The Victorian Department of Education and Early Childhood Development [DEECD], Symantec, Cyber Safe Kids and Common Sense Media are currently conducting a pilot collaborative project in which 10 selected schools are trialing a digital citizenship curriculum. This digital citizenship curriculum has been aligned with local/national and international curriculum achievement standards, learning areas, competencies/capabilities. Participating schools will also trial the use of an Incident Response Tool.

Growing up digital.

The sensitivity of creative thinking as measured by the Torrance Tests with regard to an experimenter-induced response set was investigated. The 198 subjects were divided into four groups. Before performing the Unusual Uses Activity (Verbal Form A), each group was given a unique set of instructions. Group I received standard instructions and acted as a control. Other treatments were varied in terms of the types of responses that were encouraged. Group II was encouraged to be “practical and reasonable”; Group III was encouraged to list “as many ideas” as possible; and Group IV was encouraged to include all “unusual, weird, or illogical” ideas. Discriminant analysis yeilded two significant functions, suggesting that univariate analysis of the Torrance scales of Fluency. Flexibility, and Originality can be misleading. A multivariate Dunnett test showed that Torrance Tests were highly sensitive to brief experimenter manipulation. A very modest induced attitude shift resulted in a shift of up to approximately a standard deviation in the creativity scores.

/pdf/a-methodological-study-of-the-torrance-tests-of-creativity-349uqefyvo.pdf

A Methodological Study of the Torrance Tests of Creativity: Can Creativity Be Faked? Measurement and Statistics.

Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience. The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclids organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning. Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics. This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective. Table of Contents: Acknowledgments / Background / Vision: The Cognitive Potential of Collaborative Dynamic Geometry / History: The Origin of Geometry / Philosophy: The Obfuscation of Geometry / Mathematics: Demythologizing Geometry / Technology: Deconstructing Geometry / Collaboration: Group Geometry / Research: Analyzing Geometry / Theory: Resources for Geometry / Pedagogy: Designing Geometry / Practice: Doing Geometry / Design-Based Research: Human-Centered Geometry / Author Indes / Bibliography / Author's Biography

Translating Euclid: Designing a Human-Centered Mathematics

A university’s objective is to educate its students using information and communication technologies (ICTs) and teaching techniques that would enable its graduates become flexible and life-long learners that can easily adapt to the changes eminent in the information society. Achieving this aim requires among other factors, the adoption of appropriate teaching model such as the project based learning (PBL) which supports the inculcation of collaborative and lifelong learning skills, technology use skills, knowledge sharing skills and social networking skills into students. Consequently, this study was carried out to evaluate the use of mobile phones by students involved in PBL in three randomly selected private universities in Nigeria. The questionnaire was used as the instrument for data collection from 750 undergraduates students distributed across the three selected private universities in southwestern Nigerian states. This is to say that 250 students were sampled from each of the participating private universities whose population was estimated to be about 2000 students each. Also, the use of stratified sampling technique ensured that only those students that were in their second, third, fourth and fifth year in the sampled universities, who were presumed to have acquired required learning experiences, participated in the study. The result showed that a significant percentage of the students studied had mobile phones and that they used their mobile phones for communication, interactions, getting information, browsing the Internet, and sharing knowledge anytime they were involved in PBL. It was also revealed that mobiles phones can be used to strengthen PBL in higher institutions and can be used to implement information services provided for students in their university. Although private universities in southwestern Nigeria amounts to about 43.9% of private universities in Nigeria, a percentage that makes them a sizable representation of private universities in Nigeria, the fact that the study sampled population was drawn from only three southwestern Nigerian based private universities made generalizing the results of this study as the situation in Nigeria in appropriate. The study however, provides first hand information on the prospects, gains and challenges mobile phones offer as appropriate education technology for implementing PBL in Nigerian universities.

/pdf/use-of-mobile-phones-for-project-based-learning-by-xt6zqcrwnh.pdf

Use of Mobile Phones for Project Based Learning by Undergraduate Students of Nigerian Private Universities.

IN an article entitled “The Teaching of Mathematics” in NATURE of November 30, 1911, considerable space is devoted to a memorandum written by me for the Department of Public Instruction of New South Wales, to accompany and explain the programmes for the mathematical classes in the high schools recently established in this State. Regret is expressed by the writer of that article that New South Wales “has been frightened by difficulties which were bound to arise in a period of transition, into going back to the old methods instead of boldly remedying the evil by helping all teachers to get the spirit of the new methods”.

/pdf/the-teaching-of-mathematics-1uld44lg53.pdf

The Teaching of Mathematics

Using Geogebra as an information technology tool: parabola teaching

To develop an education system for secure internet banking: GIBES

This paper addresses the issues for effective communication and collaboration in mathematics in online environments. The study documented in the paper explores students’ problem solving processes in computer environments by capturing students’ work done on the screen and analyzing these records on frame base. As a result of this close analysis, we documented evidence for students’ need for an online collaborative environment to study and learn mathematics. That documentation allows us to propose a need for new tools and to describe the features of these tools.

A Proposal for Developing Online Collaborative Environment for Learning Mathematics

Mobile device usage highly increases in last years. Most people use mobile devices to do their computer works like checking e-mail, following social media, surfing on the Web, etc. Also mobile devices let one install new applications on one's devices. Two huge mobile operating systemsâ€”Android and iOSâ€”have mobile application markets to offer new applications to users. There are many application categories in mobile application markets. One of them is â€œEducationâ€ category. This study defines what kind of applications in education category there are. All applications in this category were reviewed and analysed with descriptive methods.

Zerrin Ayvaz Reis

Papers

Using Geogebra as an information technology tool: parabola teaching

To develop an education system for secure internet banking: GIBES

A Proposal for Developing Online Collaborative Environment for Learning Mathematics

An Analysis of the Education Category in App Markets

A new model for collaborative learning in computer based mathematics instruction: 4s