For the very first beginning of your course it is important to ask which experiences and
competencies the trainees have in the field. For the first impression it is good to know:
- Do the trainees use technology ( e.g computeralgebra, spread sheet)
for their own mathematical work? If yes, which tool do they use?
- Do the trainees use a technological tool in their classroom?
If yes, which tool is employed, in which grade and to which extent do the trainees use it?
- How do the trainees organize their classroom – mostly teacher-centered, mostly pupil centered, something in between?
In order to clarify the prerequisitest you can ask the contact person of
the course or give a short questionnaire with the three questions to the participants at the beginning of the course
(e.g. on the black or white board – where trainees can make a cross when entering the room)
It is also very important to analyze the expectations of your trainees in order to be well prepared to specific reactions and questions during the training.
The expectations can also be collected in advance together with the three questions above – and also by entering the room, for example by writing on the black or white board:
What are your expectations? Please make your cross(es):
- To get to know how to use the technology
- To learn how to teach with the technology
- To exchange experiences about the integration of technology in the classroom
All the three given examples can be useful for trainings.
- If your trainees are teachers for upper secondary level we recommend to begin with the water gutter example,
because it enables a clear algebraic and analytical approach and the functions are more elaborated.
- If your trainees are teachers mainly for lower secondary level we recommend to begin with the chicken fence –
because you do not need any analytical approach and the used functions are basic functions (quadratic) .
- Please be aware that the primary focus of this module is getting to know the technology.
As soon as this aim is reached it is not necessary to follow the examples till the very end –
that could be boring and repetitive for some participants and students. This should be avoided, –
instead it would be better to switch to the next module.