst children. However, the findings from the article plays an essential role in dealing with pedagogy attitude and shifting a trend that has lasted for fairly longer time, concerning mathematics anxiety amongst pedagogies. The study seeks to clarify the issue on pedagogies attitude towards mathematics and use of computer game applications in educational websites (Törner, 2013). Authors’ Assumptions There is an assumption that only ICT provides important tool capable of supporting learning system required for the purposes of achieving educational goals. Additionally, there is the implication that e-learning incorporates the aspect of flexibility and reduction in time and operational costs. Conclusively, the authors assumed that use of computer games enables easy and quick access to mathematical solutions from variety of learning materials (Scanlon et al., 2005). However, limitations to such e-learning processes include aspects such as need for technology infrastructures, which at times may not be available within some regions. At the same time, the authors assumed various limitations based on bandwidth, which may cause weak multimedia performance within learning institutions and at the same time limit face-to-face contact between children and teachers. Implications for early years setting There is significant evidence that pedagogies currently use computer games, calculators, and other technological inventions in mathematics (Simpson et al., 2013). However, the idea presents new challenge to thinking capacity owing to speed and time required for performing tasks. Currently, performance gap in mathematics is widening between various sub-groups since majority currently use digitally-oriented technologies such as application and use of computers programs. Further, there is the challenge children have in perceiving what is known as phonemes that comprises spoken words. Teaching those with less exposure to mathematics concepts has become little cumbersome for teachers since technology has made it difficult to recognize written texts. However, teachers should not be seen as merely holders of mathematics knowledge but also promoters of students’ thinking and communication levels through real-life situations. Children learn mathematics when exposed to appropriate environment. Providing relevant ICT structures at an early stage enables students to develop confidence in the whole learning process. The school setting should be considered in the process of promoting children learning abilities. Encouraging positive relationships amongst students also translates into a better environment making it possible to grasp important mathematical concepts. Moreover, application of mathematics in context through educational websites promotes interdependence, independence, and motivation amongst learners. This means that learners should be able to work together and enjoy e-learning procedures. Different classes that involve exposing children to mathematical questions should consider level of development of each child. This is because the process assists children in systematic mental development and maturity (Swars et al., 2006). Research shows existence of reduced anxiety towards mathematics in the event that ICT is applicable since it encourages a cooperative attitude. Mathematics in context encourages active participation and collaborative approach that helps in alleviating anxiety, therefore, producing positive results on cognitive, emotional, and social grounds. All these revolve around classroom management, which is a challenging task when it comes to the use of educational websites. The concept of managing pedagogies incorporates activities such as organizing learning-teaching activities, student behavior and responsibilities within classrooms as well as provision of conducive environment for learning. Such level of organization present clear indication on level of classroom management and resulting effects on the quality of teaching and learning programs (Walsh, 2010). Conclusion Some elements within education curriculum are believed to extensively affect the learning of mathematics; such includes attitude, age, mind development, external influences amongst others. Attention should also be granted to various discussions focusing on appropriate age recommended for a child to be exposed to electronic mathematical learning devices. Despite such debates, learning mathematical concepts is regarded as an important skill recommended at all stages of development. The entire process of learning is considered to be influenced greatly by age factor. This is because aspects such as efficacy belief, low self-esteem, and confidence are at some point related to mathematics anxiety. Such characteristics generally determine and govern thinking, feelings, level of motivation at early stages of life. However, despite application of computer games in teaching mathematics amongst children, self-efficacy belief still outstands as the strongest link between knowledge and practical applications. Role of ICT in teaching English Introduction According to the Simpson, Walsh, & Rowsell (2013), ICT brings multidirectional dimension on teaching and learning, where teachers and students interact across various interrelated textual dimensions and platforms. Facilities such as iPads provided through digital technology guarantees multidirectional reading pathways to students. The author of this article focuses on theorizing the different properties, processes, and practices in using digital technology in reading. In this article, there is enough evidence showing student’s love for touch-screen technology and less inclination towards reading traditional print materials. Such focus makes it difficult for teachers to place demands on time scheduling and pacing. In this case, there is significant gap between various sub-groups of students concerning literacy reading and writing since majority currently prefer use of modern technology such as tablets and iPads (Simpson et al., 2013). There is clear indication that development of new technology works alongside speed, introduction of new electronic gadgets capable of exploring ideas and imaginations in different ways. Digital technology has evolved through the years leading to radical change in the field of teaching and learning. Use of ICT influences individuals to identify that their work mostly focuses on visual culture since digital devices offers complete flexibility and accessibility (Rowsell et al, 2013). Main Claims Development of touch screen technologies assisted in the expansion of the conceptualization of gesture as well as movement owing to utilization of sense of touch. Utilization of touch and tapping technology provides necessary semantic chains of information that makes it possible for students to gather data as a team. Multidirectional aspects provided by touch provide bridges for all active reading practices as applicable to students. The use of ICT has enabled dynamic engagement through the use of gadgets such as iPads, which provides students with material interface where they can manipulate different thinking processes. Application of ICT also encourages sharing of ideas amongst students, this influences interaction and participation in learning in the process of reading and writing on tablets. At the same time, use of tables increases collaboration amongst students with mixed reading abilities as compared to use of printed texts (Simpson et al., 2013). According to Simpson et al., (2013) actual reading requires presence of authentic visual abilities. The idea involves processing information received, analyzing, and measuring against human knowledge then finally understanding the scenario as presented. However, in the process of understanding the scenario, there is alteration and enrichment of optical impressions resulting into individual filtration of the object presented. In this case, Simpson et al., (2013) asserts that application of video in touch technology breed’s separation of image’s originality and seems to ignore more aspects on student’s cognitive development. However, the aspect of originality is a requirement for the concept of authenticity since there is actual learning process at every particular time and space. It can be deduced that originality of an object creates an impression that represents emotional, spiritual, and historical works behind any actual work. In my opinion, upgrading of learning through digital devices enhances attitude and feeling towards e-Learning content. Currently, there is an increase in the use of devices with smaller screens, which is contrary to old technology where PCs and Laptops were widely used. This is evident in the percentage of population currently accessing internet through touch screen technology such as iPads and tablets, mobile phones, PDAs amongst other devices. Subsequently, several digital devices such as iPod provide several applications required for deployment of various activities in eLearning (Rowsell et al, 2013). The screen resolution for such devices seems high despite being smaller with inclusion of web browsing capabilities. However, despite such devices having high resolution, the nature of visibility of graphics seems limited. My idea is that there is necessity to adjustment the nature of font size used in operating such devices for visibility purposes. Inclusion of passive interaction devices such as iPad and MP3 players in reading has enabled easy distribution of e-Learning content. This is since such devices are utilised only for playing content hence not having human level of understanding; this might affect critical thinking capacity of some students, since the nature of interactions from the user cannot be easily measured or quantified (Kruk et al., 2006). In this case, the results on digital applications have influence on student’s work since their brains seem saturated with digital images to the extent of paralyzing their creativity. Great works from the Renaissance period have been lost in this world of technologically motivated reading and pieces of art. Consequently, the level of innovativeness has disappeared with the onset of digital applications through computers Evidence that supports the claims In the research, the author experiments by using different student set-ups to substantiate the claims. There is clear observation on the fact that reading paths and touch learning is easily adopted by the students, however, there is no clear indication of the impact of touch on socially meaningful actions. The experiments performed show dynamic multidirectional reading practices with varying degrees of collaboration and independent decision making amongst students using tablets and iPads in reading (Rowsell et al., 2013). However, Canadian examples reveals wide disparity between the students using touch technology, whereby, some students are more adept to technology compared to others. In this case, those obsessed with digital technology are usually nerd, obsessed and extremely protected from the world beyond use of computers. Reading requires a lot of emotional connectedness and creativity for purposes of continuous creativity and writing of captivating scripts. From the example, there is clear revelation on the issue that digital students involve themselves in new set of vocabulary and techniques capable of isolating them with real world of ideas therefore feel misplaced during normal conversations in class work (Simpson et al., 2013). Author’s Assumptions The author assumes that the application of ICT in reading processes takes into account cognitive demands of a text as well as physical interaction between readers and the text. However, the student’s level of cognitive development in the process of using ICT in learning in not fully developed hence requires close tracking. From the author’s perspective, there is an assumption that, in the event students become their own supervisors especially during reading lessons, there is possibility of improving their performances beyond confines of the classroom. This is therefore an indication that such practices make Meta-cognition as an important component of adaptive expertise since it enables individual assessment (Simpson et al., 2013). Implications for early years setting The level of proficiency in reading plays a role in obtaining positive results based on the knowledge on important dimensions within the global world such as economic, social as well as political. There is virtually high prospects attached in reading with tablets since the aspect of material action and cognitive processing of students is crucial. There is always some level of proficiency that students obtain through advanced levels based on language skill and understanding of language concepts. According to research by Knudsen (2004), children in early years usually have open approach towards various ideas that demands wide scope of understanding. Therefore, evolution of ICT helps in the provision of important devises that can be utilised for the purposes of expanding student’s understanding of global operations. According to psychologists most children attain their development stage before age ten. Observation made by Knudsen (2004), asserts that many scholars and researchers still doubt the contribution of cognitive and the non-cognitive factors in the determination of various factors influencing language and reading proficiency amongst students. Moreover, Simpson et al., (2013) have also made his comments concerning the validity of such implications that cognitive as well as non-cognitive factors determine the factors surrounding recommended stage for learning reading, language and other subjects. Conclusion According to Knudsen (2004), language of instruction and reading is very crucial since it entails several components such as phonology, lexicon, morphology, pragmatics amongst other elements that are acquired independently of each other. In this case, process of developing each component depends on critical phases of development experienced by each student. Scientific research reveals that such processes depend entirely on a wide range of neural networks and structures occurring through individual experiences. There is belief that children are quick learners and faster compared to adults. This is based on the assumption that pre-mature brain has higher degree of capturing neural plasticity compared to mature brain. Despite this, there are always some aspects of language quickly picked by adults as compared to children. The use of ICT devices at times affect verbal communication, this can be identified in the nature of communication portrayed by adults compared to children. The level of communication is based on cognitive maturity and enhanced learning capabilities. Consequently, children are known to become more proficient in reading in the long-run as compared to adults that seem quicker only in the short-run. According to Knudsen (2004) ICT presents an important factor having remarkable impact on the ease and speed of grasping reading concepts, despite lack of agreement on specific age. However, alongside age several considerations are made including feelings, emotions including cultural affiliation of the child (Knudsen, 2004). References Buckingham, D. & Scanlon, M.2004. Connecting the Family? ‘Edutainment’ WebSites and Learning in the Home, Education, Communication & Information, 4(2/3), pp. 271-291. Knudsen, E. I. 2004. Sensitive periods in the development of the brain and behaviour. Journal of Cognitive Neuroscience, 16 (8), 10-22 Kruk, R. S., Decker, A., Gzella, Grzonkowski, S., McDaniel, B. 2006. Social Semantic Collaborative Filtering for Digital Libraries. Journal of Digital Information, Special Issues on Personalization Rowsell, J., Saudelli, M., Scott, R. & Bishop, A. 2013. IPads as placed resources: community literacies in global domains. Language Arts, 90 (5), 351-360. Scanlon, M. & Buckingham, D. 2003. Debating the Digital Curriculum: intersections of the public and the private in educational and cultural policy. London Review of Education, 1(3), pp. 191-205. Scanlon, M., Buckingham, D. & Burn, A. 2005 .Motivating Maths? Digital Games and Mathematical Learning. Technology, Pedagogy and Education, 14 (1), 127-137 Simpson, A., Walsh, M., & Rowsell, J. 2013.The Digital Reading path: Reaching modes and Multidirectionality with iPads. Literacy Journal, 47 (3), 123-130 Swars, S. L., Daane, C. J., & Giesen, J. 2006. Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary pre-service teachers? School Science and Mathematics, 106(7), 306-315. doi:10.1111/j.1949-8594.2006.tb17921.x Törner, G. 2013. Solid Findings in Mathematics Education: Living with beliefs and orientations – underestimated, nevertheless omnipresent, factors for mathematics teaching and learning. EMS Newsletter, 3, 42–44. Walsh, M. 2010. Multimodal literacy: what does it mean for classroom practice? Australian Journal of Language and Literacy, 33 (3), 211–239 Read More