Posted by David Wetzel
The following is a common question heard around teacher workrooms, teacher lunchrooms, faculty meetings, and science or math conferences.
“Why use web 2.0 tools when teaching science or math?”
The answer is both simple and complex at the same time. The answer to this question is:
Online tools facilitate input and interaction by students as they use the four skills of the language (reading, writing, listening and speaking).
For example Wikis, Forums, Twitter, and Blogs provide opportunities for reading and writing. While podcasts, online videos, video blogs, Skype, webcasts, and screencasts give access to spoken language.
Also the use of web 2.0 tools makes it easier to address individual student learning styles.
Advantages for Teachers: Answers Part of the Question - Why?
The advantages are tremendous for using Web 2.0 tools for teaching science and math. The following are a few advantages for teachers and include:
- only needing a computer and no special software programs or skills, because software is hosted on somebody else’s server.
- most online tools are free for educational purposes.
- user-friendly tools, along with many offering video tutorials; eliminating or reducing the need to seek help from an IT person.
- access to these tools only requires a computer and access to the Internet anytime and anywhere.
- the ability to update, edit, or delete information during a lesson, if needed.
- ease of integration of web 2.0 tools into other tools. For example embedding a TeacherTube, Animoto Videos into a Wiki, Blog, or Glogster poster.
- autonomous learning for students as the become more involved in the process of learning science or math, especially helpful during project based learning and problem solving activities.
Learning Online: Another Answer for the Question - Why?
Once a teacher has developed a lesson or set of lessons using web 2.0 tools, the lesson or lessons are easily saved from class to class or next year.
Both teachers and students learn:
- how to use these online tools for learning and also the ability to transfer this knowledge to their personal lives and careers.
- up-to-date information regarding science and math. (i.e., Digg, Delicious)
- how to use RSS feeds to focus information gathering and research. (i.e., Digg, Delicious)
- by using podcasts and video podcasts for studying, reviewing, and tutoring outside the classroom. (i.e., Wikis, Blogs, Flickr)
- to collaborate with colleagues and follow students on projects both in and out of a classroom setting. (i.e., Google Docs, VoiceThread, SlideShare, Glogster)
Collaboration: A Final Answer for the Question - Why?
Ease of collaboration has always been an issue in K-12 science and math education. Lowering classroom walls using web 2.0 tools fosters learning autonomy for students as they have greater opportunities to collaborate with classmates and other students around the world.
Also these collaborative efforts are further realized as students can collaborate with each other from anywhere they have access to the Internet. Examples include students:
- collaborating on project reports, presentations, database management, and conducting online surveys. (i.e., Google Docs, OpenOffice, Zoho)
- creating group presentations. (i.e., SlideShare, Glogster, VoiceThread, Animoto, Vimeo, Wallwisher, Flickr)
- collaborating with students fro other schools around the world for collecting science or math data and research. (i.e., Skype, Twitter)
These examples answer the question - Why should web 2.0 tools be used to teach science and math?
Online tools promote authentic communication and collaboration between teaches to students, students to students, and students to teachers.
Also, web 2.0 tools provide authentic inquiry-based learning, project-based learning, and problem solving situations.
Posted by David Wetzel
Project Based Learning and Math
Estimates are about 80 percent of Math Education at the K-12 level is strictly focused on solving math problems without any real-world context (Computational Thinking and Math Maturity: Improving Math Education in K-8 Schools, Dave Moursund, 2007). Students’ math learning strategies are narrowly confined to written and mental skills, speed, and accuracy in solving problems.
The weakness of this approach is there is not enough emphasis on placing math problems within a real world context. This is often referred to as the root of students constantly complaining – “Why do I need to learn this, I will never use it!”
Math Teaching Framework
The following is a framework for teaching math for conceptual understanding and making real world connections.
- Math Problems – these comes in form of numerical and word problems for developing a reasonable level of speed and accuracy in performing addition, subtraction, multiplication, and division on integers, decimal fractions, and fractions. This also applies to knowledge of basic algebra, geometry, statistics, probability, and other higher math topics.
- Solving Math Problems – emphasis is on learning course material through rote memorization of steps and procedures in preparation for the next course. This strategy does not prepare students in developing the skills necessary to transfer new math knowledge and skills into other subject areas or into situations requiring the use of math outside the math classroom.
- Real World Math Problems – students need to be taught math is the foundation of product purchases, engineering, culinary arts, medical fields, sciences, geography, sports, and more real world applications.
- Solving Real World Math Problems – the ideal approach for integrating real world math into math classes is through the use of project based learning. Other titles for this type of teaching are problem based learning or inquiry based learning. Whatever you want to call it – students are solving basic math problems with the context of real world math.
Project Based Learning
For teachers new to project based learning, the following are recommendations for helping you integrate this strategy and helping students make math connections to real world applications.
- Start Small – do not try to completely reinvent your teaching strategies and techniques all at once. Integrate project based learning into one chapter per unit at a time. This will help you work out the kinks and become more comfortable in later units.
- Train Your Students – you will often find students may not be used to this style of teaching and learning. Just like you are transforming your teaching strategies, your students need to learn how to transform themselves into self-directed learners, presenters, and problems solvers.
- Use Interdisplinary Projects – work with teachers in other subject areas if possible to create and begin projects. This helps you in getting feedback from colleagues and also helps students make those all important connections outside the classroom.
For teachers who are veterans with project based learning integration, try using the following strategies:
- Mentorship – become a mentor for a colleague who is striking out into the world of project based learning. This helps you by becoming stronger in using this strategy and you also have the opportunity to gain insights into new project based learning activities through this collaboration.
- Technology – try integrating new technological tools, especially Web 2.0 tools, into your students’ projects. Other technology tools include the use of interactive whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras, and associated editing equipment.
- Collaborative Projects – if projects do not currently rely on collaboration with other classrooms or schools, try a multi-classroom approach. This can be accomplished by contacting colleagues in your within your school, colleagues in classrooms in other schools in your district or state, or other classrooms in schools in other countries.
Using these strategies help your students make connections to the world outside their classroom and most importantly build bridges to higher levels of learning and math understanding.
The road in mathematics can take many paths; however, solving real world math problems must move beyond its current estimated of only 20 percent application in math today. This approach will alleviate the inherent weaknesses in mathematics teaching and learning today.
Additional Resources
6 Steps to Creating a Project Based Learning Activity
Project Based Learning - Chemistry or Physical Science
Pythagorean Theorem - Real World Context
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Filed Under: Math
