DigiMaths Literature Review Draft 3 - SVEB · 2016-12-15 · DigiMaths Literature Review 1....
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DigiMaths Literature Review 1. Introduction As the 21st century progresses, technology is having more and more impact on the daily lives of individuals throughout the world. The way in which individuals interact has changed dramatically in recent times through the rising use of computer mediated communication and emerging digital technologies (Fullan & Langworthy, 2014). Such changes are evident in all aspects of life and education is no different. Students increasingly expect to be able to access information, and interact with course work wherever and whenever they want. Furthermore the emergence of technology has coincided with a philosophical shift in classroom teaching and learning approaches. This shift is particularly evident in mathematics education. Traditional ‘talk and chalk’ and ‘paper and pen’ methods of teaching mathematics are being replaced by innovative, practical methods, many of which are supplemented by a digitalised, interactive approach (Parmar & Rathod, 2014). 2. Benefits of Integrating Technology in the Mathematics Classroom The importance of using of technology to support mathematics learning is now widely recognised (Bennison & Goos, 2010). “Technology is essential in teaching and learning mathematics, it influences the mathematics that is taught and enhances students learning” (NCTM, 2000, p.24). Through the use of technology teachers have the opportunity to promote students’ learning of mathematical concepts through new and exciting techniques. It enables students to concentrate on more interesting and important aspects of content (Oldknow & Taylor, 2000) and can also facilitate their understanding of relationships among numerical, graphical, and algebraic representations. The flexibility and capacity of software programmes such as Microsoft Excel, enables teachers and students alike to be involved in meaningful mathematics activities such as analysing, organising and exploring data. Advanced mathematics computer packages such as DERIVE and GeoGebra are vibrant, dynamic software, which in addition to being more interesting and enjoyable for the students, often lead to better understanding. Furthermore such technologies enhance the opportunity for individualised and group learning, both inside and outside the classroom (Lawrenz, Gravely & Ooms, 2006). Through tools such as discussion boards and chat rooms, students are able to interlink with students of their own age and abilities in other parts of the world. Virtual classrooms can be entered anywhere at any time. Sinclair (2005) in her account of mathematics on the internet suggests that it provide opportunities for curious students to investigate non-school related mathematics independent of the school situation. The use of digital technologies in mathematics education can also allow for diverse routes for learners to solve problems and reach their goals (Hoyles & Lagrange, 2010), giving students control over their progress through the material (Olive et al., 2010). This is particularly beneficial for students who are unable to mainstream into regular classrooms, as well as those students who wish to learn at their own pace (Santoro, 1995). Such flexibility can enable individuals to assume greater responsibility for their own learning
Transcript of DigiMaths Literature Review Draft 3 - SVEB · 2016-12-15 · DigiMaths Literature Review 1....
DigiMathsLiteratureReview1. IntroductionAs the 21st century progresses, technology is havingmore andmore impact on thedailylivesofindividualsthroughouttheworld.Thewayinwhichindividualsinteracthaschangeddramatically in recent times through the risinguseof computermediatedcommunicationandemergingdigitaltechnologies(Fullan&Langworthy,2014).Suchchangesareevidentinallaspectsof lifeandeducation isnodifferent.Students increasinglyexpect tobeabletoaccess information, and interact with course work wherever and whenever they want.Furthermore the emergence of technology has coincided with a philosophical shift inclassroom teaching and learning approaches. This shift is particularly evident inmathematics education. Traditional ‘talk and chalk’ and ‘paper and pen’ methods ofteachingmathematicsarebeingreplacedby innovative,practicalmethods,manyofwhicharesupplementedbyadigitalised,interactiveapproach(Parmar&Rathod,2014).2. BenefitsofIntegratingTechnologyintheMathematicsClassroomThe importance of using of technology to support mathematics learning is now widelyrecognised (Bennison & Goos, 2010). “Technology is essential in teaching and learningmathematics,itinfluencesthemathematicsthatistaughtandenhancesstudentslearning”(NCTM, 2000, p.24). Through the use of technology teachers have the opportunity topromotestudents’learningofmathematicalconceptsthroughnewandexcitingtechniques.It enables students to concentrate onmore interesting and important aspects of content(Oldknow&Taylor,2000)andcanalsofacilitatetheirunderstandingofrelationshipsamongnumerical,graphical,andalgebraicrepresentations.TheflexibilityandcapacityofsoftwareprogrammessuchasMicrosoftExcel,enablesteachersandstudentsaliketobeinvolvedinmeaningful mathematics activities such as analysing, organising and exploring data.Advanced mathematics computer packages such as DERIVE and GeoGebra are vibrant,dynamic software, which in addition to being more interesting and enjoyable for thestudents,often leadtobetterunderstanding.Furthermoresuchtechnologiesenhancetheopportunity for individualised and group learning, both inside and outside the classroom(Lawrenz,Gravely&Ooms,2006).Throughtoolssuchasdiscussionboardsandchatrooms,studentsareabletointerlinkwithstudentsoftheirownageandabilitiesinotherpartsoftheworld.Virtualclassroomscanbeenteredanywhereatany time.Sinclair (2005) inheraccountofmathematicson the internet suggests that itprovideopportunities for curiousstudents to investigate non-school related mathematics independent of the schoolsituation. The use of digital technologies in mathematics education can also allow fordiverse routes for learners to solve problems and reach their goals (Hoyles & Lagrange,2010),givingstudentscontrolovertheirprogressthroughthematerial(Oliveetal.,2010).This is particularly beneficial for students who are unable to mainstream into regularclassrooms,aswellasthosestudentswhowishtolearnattheirownpace(Santoro,1995).Suchflexibilitycanenableindividualstoassumegreaterresponsibilityfortheirownlearning
andaccording toHandal andHerrington (2003), foster a cultureof self-learning, problemsolving,andactivity-basedlearning.Furthermoresupportingstudents’autonomyovertheirlearninginthismannerhasthepotentialtostrengthentheirmathematicalconfidenceandincreasetheirenjoymentofthesubject(Nossetal.,2009).3. BarrierstotheIntegrationofTechnologyAlthough the potential for mathematics teaching and learning to be transformed by theavailabilityofdigitaltechnologiessuchascomputers,graphicscalculators,andtheInternetiswellaccepted,researchinmanycountrieshasfoundthattechnologystillplaysamarginalrole in mathematics classrooms (Bennison & Goos, 2010). While students undoubtedlyengageinthecreativeuseofdigitaltechnologiesonadailybasis,theydosolessfrequentlyinaneducationalcontext(Oldknow,2009). Inmanyeducationalsettingstechnologyisstillfrequentlyusedas itwas in the1990s, tosimplyconvey information tostudents (Conole,2008) and to “transfer the traditional curriculum from print to computer screen” (Kaput,1992, p. 516). In order to explain this, Knezek et al. (2000) found several barriers to theintegrationoftechnologyinclassrooms.Theseincludedcost,accessandlogisticalproblems.There are also issues centred on the confines of curriculum and assessment and thestructuresimposedbytheinfrastructureoftheeducationalorganisation(Oates,2011;Oliveetal.,2010).Howeverwhileallofthesefactorsplayaroleindiscouraginggreateruse,itisteachers’lackofskillandconfidenceandtheiruncertaintyaboutthebenefitsoftechnologyforstudents’mathematicslearningthatmaybemostsignificant(Oliveetal.,2010).Means(2010) points out that many teachers will only expend the effort required to integratetechnologyintotheirteachingpracticewhentheycanseethattherearesignificantbenefitsintermsoflearningoutcomes.4. OvercomingtheseBarriersMany of the barriers mentioned in the previous section, although complex and wideranging, can be overcome. There is no doubt that access to digital technologies hasincreasedconsiderably in thepast twodecades. Forexample inMarch1998,only17%ofprimary schools across theUnitedKingdom (UK)hadaccess to the Internet. In 1999, thisfigure had risen to 62% (Wheeler, 2001). However the availability of technology in aclassroom environment will not necessarily ensure its effective use (Geiger et al., 2010;Olive et al., 2010). The curriculummust be developed to work as amediation for thesetechnologicaltools.DickandHollebrands(2011)statehowthestrategicuseoftechnologystrengthens mathematics teaching and learning within a balanced mathematicalprogramme. In addition, as discussed in the previous section the role of the teacher isfundamentalforthefacilitationofanyresource.Oliveetal.(2010)makethepointthat“itisnot the technology itself that facilitates new knowledge and practice, but technology’saffordances for development of tasks and processes that forge new pathways” (p154).Teachersmustbeequippedwith the skills todecidewhenandwhere touse the tools inordertoenhancestudentslearningeffectively.Thisisnotatrivialtask(Conole,2008)andis
whereprofessional development for teachers in theuseof technologymust come to thefore. Teaching is a complexpractice thatmustbe learnedandcontinually improved (Ball,2001).Mathematicsdoesnotremainstaticandchanges intechnology impactbothonthesubjectmatterandonpossiblemodesofteachingandlearning.Henceteachingmustbealifelong, active process, startingwith initial training and continuing until retirement (Ball,2001).Theaidofeffectiveprofessionaldevelopmentisessentialinprovidingteachingswithongoing opportunities to upskill and develop their practice. Such opportunities are notreadilyavailableandthisisoneofthemainchallengesfacingeducationatpresent(Smith,2004).5. LessonstobeLearned-AFocusonAlgebraPerhapsmorethananyotherareaofmathematics,thestudyofalgebrahasthepossibilitytochangedramaticallythroughtheintroductionanduseofcurrentlyavailableandemergingtechnology. In a technological world, algebra more than ever, becomes a language ofrepresentation using a function approach (Heid, 1995). Students have free access tographing tools, to symbolic – manipulation programs, and to spread sheets of everincreasing sophistication. Such technology allows a shift towards more conceptualunderstandingandmeaningful representationsof functions,variablesandrelations.Oates(2011) highlights that the use of technology can change the relative value of routinealgebraic skills, often reducing their usefulness and even questioning their place in thedevelopmentofmathematicalknowledge.Lessonafterlessonof‘simplifytheseexpressions’or‘solvetheseequations’,maynolongercharacterisetheschoolalgebraexperience.Suchsymbolicmanipulation,which isatreasuredskillofthetraditionalcurriculum,cannowbecarriedoutbytheclickofabutton(Macgregor,2004).However,whilesuchtechnologycanopen thedoor tomanyexcitingnewpossibilities for teaching, it alsohas thepotential todiminish some algebraic skills. An example of this occurred in France in the mid 1990’swhere theuseofDERIVE in classroomsbecamewidespread and led to a situationwherestudents were doing hardly any symbol manipulation (Sutherland, 1997). The hope wasthat,infocusingonalgebraicunderstanding,thetechniqueswouldtakecareofthemselves.Howeverthiswasnotthecase.Researchersfoundthattheteacherswereemphasisingtheconceptual elementswhile neglecting the roleof theproceduralwork in algebra learning(Kieran,2004).Howeverthiswasproducingneitheraclearunderstandingoftheproceduralaspects, nor a definite enhancement of students’ conceptual understanding, “easiercalculation did not automatically enhance students’ reflections and understanding”(Lagrange, 2003 as cited in Kieran, 2004:28).While routine mathematics procedures areoftenstrippedofmeaning,theydorequiremanyfavourabletraitsandskillsfromstudentsandarevitalinprogressiontomorecomplexareasofmathematics.Hencewhiletheuseofdigital technologiesareundoubtedlybeneficial, theyshouldnotpreventteachers focusingonbasicmathematicsskillsandprocedures(Sutherland,1997).
6. SurveyingtheTechnologicalLandscapeThe importance of using technology to support mathematics learning is now widelyrecognised(Bennison&Goos,2010).Hence itsuse inmathematicseducation isbecomingincreasinglyprioritisedininternationalcurricula(Geigeretal.,2010).ThissectionwillsurveythetechnologicallandscapeofanumbercountriesinvolvedinthisErasmus+research.6.1 DenmarkThenewcurriculumfor theDanishschoolsystem(primaryand lowersecondary)containsmany learning-goals involving digital technologies. The government has focused on thissince1993,buttheschoolsarenotcapableofbuyinghardwarefor ‘one-to-one’teaching.Someschools/provincesareprovidingthepupilswithhardwareuntilgrade7or8,andfromtheretheyhavetobringtheirowndevice.Otherschools/provincesdonotprovide‘one-to-one’,butbuysomePC’sthatcanbebookedandbroughttotheclassroomforsometime.Inhigh school, almost every student brings a PC – if not, they must buy one through theschool.EverybodyusesPC’sinhighschool.Iftheschoolsorprovinceswanttobuysoftware,thegovernmentpayshalf theprice ifadepartment intheMinistryofEducationapprovesthesoftware.Inteachertraining,studentshavetoworkwithdifferentprogramsandpartoftheirassessmentisonaPC.In vocational education it is an overall part of the legislation that digital tools must beincludedintheteachingwhereverappropriate.Inmosttrades,digitalsolutionsareapartoftheaimsandgoals,becausetheuseofspecificdigitaltoolsisapartoftheprofessionthatmust be learned. For example, there are many vocational educations that use CAD-programs for drawing. These develop every year and demand quite strong PC’s. Thevocationalschoolsarethereforerelativelywellequipped,becausetheyneedtobeupdatedwiththetechnologyofthevocations.Teachersareencouragedtousedigitaltechnologiesasa didactical tool to improve learning in the various subjects. For example the teacher inmathematics is obliged to include themathematics used in the specific trade, where heteaches, and to planhis teaching so that it connects to that of the teachers in theothersubjects in a holistic way. Therefore the vocationalmath-teachers tend to use the samedigitalprogramsthatarealreadyinuseinthetrade,i.e.CAD-programsorspread-sheets.Inthehigher levels the introductionofCAS-calculatorsorCAS-programssuchasTI-Inspire isincreasing. The use of digital solutions as a didactical tool to improve the learning ofmathematicsvariesalot,notonlyfromschooltoschool,butfromteachertoteacher.Mostschoolshaveadigitalstrategy,butitisimplementeddifferentlywithinthedifferentsubjectsand educations systems. Danish legislation in the vocational area is a framework for theschoolstofillout,soitismuchuptotheschoolstodecide,howtheyteachandwhattoolsthey use. Furthermore vocational education is be free for the student, so the digitalequipmentmustbeprovidedbytheschool.Yetstudents,whoprefertousetheirown,areallowedandcanhavetheprogramsonthese.Teachersinmathematicsmayuseequipment,whichthestudentsalreadypossess,typicallysmartphones.
NoparticularkindoftaskTasksmadeincludingproblemsolvingTrainingRealworldproblems
ArecentstudyDanishconductedbyBundsgaardandHansen(2016)investigatedintowhathappens to theway teachers teach,whendigital technologies are involved in teaching inprimaryand lowersecondary.The resultsareworryinggiven that75%of the time,pupilsaresittingdoingtasksontheirown.
Inconnectiontothisthestudyalsofoundout,howthetimewasspenton:
TeachersareimprovingtheirskillsinusingdigitaltechnologiesbycourseseitheratCFU,orat their own school, where CFU consultants in maths and digital technology are paid toteachsomeafternoonsduringaperiod.A recent report from theOECD (2012) has found that digital devices are becomingmorecommonplace in schools. In 2012, more than nine out of ten 15-year-old students inDenmarkusedcomputersatschoolatleastonaweeklybasis.However,thereisnopositiveassociation between the extent to which computers are used at school and students’performanceinmathematics(OECD,2014).6.2 FinlandTherehavebeenmultiplenationalstudiesduringthepastyearsmadeinFinlandabouttheuseof ICTanddigitalmaterialsandtheteachereducationforusingdigital technologies inFinnishschools.AlsoseveralEuropeanstudiesondigitalisationineducationincluderesultsfrom Finland. A study by the European Commission: Survey of Schools: ICT in Education(2013)showedthatinFinlandtherearemorecomputersforstudentsinprimary,secondaryandupper secondary schools compared to European average and the situationwas goodespecially in vocational education. Furthermore, the Finnish schools have high levels ofvirtuallearningenvironmentsandasmallernumberofstudentsperinteractivewhiteboard,
PupilstellingpupilsreadingWorkingingroupsWorkingingroupswithcommonresponsibilityWorkingindividuallyWorkingindividuallyingroupsTeachingawholeclassDifferentactivities
digital camera or data projector, in general ICT devices of high quality, fast Internetconnectionsandexperiencedteacherswith ICTwhohaveconfidence intheiruseofsocialmedia.Despitehavinghighlevelsofequipmentinclassrooms,studentsinFinlandatsomegrades, however, stand out on a European level as least likely to be using technology inlessons.ReasonsfornotusingICTwerereportedlytimetableissuesandthatteachersdonotalwaysagreeabouttherelevanceofICTuseforlearningprocesses.Thestudents’opinionswere most frequently positive, especially in vocational education, towards using ICT atschool. ThenationalTradeUnionofEducation inFinlandmadeanationwide study in theautumn of 2015 on the state of digitalisation in education from primary school touniversities. The study that surveyed over 1500 teachers and education professionalsshowed that teachershave ingeneralapositiveattitude towardsdigital technologiesandthe majority of them thought that ICT brings more pros than cons in teaching, but thechallengeistheneedforteachereducationinthisarea.Althoughmostteachersparticipateinfurthertrainingcoursesorganisedbytheemployer,thesecoursesareoftenshorttermorseminars.AccordingtotheEuropeanCommissionstudy,inFinlandtheuseofICThasbeentakenwellintoaccountonastrategiclevelingeneral,evenbetterthaninaverageintheEU.In theautumn2016anewnationalcurriculumforcompulsoryeducation is launched.TheFinnishGovernmenthasprioritizeddigitalisationofeducationasoneofitstopprojectsandaimstodeveloplearningsurroundingsanddigitallearningineducationinFinlandandalsodevelopteachereducationinthisarea.Governmentinitiativeismadetoensureequalityineducation,thatstudentsatalllevelsaroundFinlandhaveequalpossibilitiestolearnthroughdigitalmedia.FinlandisknowntohavehighrankingsinPISAresults.Interestingly,anOECD(2015a)studylookedintotheconnectionofusingICTandPISAresults.Theresultsshowedthattherewasnotsomuchdifferenceinlearningresultsinliteracy,mathematicsornaturalsciencesskillsincountriesthatinvestheavilyinICTinteaching.EventhoughtheICTuseatschoolismorecommoningeneralinFinlandthantheOECDaverage,Finland,togetherwithother high-performing countries in PISA, show the least frequent use of computers inmathematics lessons. Even though evidence from PISA only shows a weak associationbetweentheuseofICTonmathematicslessonsandperformanceinmathematicsscale,theability to use computers as a mathematical tool, a skill that is often assessed in thecomputer-basedassessmentofmathematics, appears tobenefit to a certaindegree fromgreateruseofcomputersinmathematicsclasses.6.3 IrelandIntheIrishcontext,recentyearshaveseenaparticularfocusondigitaltechnology,withTheNational Digital Strategy for Ireland highlighting the centrality of ICT and e-learningdevelopments and potential across the education system (DCENR 2013). However, thisfollowedaperiodofrelativelylittlefocusonthisissue–withaconsiderablelagbetweentheexpiration in 2003 of the Blueprint for the Future of ICT in Irish Education (2000) andsubsequent national policy papers. This lag in policy turned into practice. Comparisonsdrawn in2003bytheOECDfor15yearolds in30countriesrevealedthat Irelandhadthe
highest proportion of students (49 per cent)whomade ‘rare or no use’ of computers inschool(PISA,2003).Mulkeen(2004)confirmedthisbyreportingthatjust17percentofpostprimaryschoolsused ICT inmathematicsmonthlyormore intheyear2002. In2004,theBroadband forSchoolsProgrammewas launchedasameans to ‘significantlyenhance thepotentialofICTinteachingandlearning’(DCMNR2004).Beyondsmallscalepilotwork,theroleandpotentialofICTineducationreceivedrelativelylittlefocusuntilsomeyearslater.InJune2009,aspartofTheNationalDigitalStrategy,the100Mbit/sbroadband initiativeforpost-primary schools was announced. The role of ICT in education was subsequentlyemphasised by the Next Generation Broadband Taskforce which recommended thatgovernment continue to invest in broadband for schools and that ‘digital skills be afundamentalpartoftheschoolcurriculum’(DCENR2012).Arecent IrishstudycarriedoutbyCoyneetal.(2016)foundthatapproximatelyhalfofteachersuseICTtosupportdifferentlearning styles and 39% to support students’ own-pace learning. This supports Gleeson,Johnston andMcGarr (2001) earlier findings that Irish teachers are using ICT to enhancetheirexistingpedagogiesbutarenotyetfullyexploitingthepotentialofICTforinnovativeteachingpractices.6.4 NorthernIrelandAkeypriorityfortheDepartmentofEducation(DE) inNorthernIrelandisthatallchildrenandyoungpeopledeveloptheskillstouseICTeffectively,confidentlyandsafely.Inorderto achieve this, ICT is an essential component of all the current education policiesimplementedbyDEsuchasthecurriculumandtheliteracyandnumeracystrategy.From1April 2012, DE, through the Education Authority has supported the infrastructure andservices required to deliver Europe’s first education cloud environment to schools acrossNorthern Ireland. Teachers and learners are able to access the ‘digital classroom’ andresources24hoursadaythroughanyinternetconnecteddevice.Cross-curricularskillsSince September 2012, assessment of the cross-curricular skill of Using ICT has been inplace. Schoolsarerequiredtoassessandreporton learners’progress inUsing ICTat theendofKeyStage3(approximately14yearsofage).At Key Stage 4, learners studying the General Certificate of Secondary Education inmathematics are specifically taskedwithdevelopingeffective ICT skills in awide rangeofcontexts to access, manage, select and present information, including mathematicalinformationsuchas:researchingdataonline;analysingdataandworkingwithformulaeinspreadsheets; and, using various software applications such as GeoGebra to exploregeometryandalgebraicfunctions.Currentdevelopments–LiteracyandNumeracyKeyStage2andKeyStage3CPDProjectA major professional development project, funded by DE, has been rolled out acrossNorthernIreland.TheprojectbeganinSeptember2014andwilllasttwoyears.Oneofthemainaimshasbeentopromotethedevelopmentofhighqualityteachingandlearningwith
a focus on innovation in practice and improving provision for learners. Post-primarymathematics teachershave received twodaysof trainingandopportunities to sharebestpracticeinmoreinnovativeapproachestoteachingandlearningthroughtheuseofdigitaltechnologies.Theevaluationstodatehavebeenverypositiveandencouraging.6.5 ScotlandSchool-agelearningIn Scotland, Curriculum for Excellence (CfE) is the curriculum set out by the ScottishGovernmentforchildrenandyoungpeoplefromages3to18years.CfEidentifiescurriculumsubjectareasandalsoidentifieslearningthatshouldbedeliveredacrossallsubjects.Oneofthesesubjectsisnumeracyandthismeansthatnumeracyistheresponsibilityofallteachers,nomatterwhattheirsubjectspecialismmaybe.GlowisScotland’sfree-to-useschoolsintranet,usedforteacherprofessionaldevelopmentaswellasdeliveryoflearningtolearnersinschools:
Glowhelps learnerstobenefit fromsocialandcollaborativetoolsandservices inasafeonlinespacethroughtheuseoftechnologiesthatarealreadyembeddedindailylives.1
TheScottishGovernmentplanstopublishadigitallearningandteachingstrategyinsummer2016, and focuses on the use of digital technologies to deliver learning in schools inScotland.
ScottishSurveyofLiteracyandNumeracy2013(Numeracy)TheScottishSurveyofLiteracyandNumeracy isa samplesurveywhichmonitorsnationalperformance in literacy and numeracy in alternate years. The survey assesses pupils atPrimary4(P4,age8-9),Primary7(P7,age11-12),andSecondary2(S2,age13-14).10,500pupilsand their teachers in the2,200schools tookpart inScottishSurveyof LiteracyandNumeracy2013(SSLN2013).In 2013, around70%of P4 andP7 pupilswereworkingwell in numeracy at the relevantCurriculumlevelfortheirstage.ThisfigurewaslowerforS2pupils,withabout40%ofpupilsworkingwell.AtP7,boyswerefoundtohaveperformedbetterthangirls,buttherewerenostatistically significant differences at the P4 and S2 stages. Pupils living in areas of leastdeprivation were more likely to be performing well than pupils living in areas of mostdeprivation,acrossallstages.ThedisparitywaslargestatS2,wheretheproportionofpupilsperformingwellfromtheleastdeprivedareaswasalmost30%higherthanpupilsfromthemostdeprivedareas.AtbothP4andP7, therewerestatisticallysignificantly lower levelsofattainment in2013compared to 2011. The difference in S2 performance between 2011 and 2013 wasnegligible.Enjoymentoflearningwashighthroughoutthesurveystageswithover85percentofpupilsagreeingwiththestatement 'Ienjoy learning'.Thepercentageofpupilswashighest inP4anddecreasedasstageincreased.Pupilswerealsoaskedabouttheirenjoymentofworkingwithnumbersandtheresponsestothisshowedasimilartrendtolearningingeneral.
1 http://www.educationscotland.gov.uk/learningandteaching/approaches/ictineducation/glow/index.asp
AdultsScotland’sadultliteracyandnumeracystrategy,AdultLiteraciesinScotland2020:strategicguidance (ALIS2020) states that all learnersmustbeentitled tohighquality andeffectivelearningprogrammes.Itstates:
E-learning(usingarangeoftechnologiesincludingcomputer-basedlearning,web-basedlearningandvirtualtuition)canhelplearnersprogressmorequicklyintheirlearningandextendthescopeoflearning.Learningcanbecustomisedtomeettheneedsofindividualsintermsoftime,placeandpace.ManylearnersmayalsoneedsupporttodeveloptheirITskillsinordertosuccessfullyaccessthesemodesoflearning.
ALIS2020requiresthat:• learning environments are ‘fit-for-purpose’ for adults, and are accessible and
appropriateforlearners’needs;and• learnershaveaccesstohighqualityresourcesincludinge-learningtechnology
GreaterthantheSumGreater than the sum … Report of the action research project: The Use of ICT in AdultNumeracyTeachinginScotland,Phase2(Cobenetal.,2007)wasanactionlearningprojecttodeveloptheskillsandreflectivecapabilitiesofadultnumeracyworkersinadultlearning(includingcolleges)inScotland.Oneofitsconclusionswasthatpedagogicalskillsaremoreimportant that the teaching resources being used: in other words, digital technologieswould not make teaching and learning more effective unless the teacher is skilled inteachingandlearning,andintheuseofdigitaltechnologies.DigitalAgileNationalPrinciplesAdult learning in Scotland is embedded within policy for Community Learning andDevelopment (CLD), alongside youth work and community development. A partnershipprojectinScotlandhasdeveloped“digitallyagile”nationalprinciplesforpeopleworkinginCLD.Theseguideprofessionalpracticeintheuseofdigitaltechnologiesforasectorworkingwithmanydisadvantagedpeople.6.6 SwitzerlandOnthepoliticalandlegallevel,theSwissFederalCouncilhasputinplaceanationalstrategyin2016toensurethatSwitzerlandcanbenefitfromincreasingdigitizationanddevelopevenmoredynamicallyasan innovativenationaleconomy(FederalCouncil,2016).Atthesametime,theSwissgovernmenthaslaunchedanational“e-Inclusion”actionplanfortheperiodof2016-2020topromoteequalparticipationanddigitalopportunitiesforall(BundesamtfürKommunikationBAKOM,Biel,2016).WhenitcomestotheICTpromotioninschoolsorinadulteducation,thelegislationsandthepracticevaryhighlywithinSwitzerlandduetothefactthateducationisintheresponsibilityofthefederalstates,thecantons.TheSwisscontext indicatesahigh rateof ICTuse.The infrastructurehasquiteconstantlyevolvedaswellastheuseoftheinternetthroughtheSwisspopulation,whichisabovetheEUaverage.StilltherearesomedifferencesintheuseofICTdependingonthegender,age,income, educational level, employment and language region (e.g. 10% less in Italian-
speaking part compared to German-speaking part). (Bundesamt für Statistik, Neuchâtel,2016).As to the ICT competences2, 27% of the Swiss population is estimated to have no ICT-experienceatallorisbeneathOECDlevel1“basicuser”.AlowlevelofICTcorrelateshighlywithan increasedage,a low levelofbasic skillsanda loweducation level (OECD,2015).Evenifthereexiststrategiesonthenationallevel,thebiggestchallengesremainthelackoffunding to implement these strategies and the political fragmentation due to the federalstructureofSwitzerland.When it comes to the use of ICT in schools, the PISA studies have had little impact on anational level.Only fewnational recommendationsweremadeconcerningthe integrationof ICT-teaching in initial and continuing professional development of teachers and on allschool levels inalldisciplinesasapedagogicalanddidacticalresource.Alsoinschools,theuse of ICT is higher in German-speaking Switzerland compared to French- and Italian-speakingSwitzerland.LookingtotheFutureThere is littledoubt that technologyhas the capacity to refine classroomsandencouragenewformsofpractice(Oliveetal.,2010).Howeverthesimpleadditionoftechnologytoaclassroom is not enough to instigate educational change. A recent report by the OECD(2015a)determined that studentswhouse computers very frequently at schooldo "a lotworse"academicallythanstudentswhousethemmoderately.Thisbacksupthenotionthattraditional teaching methodologies and new digital technologies must be incorporatedtogether.Bothcancertainlybenefitfromeachother’sexistence.Theuseofthecalculatorinthemathematicsclassroomisonesuchexample.ThiswasevidencedmorethanthirtyyearsagowhenaU.S.studycarriedoutbyHembreeandDesert(1986)foundthatstudentswhouse calculators in conjunctionwith traditionalmathematics instructionperformbetter onpaper-and-penciltestsofbasicskills,possessbetterattitudes,andhavebetterself-conceptsin mathematics than non-calculator users. The NCTM (2000) also acknowledge that byutilising the graphing and symbol manipulation capabilities of modern day calculators,studentsareenabledtothinkdifferently,notjustmorequickly.Otherrecentdevelopmentsintechnologywhichhavebeendiscussedhavethepotentialtodothesame.Theremustbea raised consciousness amongmathematics teachers of the potential for improving theirteachingbyuseofdigitaltechnologiestechnologyinclassrooms.Professionaldevelopmenthasamajorroletoplayhere,particularlyformoreexperiencedteachers.Theuseofdigitaltechnologiescanbethemostdirectwayofchangingclassroomsettingsformoreefficientandeffectiveteachingandlearningofmathematics(NCCA,2005).References
2Proficiencyinproblemsolvingintechnology-richenvironmentsaccordingtoOECDlevels1to3.
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Coben, D., Crowther, J., Kambouri,M.,Mellar, H.,Mogey, N.,Morrison, S., et al. (2007).Greater Than the Sum:Report of the action researchproject: TheUseof ICT inAdultNumeracy Teaching in Scotland, Phase 2. Edinburgh/London: Learning ConnectionsCommunitiesScotland/NRDC.
Conole,G.(2008).Newschemasformappingpedagogiesandtechnologies,Ariadne,(56),2.Consortium PISA.ch (2014). PISA 2012 : Etudes thématiques. Berne et Neuchâtel :
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