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Why you need to integrate ICT in meaningful learning today?

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Why you need to integrate ICT in meaningful learning today?

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I found this great article By Michael Hilkemeijer, which is based on the connection between curriculum and integrating ICT into the classroom in order to promote high-order thinking.

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By Michael Hilkemeijer

The use of ICT in Primary maths provides great support for the teaching and learning in mathematics. However, it can only really provide effective support where its use is 'transparent'. This is the ultimate aim of developing student ICT capability and in this course, we will investigate and examine how to use ICT in the math classroom where it helps teachers demonstrate and explain mathematical ideas along with helping students develop their mathematical knowledge, skills and understanding.

ICT provides teachers with opportunities to capitalise on the idea that it can help students visualise mathematical ideas and concepts. It can provide teachers and students with resources to help them concentrate on the learning objectives within the National Curriculum and not get bogged down with other issues. Finally, even though there are technology in maths education that enables students to review and consolidate mathematical skills such as 'drill and practice' programs, these are not the focus of this course as they do not fully develop ICT capability.

The Relationship between Numeracy and ICT Capability

What is the connection between ICT capability and numeracy? To answer this question we need to examine it from two points of interest. The Australian Curriculum as an example encourages the use of ICT in the mathematics learning area and states that ICT capability is developed when students "investigate, create and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies" (Australian Curriculum, 2021). It highlights specific software such as spreadsheets where ICT capability can be used for calculations, collecting data, drawing graphs, analysing, and interpreting data.

We must also understand that ICT capability in the field of numbers involves much more than merely using ICT techniques and skills that students need to perform number operations and produce graphs. Developing student ICT capability in primary maths involves the higher order thinking skills needed to when ICT is the most effective way of achieving a goal and which ICT tools are appropriate to the task.

It would be significant for you to remember that this decision involves more than just ICT knowledge. What it does involve is the knowledge of mathematical concepts and processes, and metacognitive knowledge (knowing that you know) of one's own speed and accuracy with numeric techniques and routines.

For example, "if we ask children to find the total cost of 68 pens at 20 cents each they have to decide on the type of calculation to do, and choose whether to estimate the answer, to calculate it exactly using mental methods, to calculate it exactly using pen and paper, to use a simple calculator, or to use a spreadsheet. Their choice will depend on their level of ICT capability and numeracy" (Kennewell, Parkinson, & Tanner, 2000, p. 109). It would also depend on the affordances of the setting such as the ICT tools available, the help that they get from others and of course, your aims and learning objectives of the activity itself.

In emphasising this, it is easy to see how higher order thinking skills and concepts are used to combine knowledge of and techniques in number and in ICT in order in order to solve even quite simple problems.

The Qualities of Mathematics teacher with TPACK

This course aims at giving you the expertise you need in order to develop a strong background in TPACK. A strong background will allow you to offer students a considerable advantage in the learning of mathematics. It will provide you with the ability to imagine the potential for mathematics/numeracy learning with technology.

As someone who successfully integrates ICT in Primary Maths, it would mean that:

You would have a relative openness to experimentation with the ever-evolving technological tools available to you.

You would strive to be consistently 'on-task' for the mathematical topic or content being taught.

You would approach your mathematics instruction with clear and systematic pedagogical strategies in mind.

You would try to make periodic connections for your students as to "why" a particular technology is useful for instructing a particular mathematics topic.

You would characteristically embrace the administrative capabilities of technology to help guide your mathematics instruction using student assessment data such as criterion referenced tests.

You would also do your best to be a caring teacher who is comfortable and optimistic for change.

(Grandgenett, 2008)

How to develop an integrated approach to teaching with ICT in the Maths Curriculum?

If you are to develop an integrated approach to teaching with ICT effectively in the mathematics key learning area rather than add it on as an extra activity, then it is important that you have a good understanding of the ICT concepts and their relation to the maths curriculum.

For each classroom activity, clear objectives need to be present and if you plan to develop student ICT capability prior to using ICT in maths learning, then the students can focus on the specific maths objectives. It would be difficult for you to introduce spreadsheets without involving number activity.

You also need to keep in mind that there is a close relationship between ICT capability and the knowledge, skills and understanding in the maths subject area in addition to others in the curriculum. So it would not be helpful to develop ICT capability and maths learning in isolation.

Studies have indicated in the past that the learning of and with ICT involved a shift of focus between the ICT objectives and the learning objectives. Additionally, there may be a conflict between these two objectives when assessing, but will touch on this later on. However, this is effected through planned teacher interventions.

With the strategies and approaches that you will learn in this course, you will be able to build on your own ICT capability as a primary teacher and foster these strategies that emphasise higher order thinking skills and provide an effective foundation for the challenge of a sometimes disjointed secondary curriculum.

How to best use ICT in Maths

When using ICT in maths primary, there are many opportunities to choose from. However, the best option is to ensure that your students control the technology and that they make the decisions thus developing their higher order thinking skills.

Yes. There is a technology that teaches maths and these are known as integrated learning systems or are commonly known as subject-specific software. They defeat the purpose of understanding how to integrate ICT in teaching maths.

The advantages of using ICT in maths should be:

It enhances student learning of maths;

It motivates them to learn maths;

It develops student ICT capability;

It promotes higher order thinking skills.

The right ICT tools can therefore, provide a conceptual construction kit that can transform students' mathematical knowledge and practices in your curriculum. When looking at the Australian Curriculum, for example, there are many opportunities to embed ICT into the curriculum and to develop ICT capability.

As a result, we focus on these opportunities in our advanced online professional development for primary teachers that helps them understand how to integrate ICT in teaching maths. It encourages a whole school level approach to integrate ICT in primary maths.

Another key aspect that you need to be aware of when using ICT in maths primary is that it also involves a shift in teaching approaches. Integrating ICT into meaningful subject-related learning activities is never straightforward. Various pedagogical approaches need to be adopted in order for students to not only develop ICT capability transparently alongside maths learning but to also understand that when they are using technology in maths that they view it as a tool.

Research has clearly shown how technology can change the nature of using ICT in maths primary education but it will only be through complex and continuous online professional development for teachers that be key to teachers successfully integrating ICT in primary maths.

5 Great ICT tools for Teaching Mathematics

The use of ICT tools in STEM activities in the classroom plays a significant role. There is one thing that the following tools all have in common.

They have the potential to develop student ICT capability provided that effective teaching strategies with technology are used.

There is one particular type of software which I will not discuss as it does not allow for the development of ICT capability.

Integrated Learning Systems (ILS) such as drill and practice software DOES NOTdevelop student ICT capability and ICT literacy.

And this should be the aim of all mathematics software in Primary Mathematics.

Great ICT tools for teaching Mathematics

Databases- the handling of data is a very important part of a mathematics lesson. It involves analysing information collected by the students themselves during a hands-on, practical activity. This can be done with real and relevant data making it an authentic learning experience.

Spreadsheets- these are designed to help you work with numbers and students can use to do the same too. They can be set up as a number of machines that can repeat calculation processes quickly and easily. They can be used to help solve problems where repeating calculations can help find the answer.

Interactive whiteboardswith the aid of digital projectors - the combination of these two with the addition of the computer itself will allow us to teach mathematics using whole-class teaching methods. It can also be used to help you to demonstrate to students various techniques that they need to use during the maths lesson such as spreadsheet skills.

Programmable toys- robotic toys can be used as a catalyst for problem-solving from early childhood to primary education.

Desktop publishing software- this is a great idea for when investigating and designing objects on the screen. They are very useful for studying 2-dimensional objects as they allow you to create simple shapes quickly and easily. Some have built-in functions that allow students to rotate and reflect these shapes once created.

ICT offers powerful support for teaching numeracy and mathematics. It can be where the teacher uses ICT alone or when students use it to gain the benefits from its features such as allowing them todevelop ICT capability.
LEARN ALSO ABOUT: The Best ICT tools used in the classroom
The Importance of using ICT tools when Teaching Mathematics

There areextensive reasonswhy every primary teacher should use ICT tools in the maths lesson. Such reasons in terms of use are universal and span across the curriculum.

Technology is not only inclusive in that it can present information in a variety of ways, but also makes creating your own attractive, stimulating resources a relatively straightforward task.

ICT has a lot to offer students as research shows that with computer-based activities students are more likely to experiment and take risks than without ICT.

Mathematical concepts and logic lie at the heart of the computer's function. So they work perfectly well together. However, it is vitally important that the child is in control of the technology at all times and that it involves high-level decision-making and challenges them intellectually. For this reason, you will only find software suitable for mathematics teaching that is content-free.

The Australian Curriculum Mathematics learning area has also stressed the importance of using ICT tools for teaching mathematics.

As such, the development of ICT capability is practically conducted alongside numeracy learning as stated in the below statement:
"In the Australian Curriculum: Mathematics, students develop ICT capability when they investigate, create, and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies. They use their ICT capability to perform calculations; draw graphs; collect, manage, analyse, and interpret data; share and exchange information and ideas, and investigate and model concepts and relationships. Digital technologies, such as spreadsheets, dynamic geometry software, and computer algebra software, can engage students and promote understanding of key concepts."
Higher-order Thinking Skills and ICT

Both number techniques and ICT techniques develop higher-order thinking skills when technology tools are used correctly when teaching mathematics.

In terms of ICT capability, when mixed with number techniques involves more than the ICT techniques needed to perform number operations and produce graphs.

ICT capability development in mathematics lessons also involves higher-order thinking skills to identify when ICT is the most effective way of achieving a goal and which ICT tools used in the classroom are appropriate to the task.

Conclusion

Using technology to teach maths can be beneficial to both students and teachers, but only if used correctly. The benefits of technology in education can only be harvested and unlocked in the classroom if teachers are trained with ICT teaching strategies that will impact student learning.

The Importance of ICT in Maths

The ultimate aim in developing student ICT capability is to make the ICT transparent. That is, the children become so focused on using ICT as a tool to achieve other outcomes that they hardly notice they are using technology itself.

This should be your ultimate aim as the primary teacher to enable the children to reach this stage and the best way to achieve this is in meaningful context-driven activities such as that in numeracy/mathematics. So I will show you how to integrate ICT in teaching maths using one of the ICT tools in mathematics mentioned earlier.

One of the first ICT tools for mathematics that comes to mind is the spreadsheet. Teaching with and about spreadsheets you in the following activities:

Selecting appropriate opportunities - this means finding activities in the learning area where spreadsheets can enhance, facilitate or extend children's learning. An example of an opportunity could be exploring number patterns. Opportunities in the Australian Curriculum Mathematics learning area include the following:

Year 3 - ACMNA057, ACMSP069.

Year 4 - ACMNA076; ACMNA080.

Children can be introduced to spreadsheets through the functions they perform. It may be an idea to draw their attention to the formula determining the function and encourage them to experiment with modifying the formula.

You may also like make the link with calculators placing emphasis on a spreadsheet's potential for supporting and facilitating calculation.

So there are many curriculum opportunities to think about and to imagine the potential for learning with a spreadsheet in a mathematical context.

Selecting the appropriate opportunities is a key element of your planning.

Planning the incorporation of spreadsheets into curriculum activities- here you must make sure of several considerations. However, in order to plan effectively it is essential that youestablish a starting pointfor their ICT learning journey so that you can give them accurate directions that will enable them to plot a course.

You can set the children a small spreadsheet activity with a number of key ICT techniques that you think will be essential in completing the follow-up activity. That way you can determine what they know and plan to build on it. This is a key part in learning how to integrate ICT in teaching maths.

Once this has been accomplished, you then need to:

Decide the educational purpose of the ICT activity - to develop ICT capability, to support numeracy learning or both? (I recommend 'both').

Decide the activity provides the children with experiences of using ICT as a tool.

Determine if there are opportunities toassess their ICT capabilitieswhen using the spreadsheet functions.

Learning how to integrate ICT in teaching maths also involves planning for progression and this where what I said earlier comes in. By establishing their starting point, learning progression can occur both in classroom and throughout the school. So it is a good idea to discuss and plan the use of spreadsheets with your colleagues to share with them key data needed like the context in which spreadsheets were used, the ICT techniques each individual student learned or used and especially the curriculum goals linked to the activities.

While spreadsheets can be introduced to children in the early stages of primary education, their ICT capability development with spreadsheets is achieved in the later stages or when they are in Year 3, 4, 5, or 6. It is at this stage of learning that they can carry out complex calculations and processes such as analysis, interpretation and problem solving.

Using ICT tools for teaching mathematics is about developing student ICT capability in a meaningful context. However, you will need to understand what constitutes ICT capability and the best ICT teaching strategies for primary school teachers to achieve it in numeracy/mathematics lessons.

Thanks for learning how to integrate ICT in teaching maths. To learn more as this is just a snippet of what you will learn, consider joining my online workshop below today.

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The integration of ICT must always take place in a meaningful learning context. Teachers who integrate ICT in Primary Maths achieve this and in this article, I will explain why this is important for all teachers to do this through the connection between ICT and mathematics learning today.

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Below is an explanation of the purpose of this website. I discovered it while trying to investigate ICT that promoted high-order thinking. While it does not have a very 'technical' element to it, this website certainly hits those higher ends of cognition required to solve the embedded problems.

The name “Open Middle” might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have:

a “closed beginning” meaning that they all start with the same initial problem.

a “closed end” meaning that they all end with the same answer.

an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.

Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.   They support the Common Core State Standards and  provide students with opportunities for discussing their thinking.

Some additional characteristics of open middle problems include:

They generally have multiple ways of solving them as opposed to a problem where you are told to solve it using a specific method. Example

They may involve optimization such that it is easy to get an answer but more challenging to get the best or optimal answer. Example

They may appear to be simple and procedural in nature but turn out to be more challenging and complex when you start to solve it. Example

They are generally not as complex as a performance task which may require significant background context to complete. Example

We hope you enjoy these problems.  Please be sure to send us any ideas for problems we can add.

Thanks!
Co-founders Nanette Johnson and Robert Kaplinsky

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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I loved how Thoughtful Learning (2024) breaks down these strategies into simple, easy-to-understand concepts.

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The 21st century learning skills are often called the 4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond.

Critical Thinking

Critical thinking is focused, careful analysis of something to better understand it. When people speak of "left brain" activity, they are usually referring to critical thinking. Here are some of the main critical-thinking abilities:

Creative Thinking

Creative thinking is expansive, open-ended invention and discovery of possibilities. When people speak of "right brain" activity, they most often mean creative thinking. Here are some of the more common creative thinking abilities:

Communicating

Collaborating

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The 21st century learning skills are often called the 4 C's: critical thinking, creative thinking, communicating, and collaborating. These skills help students learn, and so they are vital to success in school and beyond. Critical Thinking Critical thinking is focused, careful analysis of something to better understand it.

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I find it funny that one of my earliest memories of primary school was going through the "different coloured hats for thinking". So many more trips around the sun later, and here I am revisiting this concept that is still very relevant for today's students.

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This slideshow requires JavaScript.

Quite often we'll ask children to "Put your thinking cap on". Empowering learners with the skills to think creatively and critically is a gift which we can facilitate as teachers. The Developing Thinking and Reading Between the Lines PowerPoints in the Literacy Toolkit provide professional learning resources for staff to engage with materials that promote thinking.

Many of our posts have referred to the work of Bloom; however, when I was at an Active Literacy CPD session in Falkirk recently, the Six Hat materials were mentioned during a round table discussion.

Edward de Bono's Six Thinking Hats is a tool which can be used by practitioners to promote thinking. Each hat colour represents a different aspect of thinking.

Some of the resources, tailored to middle/upper Primary and Secondary, suggest physically wearing coloured representations of the hats when beginning to engage with the materials. This way, learners are physically moving between the hats; therefore they are moving between the different modes of thinking.

There are banks of free resources that are available to support the teaching of thinking skills using the De Bono's Six Hats materials. The Six Hats materials can be used in conjunction with other Higher Order Thinking materials. Check out the resources below:

CLICK HERE - Using Six Hats as a reflection tool
CLICK HERE - Using the Six Hats to Respond to Literature
CLICK HERE - Six Hats Display
CLICK HERE - Thinking Display
CLICK HERE - FREE De Bono Thinking Resources

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Quite often we'll ask children to "Put your thinking cap on". Empowering learners with the skills to think creatively and critically is a gift which we can facilitate as teachers. The Developing Thinking and Reading Between the Lines PowerPoints in the Literacy Toolkit provide professional learning resources for staff to engage with materials that promote thinking.

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Secondary Interactive Games and Challenges

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Secondary Interactive Games and Challenges

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Specially chosen for use on the computer or on the whiteboard, this collection of Maths games is sure to keep even the most bored teenager entertained.

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This is our collection of games specially chosen for use in the computer room or on the whiteboard. Each explores a strategic or mathematical theme; they will work well as teacher-led class activities but are also suitable for students to play directly, as they can all be played by individuals against the computer and none require direct teacher mediation. As with all of our games, players should be armed with a pen and paper to help to plan their strategies and record their findings as they play.

The games are listed in approximate order of difficulty.

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Secondary Interactive Games and Challenges

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Games and computer room activities suitable for secondary school students

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This digital tool was introduced to me when I sought some assistance from the IT team at my work regarding digital tools that can assist in learning and teaching in the classroom. At first, I thought it was just another fancy AI system that allowed a computer to do the thinking for you. After much playing around, I found that it has led me to some creative ways to present and think about teaching and learning. An example was for my Year 9 English class, where we were reading a book titled “The Wolf on the Fold” by Judith Clarke. Wanting my students to think critically, I asked Microsoft Copilot to create a list of higher-order questions relating to each chapter of “The Wolf on the Fold”.  Following this exercise, I then showed my experienced English teachers the results; they, too, are now using this program for similar purposes.

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Microsoft Copilot is your companion to inform, entertain and inspire. Get advice, feedback and straightforward answers. Try Copilot now.

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While looking at resources for my lesson plans in another subject, I came across this wonderful interactive game. It requires students to draw upon previously learned content and apply that knowledge. By incorporating this game into a lesson, teachers are provided with instant feedback on students' level of understanding around the role of punnet squares and genetics.

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Bibliographic details:

Article: Genetics Game

Author(s): Dr. Biology

Publisher: Arizona State University School of Life Sciences Ask A Biologist

Site name: ASU - Ask A Biologist

Date published: August 29, 2023

Date accessed: April 17, 2024

Link: https://askabiologist.asu.edu/games-and-simulations/genetics-game

APA Style

Dr. Biology. (2023, August 29). Genetics Game. ASU - Ask A Biologist. Retrieved April 17, 2024 from https://askabiologist.asu.edu/games-and-simulations/genetics-game

Chicago Manual of Style

Dr. Biology. "Genetics Game". ASU - Ask A Biologist. 29 August, 2023. https://askabiologist.asu.edu/games-and-simulations/genetics-game

MLA 2017 Style

Dr. Biology. "Genetics Game". ASU - Ask A Biologist. 29 Aug 2023. ASU - Ask A Biologist, Web. 17 Apr 2024. https://askabiologist.asu.edu/games-and-simulations/genetics-game

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Play Garden Gene GeniusOur genes control much of how we look and who we are. But do you really know how genetics work? Take a moment to gather some genetic seeds as you learn about Punnett squares, alleles, and more in Garden Gene Genius.To learn more about genetics and DNA, visit DNA ABCs.

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Thank you kirschty for this great resource! I love how this image has been created as a visual for how we can expand our students to those transformational levels.

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I am so excited to have found this online resource! Bankaroo for School has been designed to simplify banking, focusing on Maths and financial education. Teachers can create a secured account for their classrooms, providing students with a "real-life" experience of what it means to set up an account, manage 'funds', and set goals and activities. This platform can be accessed via the web or any mobile device.

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bankaroo

BANKAROO FOR SCHOOL EDITION

Designed and developed with the help of teachers and school administrators to easily manage student accounts and to teach math and financial education.

Built on top of the Bankaroo platform, kids enjoy the unique, kid-friendly experience loved by hundreds of thousands of members, while teachers have control over the students' accounts and activities.

Create your free account (one free account per school).

SIGN UP FOR FREE!

Are Bankaroo and Bankaroo for schools the same?

Yes and no.

Both editions run on the Bankaroo platform and can be experienced via desktop and mobile devices.

However, as Bankaroo for schools was created to support different usage and scenarios from the family edition, several changes were made.

Here are some of the key features that are unique to the school edition:
Managing school and classes

Manage multiple classes

Easy setup of classrooms, teachers, and more

Use your school logo - visible to all users when they log-in

Bulk Actions

Import students from a file and /or add students manually

Easily setup of usernames and passwords

Overview balance, activities, and goals of the whole class

Bulk management of funds, goals, and activities, for the whole class or for selected students

Please note that the students can use a dedicated mobile app for schools, allowing them to use Bankaroo separately with their families.

How does Bankaroo use at schools?

Bankaroo is used in many ways. With its many functions, teachers have the ability to apply Bankaroo in their classes in many ways. The key usage scenarios we have seen so far for Bankaroo for schools include one or more of the following:

Teachers use Bankaroo to educate kids about money, what are financial transactions and how they are used in the real world.

As part of the Math curriculum

Finance is a great way to show Math-at-work and how simple concepts of adding, subtracting, and interest work in the real world.

As a positive point behavior system

Teachers use Bankaroo to help the students stay motivated using a positive point system. For example, allocating each student 10 points at the beginning of the week, and then adding or removing points based on behavior. At the end of the week, students can 'buy' items (such as office supplies, extra 5 min breaks, and other creative ideas) with the points they have in their account.

Check out the testimonial section for some real-life examples.

Bankaroo is a virtual bank and does not hold or manage real funds. Nevertheless, we take security seriously - Bankaroo runs on a secured server, and all the data is encrypted. All communications are on HTTPS protocol and school admins have full control over who has access to their accounts.

What information does Bankaroo store?

School administrators and teachers (adults) are required to register using their email to allow account and information verification per the Children's Online Privacy Protection Act (COPPA).

Bankaroo DOES NOT require kids' email addresses, real names, or mobile numbers, only usernames that are created by the school admin

Does Bankaroo meet the requirements of GDPR, COPPA, SOPPA, and other 'standards'?

Yes, Bankaroo does meet GDPR and COPPA requirements.

However, many countries, states, and school districts have different requirements, we cannot address individual applications from teachers.

Please contact us at support@bankaroo.com in case you are interested in a site or multi-site license with over 500 students and need us to review such requirements.

You can find our legal information here:
https://www.bankaroo.com/legal/

Can I pay by credit card?

Yes, you can upgrade your plans and pay directly from the application.

We are using a secured service called www.stripe.com and do not store payment information in our system.

Can I pay by PO or check?

Yes, although we prefer to get paid by a credit/debit card, you can contact us at support@bankaroo.com and request payment via invoice.
Please note that may delay the authorization and your account setup.

Can you provide a W9?

Sure, although as an online service subscription you may not need one.

Please contact us at support@bankaroo.com with the details.

What if I downgrade or cancel my paid plan?

All future payments will be canceled and your account student limit will be updated accordingly.

What if I cancel my account?

We would be sorry to see you go...

Your account will be set on HOLD and scheduled for deletion. During that time you may ask us to reactivate it. After a few weeks, it will be deleted completely.

MOBILE APPS

Bankaroo works on any device that is connected to the internet, including iPhone, iPad, Kindle, Windows, and Android. Download the native Bankaroo for student apps or use the mobile browser.

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For school - bankaroo :: virtual bank for kids

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BANKAROO FOR SCHOOL EDITION Designed and developed with the help of teachers and school administrators to easily manage student accounts and to teach math and financial education. Built on top of the Bankaroo platform, kids enjoy the unique, kid-friendly experience loved by hundreds of thousands of members, while teachers have control over the students' accounts and activities.

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Since discovering this platform, I will never go back to using a plain boring PowerPoint ever again! I love how creative one can be when designing a Prezi.

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What an amazing platform for the classroom! This app is designed to take learning not only into a digital world but also to the higher levels of cognition we aim to have our students reach. Teachers and/or students can use this app to create interactive content designed to both entertain and teach.

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Educreations is now even easier to use and more powerful than ever. We carefully reconsidered every detail to create the essential tool for teaching and learning on the go.

Capture Your Ideas

Record your voice and iPad® screen to create dynamic video tutorials that students and colleagues can access any time, as needed.

Use Your Content

Import documents and pictures from your Photo Library, Dropbox and Google Drive. Display a custom map. Insert any webpage. Snap a photo or search the web for the perfect image, right within the app.

Share Instantly

In addition to sharing your videos with other Educreations users, you can also send videos over email, post to YouTube and Twitter, embed them on your website, or save them to your iPad, Dropbox or Google Drive.

Cloud Sync

Finished videos are automatically saved to your Educreations account and are instantly ready to be viewed online and shared with others. You control who can see what.

Built for the Digital Classroom

Share video lessons with students in a safe and private classroom environment. Have students show what they know by creating their own videos. Provide rich feedback on student work.

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Educreations is a community where anyone can teach what they know and learn what they don't. Our software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web.

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While attempting to source some more resources, I came across this 'little' gem. As an upcoming teacher, I was able to access Nearpod for free. However, navigating through the mammoth collection of resources it holds may have to be for a rainy day, as I had already lost a large chunk of my time while only scraping the sides of what this platform could offer. For those who are looking for creative lesson plans, make sure to check this site out, it has everything!

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Used to combine Mathematics and real-life problem solving, Brilliant may just be the ICT program you have been looking for!

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Looking for ideas on how you can incorporate ICT maths games into the classroom? look no further! This online little gem provides you with 6 interactive maths games that can be used for levels of high school students.

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Cool Math Games for High School | Common Sense Education

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Cool Math Games for High School is a list of 6 apps, games, and websites curated by Common Sense Education editors.

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I wish I had found this sooner! Edublog is an online platform that teachers can use within their classrooms to allow students to blog in a safe and secure way.

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Edublogs is more than just WordPress

Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning.

Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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Edublogs is more than just WordPress Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning. Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.