MATHEMATICS

impact of, CPD for teachers through extending CPD delivery formats to include online and
blended learning programmes is a key feature.
Digital technology supports multiple approaches to learning, including differentiated learning
where different personalised learning pathways within a learning environment are generated for
individual learners. Diagnostic assessment can be used to lay out an individual’s learning
pathway where learning is data-driven and adapts to change and improves learning over time
for each learner. These advances can only be exploited if teachers are confident and have been
educated in the benefits of their use. An objective in the Digital Strategy is to provide
information to teachers on innovative ways to use digital technology more actively in their
teaching which will facilitate more active learning for students.
Technology facilitates the ‘flipped classroom’ model, whereby learners use online resources to
work through core knowledge concepts in their own time. Learners come to lessons prepared to
discuss and present the concepts and their applications to their peers and teachers. In such
circumstances learners become teachers while teachers become learners. The success of the
MATHletes (now called LearnStorm) national competition in recent years is an excellent example
of the use of the ‘flipped classroom’ model for enhanced engagement with mathematical
problem-solving through the use of the Khan Academy free online platform of resources.
ICT also supports the development of online communities of learning and practice. Such
communities allow for the sharing of information, curriculum and practice where educators and
others share and co-develop new rich multimedia content that supports learning outcomes.
Scoilnet brings together existing resources and facilitates authenticated ‘crowdsourcing’ to
promote idea and resource sharing amongst the education community. An objective of the
Digital Strategy for Schools is to provide access to Open Educational Resources (OERs) and to
develop strategic partnerships with relevant cultural, educational and sporting bodies in order
to adapt relevant content into useful learning and teaching resources
STEM EDUCATION IN THE IRISH SCHOOL SYSTEM
ICT allows for greater communication and engagement between schools, the local community,
enterprise and parents. Many enterprises already support local education initiatives either
through community and social responsibility programmes or local volunteer programs. The use
of digital technology can and should be used to further enhance these engagements. Examples
might include the use of online mentors to assist schools/learners with their STEM activities,
using existing in-house digital assets to bring real science and engineering into the classroom
and new forms of CPD to educate teachers in computer science. Similar engagements can be
facilitated at an international level between schools as well as between schools and research
facilities many of whom have outreach programmes and mandates.
New hardware devices (e.g. Tablets, ‘Maker boards and Kits’ for electronic makers including
sensors, motors etc., 3D printers etc.) present new opportunities for teaching and learning. By
using additional components, teachers and learners can deploy sensor technology to collect
data (i.e. connect the school to weather stations and the wider internet of things) and use the
assembled data for a richer educational experience. By using maker boards and kits, learners
can design and make systems that address meaningful, authentic problems, which enhance
lives and support people and communities.
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