I have found my first follower

My scoops are being published also via Twitter.

Over the past two weeks I have begun forming my PLN. I have so far learnt that A
PLN is integral to an educator. I would like to expand my PLN more so this week I will
post my accounts and pages on the Moodle website. The pictures above display
some of my movement this week on my PLN.
Artefact:
The link to this artefact is provided below:
https://ww2.kqed.org/mindshift/2016/04/06/could-this-digital-math-tool-change-
instruction-for-the-better/
Extended curators response:

After deliberation this will be my artefact for the assessment second piece. Here is
my extended curators response.

This piece was written by Katrina Schwartz. She opens on the point that
mathematics is the hardest subject to adapt digital pedagogy to. Schools that have
had success in with project-based learning or inquiring centered learning
approaches have struggled to teach maths in ways that allow students to
understand the rich connections and complexities of the subject. That is why
educators are so excited to see the graphical online program titled Demos. Demos
is an online program that allows teachers to construct customizable lessons. The
development of this technology was led by chief academic officer Dan Meyer, a
former math teacher who left his teaching behind to seek a PHD in mathematical
education.

Demos try's to increase the social interaction of online interactions (please refer to
the photo's below). Students love the internet because it's a social place to share
and create. Students should be creating hypotheses, testing their thinking,
critiquing each other and discussing mathematical laws and possible solutions. The
real issue relating to online math platforms comes with the fact they do not
understand the relationship between students. Meyer stated that a lot of these
platforms let children work at their own place but put them in a vacuum,
immobilizing the collaborative factor that drives ICT. Demos is different though as it
allows teachers to make a series of slides with interactive elements. Such as
drawing a graph of the distance measured against time of a cannon ball. Demos
then shows a default function and three other students answers and asks for
feedback on solutions. This brings in high end pedagogy and sits at the end of the
SAMR Model Spectrum. What Demos offers is good mathematical
instructions: Students are thinking beyond equations, the learning is social,
processes are made visible and students get written feedback, often from peers.
Getting numerical or binary right-wrong feedback tends to make the student think
about the self, Meyer said. Inversely Written feedback about the work tends to
focus on the work itself.

After having a go with Demos I found it an extremely effective tool for digital
pedagogy for students. It allows students to collaborate with peers, through viewing
answers anonymously, the teacher can comment on their answers, and view the
classes progress. The teacher has the option to pause the class to explain stuff if
need be, and can monitor students struggling in real time. This tool is extremely
effective and is the driving artefact for my second assignment piece.

This assists in forming my second piece due to its effectiveness in achieving digital
pedagogy. This platform is extremely interactive and fun and is the sort of
technology I want to utilize in my mathematics classroom. This will not be the silver
bullet, but forms the sort of technologies I will seek when designing my mini-unit in
the coming weeks. Students should be placed in an interactive environment that
forces students to think about what they are learning. I will make sure the learning
outcomes are not only attainable but known by my students. Students can work at
their own pace, will be offered assistance, will be placed in interactive environments
and use simply technology that they will use to achieve higher forms of pedagogy.
One of the interactive lessons from demos

There is various questions to a Demos lesson.

The teachers page allows them to monitor students activity.
Please review the picture below. The technology offers answers and asks the
student to analyze why there error reduced.