The phases of digital technologies and the reinvention of the classroom. Marcelo de Carvalho Borba
Affiliation: Universidade Estadual Paulista (UNESP), Brasil
“Research struggles to keep up with the pace of change in the world of digital technology. We like to determine identifiable phases in the development of using digital technology in mathematics education. The first phase commenced with the introduction of Logo as a teaching tool. Academics began to research its use and impact, but before we knew it, “content” software such as Cabri or Geometer’s Sketchpad became available. We had not yet solved all the problems from this first phase of digital technology in mathematics education (Borba 2012; Borba et al. 2014), when the second phase arrived with new notions such as dragging, that allowed students to “experiment mathematics” (p. 590, Borba et al, 2016).
In this talk I will unpack the above quote from a recently published paper on ZDM. I will discuss first the way Internet and mobile telephones in particular, and digital technology in general, are changing the nature of what it means to be a human being (Castells, 2009; Borba, 2012). I will present to the reader my view regarding four phases of the use of digital technology in mathematics education (Borba, 2012) in order to discuss how interaction occurs in presence of such technology. I will then discuss what can be labeled “emergent classrooms” within the fourth phase. I will focus on how social networks such as Facebook and other features of this phase are transforming interaction in the classroom, and perhaps even creating new images of what a classroom may be. Examples from pre-calculus/early calculus will be provided.
Escuela de Ciencias Universidad EAFIT. Junio 16 de 2017
Seminario de Doctorado en Ingeniería Matemática Universidad EAFIT
Seminar of the PhD in Mathematical Engineering EAFIT University