Abstract
A key factor in the successful implementation of smart learning technologies in classrooms is the teacher. In this paper, the use of a computer-supported collaborative mathematics activity, NumberNet, is examined in light of the teachers' roles and use of the technology. Two teachers, each with their classes of 15-16 students, worked on NumberNet on two consecutive days. Pre and post tests, and video recordings of the class sessions were collected. Results replicated prior research that indicated NumberNet was associated with increased mathematical flexibility and fluency. Case studies of the teachers show that they adapted the activity to match the mathematical abilities of their students. The teachers used the orchestration tools to change the task difficulty and move between small group and whole class activity to support the students' learning.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 33-52 |
| Journal | International Journal of Smart Technology and Learning |
| Volume | 1 |
| Issue number | 1 |
| DOIs | |
| State | Published - Aug 3 2016 |
Keywords
- classroom orchestration
- learning support
- whole class activities
- small group activities
- mathematical flexibility
- mathematical fluency
- educational technology
- smart learning
- teacher orchestration
- multi-touch tables
- adaptive expertise
- mathematics education
- smart classroom
- computer-supported collaborative learning
- CSCL
- teachers