Elisa Razzano

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Professional Inquiry Project: Report

Focus
The focus of my research was effectively incorporating ICT, specifically iPads into my teaching
techniques of mathematics lessons. This is an area of significance for myself as embedding ICT is
fundamental factor amid teaching practice, with evidence of this in its representation in the Australian
Institute for Teaching and School Leadership (AITSL) Standards. Standard 2.6 focuses on ICT, where in
order to adhere to the graduate qualities, we as future educators must “implement teaching strategies
for using ICT to expand curriculum learning and opportunities for students” (AITSL 2011).
Incorporating ICT is an area where in previous placements specifically creating unit plans and learning
experiences for students have not possessed high confidence in. Therefore the purpose of this action
research was for me to alter my behaviours towards ICT, increasing my confidence in it by
implementing it in my planning of mathematical experiences of my students. Crisan (2005) support
the imperativeness of holding confidence regarding using ICT to implement it, where they found a
teacher’s individual skills and views utilising ICT is strongly related to the frequency they incorporate
ICT within their teaching behaviours.

Justification of teaching behaviour & curriculum area focus

Information Technology Communication (ICT) are a major feature inside today’s classrooms, where
students have ongoing access to a complete assortment of technologies within their daily school and
home life (Baskin & Williams 2006). As a consequence, students expect having these technologies
embedded within their learning experiences at school to complement their learning (Cheal, Geer &
White 2012). Ergo teachers need to have the readiness and ability to utilise, plan and incorporate ICT
into their teaching behaviours in addition to the learning experience they offer their students (Cheal,
Geer & White 2012
ICT have the capability to offer another means and method for student comprehension and learning
of mathematics (Ralston 2004). When it is implemented with a specific purpose and systematic
planning it can form stimulating and engaging mathematical lesson experiences for students (Ralston
2004).

An example of ICT which are a frequent feature inside Australian classrooms that students access to
are iPads (Day 2014). iPads have a high popularity inside Australian schools due to the features they
possess including their user-friendliness, accessibility and cost effectiveness (Hilton 2018). In addition
to this they allow flexible study options for students in their learning environments and contain an
array of easy accessible applications (Hilton 2018).

In a study conducted by Day (2014), it reported a major increase as well as change regarding the
embedment of ICT within primary mathematic classrooms. The major difference which was seen was
the rapid increase in mobile technologies specifically iPads within classrooms, with these being the
chief source of ICT students had access to in their learning(Day 2014). In accordance with
mathematical teaching, a predominant rise in utilising mobile technologies was found where over half
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of the schools which were surveyed indicated they implemented mathematical applications on the
iPad inside their classroom learning (Day 2014)
This emphasises and supports the high predominance and availability of ICT and mobile technology,
especially iPads within today’s Australian classroom settings.

Context & Curriculum Area

My placement was at an independent school within the eastern suburbs of Norwood, just outside the
Central Business District. The preparatory school ranged from reception to year 6, where it specialised
in employing the International Baccalaureate program throughout the school implementing the
Primary Years Programme (PYP).
My placement class context contained all boys within a reception setting. Within the class there were
11 boys who were intakes from the start of 2018 and 4 boys who joined the class in term 3, with
current number of boys within the class is currently 15. No students possessed learning difficulties.
Each boy had access to their own individual iPad within the classroom. The curriculum area was
focused on using ICT within mathematical learning experiences.

Design & Data Collection Techniques

The research which was implemented spanned over the time period of the four week placement. For
a minimum of one mathematical lesson per week, the lessons centred on students utilising their iPads.
Moreover, throughout the placement, I unintentionally used the iPads as a time filler, once the boys
had completed their work. For the learning experiences the boys would access the mathematical
application ‘Mathsseeds’ which is targeted at children from the ages 3-9, focusing on ‘core maths and
problem solving skills needed to be successful at school with fun, highly interactive and rewarding
lessons’ (Mathseeds 2008).

Furthermore, at the end of their measurement unit of work I planned a summative task which was
designed based on utilising iPads, where students used their iPads to capture their findings, followed
by using the iPad application ‘Clips’ to create a video and voice recordings of their mathematical
thinking.

Throughout the action research each student (15 in total) was included within the data collection.
After using the iPads with in the lesson the students completed a ‘emoji feedback form’ where I asked
them how they felt about the lesson/how they liked using the iPads. They then had to colour in a
happy face if it was a positive experience and affirmed the question or a sad face if they did not agree
nor enjoy it.

In addition, data was also collated from my mentor teacher’s observations and feedback through a
strengths and improvements feedback booklet
My personal method of data collection was through a professional research journal where I used
anecdotal notes. After each lesson of the boys using their iPads I would record notes on their
engagement levels, their behaviours and their interactions as well as notes on my own practice

Data results & analysis

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Based on analysis of the data creating learning experiences incorporating the iPads into student
learning was an effective teaching strategy to engage students whilst expanding their learning
experiences of mathematics.

From the data collated from the students, each time they filled in their ‘emoji feedback forms’ they
always came back with happy faces coloured in, which indicated to me that the students valued and
enjoyed the learning experiences created using the iPads each week. My mentor teacher supported
this where she stated within the strengths column that using the iPad application Mathseeds “the
students were engaged in their learning with their being no behavioural issues nor off task behaviour”.
Furthermore within my notes I often recorded that students were engaged, frequently interacting
with one another to show their learning and achievements gained within the lessons on the
programme. In addition, within my notes from my journal I also recorded a quote from a student who
had asked “if today was the iPad lesson day” along with another quote from a student who said “iPad
day was his favourite mathematical lesson.” From this data I collated from the students, myself and
my mentor it indicated that I was successful in incorporating the iPad within my teaching

From my own observations I gained confidence in changing my behaviours towards implementing

iPads within learning experiences especially regarding creating a summative assessment based solely
around using iPads. Boys were supported to utilise their iPads to capture their learning- through
photography and then recording their thinking over the top- using both still shots and the app ‘Clips’.
See Appendix A for screenshots of the students’ videos. Within my anecdotal notes I recorded that “I
had to both extend my knowledge confidence using and operating the iPad application ‘Clips’ in order
to model to the students how to use it.” My mentor teacher also noted in the strengths column
that”(Elisa) located , was knowledgeable and made use of appropriate ICT resources” and “using the
iPads and the programme ‘Clips’ was a great resource for students to express their knowledge
regarding the topic of measurement’. She followed on to state it ‘allowed a greater insight to their
understanding without being limited by fine motor skills; keeping the focus on mathematical
understanding.” This reinforced the successful implementation of ICT within my teaching practice to
create effective and engaging learning experiences for my students. Furthermore, to support the boys
engagement within the lesson, they all filled out happy faces when asked how they felt about the task
they just completed, indicating to me the boys were engaged using iPads within the lesson. Refer to
appendix B for examples of this.

In addition to the intentional planned use of the iPads, I began to use the iPads unintentionally as a
time filler where boys who had finished their work could move on to independent work utilising the
Mathseeds application. In my journal reflection I noted that “the boys were non-disruptive
independently operating their iPads” along with noting that “I was able to create a learning experience
where I could work with the students who needed extra assistance, but also ensure the early finishers
were still engaged in educational independent work”. My mentor teacher also affirmed this as
beneficial practice stating “it was a good way for students to continue on their mathematical learning
independently”. This was a positive change in my behaviour, where instead of allocating worksheets
for the boys to move on to once they had finished their work I was able to make use of the ICT at hand
and incorporate it into their daily learning.

Reflection
Prior to the onset of the course Professional Experience 4, ICT was an area in which I strayed away
from in regards to my teaching practice and did not feel I had the aptitudes or confidence to
successfully utilise it to create meaningful learning experiences for students. From undertaking this
research, I had to extend my knowledge and skills using ICT, as before I could implement tasks for
students I had to comprehend and understand how to operate the iPad and its corresponding
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application myself. I therefore was able to change my behaviours by undergoing learning in order to
progress my professional development in successfully and appropriate using ICT within my teaching.
Furthermore, it extended me within my planning process where I created a learning experience
summative assessment solely based on utilising iPads. I therefore was able to delve into adding new
resources and ways to present and record information within student learning and therefore increase
and widen my resource bank when forming lessons and learning experiences. It enabled me to also
seek ways which I could utilise iPads beyond lessons, to engage students in independent learning in
an educational learning to extend their learning. Throughout this project, I was able to change my
teaching behaviours towards my practice allowing for ICT to play a role in my teaching. For future
teaching, I will now possess a higher confidence in my abilities to create learning experiences as well
as employ the iPad as a tool to effectively engage and educate my students. I see the iPad as a valuable
educational tool, which I can use to assist my unit planning and lesson planning to use not only in
mathematical teaching but within other curriculum areas.

Conclusion
In conclusion, iPads are an ever-increasing mobile technology which feature predominately today
within classrooms. By exploring and increasing my confidence regarding implementing ICT, specifically
iPads, with in my teaching practice it was able to extend my professional learning creating new
opportunities and resources for me to acquaint myself with and employ within the classroom. I will
now be able to utilise this new confidence and knowledge to employ into my future teaching and
planning, in order to create engaging and varied learning experiences.
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Appendix A
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Appendix B
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References

Australian Institute for Teaching and School Leadership (AITSL) 2017, Australian Professional
Standards for Teachers, Australian Institute for Teaching and School Leadership Limited, viewed 20th
September 2018,
< https://www.aitsl.edu.au/teach/standards>

Baskin, C & Williams, M 2006, 'ICT Integration in Schools: Where Are We Now and What Comes
Next?', Australasian Journal of Educational Technology, vol. 22, no. 4, pp. 455-473.

Cheal, J, Geer, R & White, B 2012, The preparedness of pre-service teachers to use ICT in the
classroom, Australian Teacher Education Association, Australia.

Crisan, C 2005, 'How mathematics teachers' own learning experiences with ICT affects their
classroom practice', Micromath, vol. 21, no. 1, pp. 14-16.

Day, L 2014, 'ICT: The Changing Landscape', Australian Primary Mathematics Classroom, vol. 19, no.
2, pp. 23-27.

Hilton, A 2018, 'Engaging Primary School Students in Mathematics: Can iPads Make a Difference?',
International Journal of Science and Mathematics Education, vol. 16, no. 1, pp. 145-165.

Mathseeds 2018, What is Mathseeds, Mathseeds, viewed 20th September 2018,

< https://mathseeds.com.au/about/>

Ralston, J 2004, 'ICT, learning and primary mathematics', Education 3-13, vol. 32, no. 2, pp. 60-64.