ELECTRONIC
ASSIGNMENT
COVERSHEET
Student 31866079
Number
Surname Murgia
Given name Sandra
Email Sandramurgia21@hotmail.com
Unit Code EDN113
Unit name Living and Learning with Technology
Enrolment mode
Tutor Name
Due Date Friday 27 April, 2012 (week 10)
Assessment name Assignment 2 – Researcher
Website URL
Paste in the link (URL or
web address) for your
website
Blog URL
Paste in the link (URL or
web address) for your blog
Student’s Declaration:
•
•
•
•
•
Except where indicated, the work I am submitting in this assignment is my own work and
has not been submitted for assessment in another unit.
This submission complies with Murdoch University's academic integrity commitments. I
am aware that information about plagiarism and associated penalties can be found at
http://www.murdoch.edu.au/teach/plagiarism/. If I have any doubts or queries about this,
I am further aware that I can contact my Unit Coordinator prior to submitting the
assignment.
I acknowledge that the assessor of this assignment may, for the purpose of assessing
this assignment:
o reproduce this assignment and provide a copy to another academic staff member;
and/or
o submit a copy of this assignment to a plagiarism-checking service. This web-based
service may retain a copy of this work for the sole purpose of subsequent plagiarism
checking, but has a legal agreement with the University that it will not share or
reproduce it in any form.
I have retained a copy of this assignment.
I acknowledge I must submit this coversheet via the LMS (NOT through external
studies), and once submitted the LMS will display a message confirming submission
was successful.
Note: Please contact your tutor if you have problems submitting your assignment on the
LMS.
I am aware that I am making this declaration by submitting this document
electronically and by using my Murdoch ID and password it is deemed
equivalent to executing this declaration with my written signature.
Optional Comments to Tutor:
E.g. If this is a group assignment, list group members here
Rubric: EDN113 Task 2 Researcher and blog (20%)
Researcher resources: Document and web page (15%)
Fail
Pass
Credit
Distinction
High Distinction
0
7.5
9
10.5
12+
Document describing five resources (Book, journal article, conference paper, website,
video/podcast)
Fewer than five
types of
resources
included
Very little writing,
or poor writing
using many
shortened forms
and shortcuts;
many spelling
and punctuation
errors
All five types of
resources
included, but
very limited
summaries
and/or
comments on
each resource.
Adequate writing
with some
spelling,
grammar and/or
punctuation
errors.
All five types of
resources
included, with
brief summaries
and/or
comments on
each resource.
All five types of
resources included
with excellent
summaries and/or
comments on the
resources.
More than five types
of resources included
with excellent
summaries and
comments on the
resources.
Well written with
only a few
spelling,
grammar and/or
punctuation
errors.
Very well written
with only
occasional
spelling, grammar
and/or punctuation
errors.
Excellent, engaging
and descriptive
academic writing with
minor or no spelling,
grammar and/or
punctuation errors.
Citations and reference list using bibliographic referencing tool (EndNote, Zotero, or
other)
No, or fewer than
five, in-text
references
included. No
evidence of use
of referencing
tool, or document
provided in pdf
form
No reference list
at end of
document, or
reference list not
generated by
referencing tool
Five different
types of in-text
references
included, using a
referencing tool.
Some in-text
reference errors
according to
APA style.
Reference list of
five items
generated by a
referencing tool.
Some errors in
APA referencing
Five different
types of in-text
references
included, using a
referencing tool.
A few in-text
reference errors
according to
APA style.
Reference list of
five items
generated by a
referencing tool.
A few errors in
APA referencing
Five different types
of in-text
references
included, using a
reference tool.
occasional in-text
reference errors
according to APA
style.
Reference list of
five items
generated by a
referencing tool.
occasional errors
in APA referencing
Five or more different
types of in-text
references included,
using a referencing
tool.
All in-text references
cited correctly
according to APA
style.
Reference list of five
items generated by a
referencing tool. All
references cited
correctly according to
APA style.
Web page (where you have uploaded your document)
No separate web
page provided, or
web page
provided but with
no link to
document.
Web page
provided with a
working link to
the document.
Web page
provided with a
working link to
the document.
Basic information
provided on
search
strategies.
Web page
provided with a
working link to the
document. Good
information
provided on
search strategies
and other visual
and text
information.
Visually appealing
web page provided
with a working link to
the document.
Detailed and wellwritten information
provided on search
strategies, and other
information, links and
visuals provided.
Blog: Reflective journal (5%)
Fail
Pass
Credit
Distinction
High Distinction
0-2
2.5
3
3.5
4-5
Description of
some
components of
unit content,
readings,
resources
created;
adequate but
short or irregular
entries
Description of a
great deal of
unit content,
readings,
resources
created; regular
entries
Description of unit
content, readings,
resources created,
and evidence of
exploration of
technologies and
ideas underlying
these; regular
entries
Description of unit
content, readings,
resources created,
and evidence of
exploration of
technologies beyond
the content and
technologies of the
unit; regular entries
Regular
reference to
your own
thoughts,
attitudes or
feelings about
your learning in
the unit
Substantial
reference to your
own thoughts,
attitudes or feelings
about your learning
in the unit
Extensive, reflective
and analytic
reference to your
own thoughts,
attitudes or feelings
about your learning
in the unit
Regular
reference to
your own
learning and/or
problem solving
strategies in the
unit
Substantial
reference to your
own learning
and/or problem
solving strategies
in the unit
Extensive, reflective
reference to your
own learning and/or
problem solving
strategies in the unit
including reference to
both the technical
and conceptual
aspects
Minimal
reference to
interactions and
discussions with
others online
and/or in class
Reference to
interactions and
discussions with
others and
building on
those
interactions
Reference to
interactions and
discussions
building on those
interactions and
evidence of sharing
new concepts
Reference to
interactions and
discussions building
on those interactions
and evidence of
sharing new
concepts, and
reflecting on
outcomes
Some
appropriate
visual images or
some links to
other resources
and webpages
Appropriate
visual images
and links to
other resources
and webpages
Substantial
appropriate visual
images and links to
other resources
and webpages
Substantial
appropriate,
enhancing visual
images and links to
other resources and
webpages
Well written with
only minor
errors in the text
Very well written
with only
occasional errors
Excellent, engaging
and descriptive
writing with few or no
errors.
Content
No reference to
content of unit,
your reading or
the resources you
are creating; few
entries in blog
Attitudes and feelings
No reference to
your own
thoughts,
attitudes or
feelings about
your learning in
the unit
Some reference
to your own
thoughts,
attitudes or
feelings about
your learning in
the unit
Learning strategies
No reference to
your own learning
or problem
solving strategies
in the unit
Some reference
to your own
learning and/or
problem solving
strategies in the
unit
Networks and communication
No reference to
interactions and
discussions with
others online
and/or in class
Visuals and links
No visual images
or links to other
resources and
webpages;
inappropriate
images
Presentation and writing
Writing using
many shortened
forms and
shortcuts; many
spelling and
punctuation
errors
Adequate writing
with few spelling
and punctuation
errors.
Resource 15
Blog out of 5
TOTAL out of 20%
Topic-The Impact Technology has influenced the Teaching of Numeracy.
With the increasing improvement in technology, numeracy has slowly started to
become a lot more influenced by the growing technologies, numeracy is impacted by
the growing internet games and resources along with many educational CD’s that can
be purchased. The following resources that have been found indicate the impacts that
technology in forms of software and hardware or even media affect the learning and
teaching of mathematics.
Journal Article- Thrupp
In the following journal, author Rosie Thrupp has highlighted why using a
student’s natural language helps them to explore and discover the many mathematical
concepts by integrating their previous knowledge of technology and maths and
combining them to scaffold their knowledge further. The article discusses how
software is a good form of technology to use when it comes to teaching mathematics,
in the article, the author discusses a software program called ‘kidspiration’ and
‘Inspiration’ which is:
“pieces of soft software that provide tools for making sense of mathematics in the form of
shapes lines, print, link tools, speech, graphics and colour. These are all tools that can be
used to work with graphic organisers — the most well-known of these being a concept web.”
(Thrupp, 2003)
Youtube Video – Coilbook
You tube videos can be used quite often in the classroom setting. Within a
class of younger students the teacher may like to play the video to have a whole class
collaborating together to learn a new concept. In the following link:
http://www.youtube.com/watch?v=1V4q60isaAg&feature=related . I found a video
that teacher the children to help count with Shawn the train, by using visual aids such
as pictures and videos the children can count along with Shawn, and if the teacher
wishes to stop the video and ask the class what the answer maybe they will be able to
answer. You tube has many videos based on learning and teaching numeracy to
various age groups. (Coilbook, 2011)
Website- Mathletics
There are many websites that can be used as a teaching and learning resource
for both students and teachers. Websites are a good form of technology that allows
students to work online at their own pace and at their own level without the pressure
of competing with their classmates. I have selected www.mathletics.com.au as it is a
worldwide site that is accessed and used in many schools. Mathletics is an online site
that allows students to have their own account, which then tests them to see the level
they are achieving at, they are then able to practise their skills by accessing the
website via the internet, at school or home. The site allows the teachers to access the
website and look through the activities. It also provides them with a standard maths
curriculum guide, which will help in the process of selecting activities they may like
to use. (Centre)
National Council of Teachers of Mathematics- Website and Journal Article
The following webpage has been written for all staff that teaches any form of maths.
On the websites position statements, an article posed a question to its readers: “What
is the role of technology in the teaching and learning of mathematics?” Throughout
the websites article it answers the question that within the mathematical learning area
we use technology as an essential tool. We use computers, interactive whiteboards
and calculators in everyday maths classes to keep all students interest and wanting to
learn more, by adding technology to a class the students will become more interested
by been able to apply their knowledge to the technology. A response that was
answered by the NCTM was as followed: “Technology is an essential tool for learning
mathematics in the 21st century, and all schools must ensure that all their students have
access to technology. Effective teachers maximize the potential of technology to develop
students’ understanding, stimulate their interest, and increase their proficiency in
mathematics. When technology is used strategically, it can provide access to mathematics for
all students. Simply having access to technology is not sufficient. The teacher and the
curriculum play critical roles in mediating the use of technological tools” (Moyer, 2007)
Report- (Dave Miller, December 2008)
Many teachers who are either incredibly experienced with technology or some who
have started to learn still struggle with incorporating an interactive smart board into
their lessons. The report is based upon research that was conducted over an 18 month
period to help teachers become more familiar and confident with Interactive White
Boards within their classroom. The target that these researchers were aiming for was
to ensure that the students in the classroom were enhanced by embracing the new
technology that has been provided to most classrooms. The interactive white board
has become one of the new and main technology resources that can be easily accessed
and used by students and teachers. This particular resource can be used to access
online maths games, lectures, you tube viewings and many more things, students are
also able to access CD softwares or other forms of software to expand their learning.
(Dave Miller, December 2008)
Bibliography
Centre, 3. L. (n.d.). Mathletics. Retrieved from www.mathletics.com.au
Coilbook (Director). (2011). Learning Numbers with Shawn the Train [Motion
Picture].
Dave Miller, D. G. (December 2008). Enabling Enhanced Mathematics Teaching with
Interactive Whiteboards. National Centre for Excellence in the Teaching of
Mathematics.
Motteram, D. t. (2006). Foundation Numeracy in Contect. Maths works for teachers,
143.
Moyer, J. S. (2007). developing students representational fluency using virtual and
physical algerbra balances. Journal of computers in mathematics and science
teaching, 26(2), 155-173.
Thrupp, R. (2003). Inspiration for Numeracy in the Primary Classroom . Australian
Primary Mathematics Classroom,, Vol. 8, No. 1,2003: 9-14.