Recently, in my Primary/Junior Math AQ course, we examined process expectations in the Ontario primary/junior math curriculum document.
Of particular interest to me was the process expectation around “selecting tools and computational strategies”.
The Ontario math curriculum document was written in 2005, five years before the first iPad was released, and two years before the first iPhone was sold. In the 11 years since the curriculum document was written, we have seen exponential technological advancement.
The digital tools available to children in 2016 are beyond the imaginations of the writers of the current curriculum document.
“Students need to develop the ability to select the appropriate electronic tools.”
How do they develop this ability?
As an adult, how do you develop this ability?
The ability to make that choice depends on1) the ability to understand how you learn, 2) knowing what tools are available and how they work, and 3) having access to those tools.
As educators, is it a priority for us to ensure that students learn to make good choices about what digital tools work best for them?
It isn’t about our comfort level. We can’t wait until we are “comfortable” to make this happen.
And, we can’t teach for a world that no longer exists.
How would you rewrite the 2005 math curriculum document to ensure all students have access to the digital tools they need, and the ability to choose the best digital tools to help them learn?
Toolbelt Theory – Ira David Socol
Featured Image shared by JingleJammer under a CC-BY-SA-2.0 Licence.