 |
In this section we outline the research basis for classroom network systems based on the integration of pedagogy, assessment and curricular content.
TI-Nspire Navigator can transform classroom interaction.
A qualitative study of TI-Nspire Navigator use in seven classrooms in five European countries found the teachers:
- developed new and supported existing formative assessment practices using Screen Capture and Live Presenter;
|
| • | providing teachers with additional insight to enable them to provide thoughtful interventions during the lesson;
|
| • | promoting purposeful classroom discourse to enrich the teacher’s awareness of students’ existing mathematical knowledge;
|
| • | developing strategies for students’ peer assessment and self assessment. |
|
| -enabled the development of innovative mathematics tasks;
|
| • | focusing students’ attentions on making mathematical generalisations through generative questioning
|
| • | creating a “shared learning space”
|
| • | generating the mathematical data to initiate the task |
 Reference: (Clark-Wilson 2009) University of Chichester
|
|
TI-Navigator is shown to increase student achievement in academic math classes.
This quasi-experimental study provides moderately strong evidence that:
|
| • | In the main implementation year of the study, academic math classes using TI-Navigator with PD learned significantly more than similar classes without TI-Navigator. A non-significant but positive trend also was found in the applied classes, which also showed other positive effects.
|
| • | A follow-up longitudinal analysis of a subset of participants the following year showed continued positive effects in qualitative data. The subset was too small for adequately sensitive quantitative analysis.
|
| • | Teachers were very positive about the effects of TI-Navigator use on students, noting that students enjoyed the activities and were motivated to participate. |
|
| The researchers concluded that use of TI-Navigator can encourage a more open pedagogy when teachers believe that mathematics is socially constructed and that mathematics teaching must involve students in investigating and discussing mathematics.
|
| Reference: (Sinclair, Owston et al. 2009)
|
|
Using TI-Navigator in the classroom was observed to make students more likely to display their work, which helps other students proceed and provides them a greater range of solutions for consideration.
A qualitative case study in France of 3 classes in four secondary schools observed changes in the maths content and pedagogical processes due to the introduction of the TI-Navigator classroom network. The paper presents a theoretical framework for analysis of these interactions. The researchers concluded that students' behavior seems to be deeply modified by public display (anonymous or not) of their work. In spite of the fact that French students are often 'deaf' when teachers ask them to create mathematics objects, this system seems to make them freer to display what they created. For example, displaying the calculators’ screens (Screen Capture) has several effects on the students:
|
| • | the first displayed products help the other students to go ahead
|
| • | as the responses proposed by the students are often very different, each student can use a lot of ways to find an answer, and not only one as in a traditional course
|
| • | students often try to produce the most complicated object they can. |
|
| In the future, when students get used to working with this system, researchers want to observe if most students do not wait for the first answer and just copy it.
|
Reference: (Hivon, Pean et al. 2008) IREM, INRP, University of Lyon, France
Additional information available here
|
|
Effective use of TI-Navigator is shown to help achieve educational goals, including greater student engagement and understanding, as well as more class discussion and interactivity.
An interpretive review of the research basis of TI-Navigator concluded:
|
| • | TI-Navigator supports multiple question types and provides immediate feedback and assessment, helps direct students toward mastery-oriented goals, engages prior knowledge by collecting everyone's responses to problems and showing variations, facilitates conceptual reasoning and fosters collaboration.
|
| • | Students are more engaged, able to understand complex subjects, more interested in topics, able to gauge their own level of understanding and more willing to take part in discussions when the TI-Navigator system is incorporated into classroom activities.
|
| • | Teachers are able to promote greater discussions and interactivity, to assess and guide student performance, and extend the classroom topics beyond the allotted class time when the TI-Navigator system is incorporated into classroom activities. |
Reference: (Center for Technology in Learning 2009) SRI International, Inc.
Reference: (Center for Technology in Learning 2008) SRI International, Inc.
|
