1.

0 The usage of effective teaching resources strengthens and produce effective teaching

and learning

Over the past several decades the focus on educational change has been pervasive and unrelenting as education systems everywhere have struggled to meet the needs of the times. It is sometimes hard to imagine that there could be anything new under the educational reform sun, as old ideas are recycled and the pace of change often seems painfully slow. In the process of delivering mathematical ideas and skills, teachers can use resources available in the classroom. The selection of effective resources is required in order to make teaching and learning successful. However, researchers continue working to untangle important aspects of these relationships, including the specific ways in which quality teaching operates, the degree to which it drives learning, and how effectiveness evolves as teachers progress through their careers. In addition, the field is still seeking clarity about how to develop, measure, and sustain teacher effectiveness. This ongoing research attention is paralleled by momentum at the federal policy level, particularly efforts to strengthen accountability for teacher quality and, most recently, to define teacher effectiveness based on growth in student learning. In term resources, the world has moved on towards the used of technology especially in class. Researcher and creator spent immense time perfected the technology that can be used in classroom. Through those newly created teaching tools, the aim to produce and effective teaching and learning is not that far fetched.

The globalising phenomenon of information and communication technologies !I"T# is a distinct characteristic of modern times. The speed and immediacy of I"T, coupled with opportunities for increased information $ow through multiple routes of communication, suggest that we are living in a time of unprecedented change, with I"T affecting the way we live and function as individuals and as a society !"astells, %&&'#. (ithin the conte)t of education there are some technologies that appear to have attracted more interest than others* however, the degree to which they have been successfully integrated into the classroom environment has been varied. In recent years, there has been a growing level of interest in the electronic or interactive white board !I(+#, well documented by the educational press. ,uch technology is generally comprised of a triangulation between data pro-ector, computer and an electronic screen. This allows an individual to interact with software at the front of a class rather than from the computer. .ffectively, the computer screen is pro-ected onto the electronic whiteboard and presented to the class with the teacher, or perhaps student, selecting, activating and interacting with the programs. /ccording to, (ood 0 /shfield!%&&1# at a time in .ngland when the government has promoted whole class interactive teaching, particularly within 2iteracy and 3umeracy, access to I(+ technology through targeted government funding is also increasing, and the I(+ is steadily becoming a feature of most numeracy and literacy lessons. In 4anuary %&&', "harles "larke, the ,ecretary of ,tate for .ducation in .ngland, announced that, in

addition to the 5%6 million previously made available to schools in ,eptember %&&7* a further 5%6 million would be released for the purchase of I(+s. This technology is therefore likely to become a key resource in most schools. Introduction of new technologies such as this within the classroom conte)t raises questions regarding the ways in which pedagogic practice may be supported and enhanced* this being the focus of this study, speci8cally, the links between three areas* whole class direct teaching, creativity and the integration of technology. This goes to show how good classroom resources such as interactive board able to further help pupils to be more interested in learning thus producing better pupils. (hen students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, te)tbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and e)ecuting skills than is typical in teacher led lessons. 9oreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher:s role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting pro-ect goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. /s students work on their technology supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used. The current focus on direct whole class teaching, particularly in mathematics, developed in response to concerns in .ngland about the level of children;s performance in .nglish and mathematics compared to those in other countries. +rophy and <ood !=>1?# are cited as 8nding this method more suited for teaching rules, procedures and basic skills, especially to younger pupils. 2ess structured and teacher directed approaches, 9ui-s and Reynolds !%&&=# suggest, would be more appropriate when the aims of the lesson are more comple) or open ended for e)ample, developing students; thinking skills with the technology featuring widely in whole class teaching, there is a concern that its full interactive potential may not be e)plored through this structured, teacher directed approach as the teaching and modelling of rules, procedures and basic skills is likely to take precedence over more comple) and cognitively demanding activities.

(hile most teachers were positive about the design consciousness that technology fosters, a potential downside was also noted by a few teachers. It is possible for students to get so caught up in issues such as type font or audio clips that they pay less attention to the substantive content of their product. Teachers are developing strategies to make sure that students do not get distracted by some of the more enticing but less substantive features of technology, for e)ample, by limiting the number of fonts and font si@es available to their students.

2.0 The importance of teaching resources to the implementation of the teaching and

learning.

It is important that the teacher is fully aware of the difficulties, both personal and academic, encountered by students with mild general learning disabilities. Aersonal difficulties are very often underpinned by a poor self image brought about by a long term sense of failure. 9any students with mild general learning disabilities require a structured approach to mathematics. Opportunities to practice mathematics skills and concepts enable students to consolidate their learning. Birect teaching, using e)plicit strategies, is essential as some students may acquire inappropriate or incorrect strategies from incidental learning. (hile many students learn by working things out for themselves or observing how others work, when knowledge or skills are being used in a new conte)t it is important to support students by making their learning e)plicit, since transfer of learning does not always take place automatically. 9odeling links classroom mathematics and statistics to everyday life, work, and decision making. 9odeling is the process of choosing and using appropriate mathematics and statistics to analy@e empirical situations, to understand them better, and to improve decisions. Cuantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. (hen making mathematical models, technology is valuable for varying assumptions, e)ploring consequences, and comparing predictions with data. / model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical ob-ect like a coin. .ven such simple models involve making choices. It is up to us whether to model a coin as a three dimensional cylinder, or whether a two dimensional disk works well enough for our purposes. Other situations modeling a delivery route, a production schedule, or a comparison of loan amorti@ationsDneed more elaborate models that use other tools from the mathematical sciences. Real world situations are not organi@ed and labeled for analysis* formulating tractable models, representing such models, and analy@ing them is appropriately a creative process.

One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations. 9odels can also shed light on the mathematical structures themselves, for e)ample, as

when a model of bacterial growth makes more vivid the e)plosive growth of the e)ponential function. Aupils will need more opportunities to use concrete materials and engage in concrete tasks rather than working from a te)tbook where their weakness in language would further aggravate their arithmetical difficulties. /s their concentration span is short, they benefit most from tasks which are short and varied. 9any software programmes can be used at different levels within the one group or class. Ealuable teacher time can be taken up in establishing the correct starting point for a particular student. "olour codes and symbolic representations taped to the front of software bo)es can help, and a card with clear instructions can be given to the individual student. Once students have practiced this procedure, they will be able to locate and load the software themselves, and an older student can either help or supervise. It is helpful to keep symbols constant and, where possible, include the students in the choice of how information can be presented symbolically. The availability of I"T has changed the nature of teaching and learning in maths. "alculators have become more advanced, allowing users to perform increasingly comple) functions. / range of portable devices e)ists which allow pupils to collect data, and manipulate it using spreadsheets and databases. 9ultimedia software programs focus on specific units of study, bringing dynamic movement, sound and graphics to pupils; learning. Arogrammable toys or floor robots controlled by instructions in programming languages usually 2ogo, were one of the earliest applications of I"T to maths, and where used, were the cause of significant changes in maths teaching. I"T gives teachers the tools to allow pupils to perform comple) tasks similar to those in the adult world. I"T seems to provide a focal point which encourages interaction between pupils, as well as between pupils and the technology itself. <oos !%&&=# found that the use of graphic calculators facilitated communication and the sharing of knowledge between pupils. It was both a stimulus and partner in discussions during group work. Aupils also shared their findings in a whole class discussion using a data pro-ector, and demonstrated further cooperation during the presentation, by co ordinating use of the computer keyboard, pro-ector, remote control and laser pen. /s well as co operating, pupils may also disagree more when using I"T, but they are likely to successfully resolve these disagreements, often by using I"T to prove a point !"lements, %&&&#. Hennessy !%&&=# describes how a graphic calculator was used in this way by pupils, to mediate during collaboration over a problem solving activity. It provided an e)ternal reference point in discussions, a means for comparison of ideas which supported a highly productive investigation. Hudson !=>>F# investigated the use of a particular curriculum software package, and once again found a rich interaction occurring, both between pupils and with the software, under relatively unsupervised conditions, for much longer periods of time than had been achieved previously. Aortable equipment is not necessarily used outside the classroom, it may be the means to integrate activities into maths lessons while pupils work in the classroom at their normal tables. 9oseley !=>>># reports the pleasure pupils feel in using portable equipment, and detailed case studies demonstrate how equipment may be used to capture data. Aupils themselves suggested activities, both inside and out in the playground, which were made feasible by the portable nature of the equipment. The generation of decimals in a conte)t that they could understand !various timing activities#,

and subsequent e)amination of these numbers led to the teacher altering her e)pectations of what the whole class could achieve. / significant learning gain was demonstrated by completion of a standardised maths test.

The software used is from a website called Eisual 9ath 2earning. httpGHHwww.visualmathlearning.comHinde).html

This is the first part of teaching addition using visuals and the medim of showing it is by using I"T. This website allows pupils to be able to visuali@ed the mathematics process, and show it it clearly how the process of addition happen.

This is how addition is been e)plain through the website. Teacher can use this e)planation in order to help pupils further grasp the concept of addition.

This is the visual concept how the transaction process of addition happen.

This programme also provides different ways of e)plaining which can accommodate pupils; various way to understand mathematics.

Iinally this programme also adds e)tra information for advanced pupils in order to prevent them from getting bored and challenge them intellectually.

3.0 Reflective report on the use of ICT during mathematics lesson.

/ key role of education is to empower students with skills and attitudes that are essential to their success in our knowledge society future. "uttance !%&&=# suggests that new ways of thinking and solving problems in supportive classroom learning environments require well developed motivation, self regulation strategies and metacognitive capacities to engage students successfully. It is easy to believe that I"T has a positive influence on learning and many parents and teachers are convinced I"T offers better learning opportunities than Jtraditional; approaches. The large financial commitment in schools and homes is evidence of the positive thinking about I"T and its potential to improve student attainment. Ior many students the novelty of the equipment is a motivational factor in their learning. The attention should, however, be focused on whether the I"T is engaging the student and enhancing the learning. The contemporary understanding of learning emphasises the importance of prior knowledge, an active approach to learning, relevance, social construction of knowledge, individual metacognition and self regulatory strategies. These constructs shape, in turn, pedagogical practice and the organisation and management of learning. The focus of this new learning is very much about meeting the needs of the individual learner.

The learning culture encompasses such things as school setting, the influences of different groups of people within the organisation, curriculum management and delivery, values and traditions, and the school;s place in the community. The ?provision of I"T as a learning resourceHtool has created challenges for schools. In the first instance, the manner in which I"T can be deployed is determined by the school;s infrastructure, finances, classroom physical space, personnel and technical support. Individual schools adopt different organisational modelscomputer laboratories, computers interspersed in classrooms, individual laptops, or pods. "learly these decisions impact on pedagogy and therefore the nature of learning and the learning culture. This situation provides limited access for classes of students to I"T. <iven the sub-ect based approach of secondary schools, a good deal of reliance is placed on the timetable to provide an effective learning environment. The timetable provides students with a structure that determines which sub-ect lessons are taught at different times of the day. In some secondary schools the introduction of laptop programs and the use of pods !banks of computers# are further options to provide more regular access to I"T and therefore make a difference to learning opportunities. .vidence from students demonstrate that the within the learning culture the teacher and the use of I"T has both positive and negative consequences for different learners and their learning styles. <iven that early adolescents are generally keen users of modern technology, many students en-oy the novelty of the resource, value its efficiency, or are motivated to e)plore and e)periment with various applications. On the other hand, some students are frustrated by their own perceived inabilities using different technology tools, or have low e)pectations accessing school resources to adequately support their

learning. The Internet restrictions at schools prevent student learning opportunities that may well be otherwise available in home environments. The issue of home access to I"T further compounds the role of the school and the impact on student learning within classroom environments. Teachers; sub-ect knowledge, pedagogical skills, discipline, and enthusiasm are important determinants in establishing and maintaining the classroom learning culture. Ior most students who were asked, they value the teacher who is able to support them to integrate the technology effectively with their own knowledge base. ,tudents raised a number of issues about the integration of the Internet into the teaching learning process that included searching strategies, currency of information, and the quality and accuracy of information. These issues were relevant to the Internet as an information resource. ,tudents, however, also raised a number of reflections about the use of the Internet and its communication forums. The evidence indicates that students often adopt surface approaches to fulfil work commitments without the intention of aspiring to understand and e)tend prior knowledge. I"T has simply made the task easier and more efficient, and allowed the final product to be presented at a higher standard. (hilst the use and familiarisation of basic technology skills can free the student to apply higher cognitive demands, the voice from students highlights an overemphasis on surface learning approaches. The inclusion of I"T into the learning environment has created a greater focus on the collaboration and interaction between and among many studentsKaspects of student centred environments. The support and guidance from the teacher remains important. The ma-ority of students valued learning with I"T when it was relevant, gave them ownership, control and autonomy, and was conducted in environments that supported a climate of collegiality. (hen the learning tasks provide little opportunity for students to e)plore their thinking and understanding, most students were generally passive learners. (hile the use of I"T has been regarded as a tool to transform thinking and learning, it can actually promote surface learning approaches. 9any students often described moments where the sole intent was to reproduce or regurgitate information. The use of higher cognitive thinking was evident in tasks when I"T was purposefully integrated with sub-ect content. 9any students noted that the use of the Internet at school often inhibited their learning. Often students preferred to access the Internet at home as there were =1fewer limitations and the familiarity of the home resources made it easier to use as a learning tool.