Using Technology

Tools to Collaborate
and Share Resources
among Community of
Practice and title
Collaboration
Sharing ideas, and
communicating as a group.
It is important in math &
science class because it
helps in acquiring skills. Can
develop Higher Order
Thinking Skills (HOTS) and
Self confidence.
(Battelle for Kids, 2019)
Within the context of core
knowledge instruction, students
must also learn the essential skills
for success in today's world such
as critical thinking, problem
solving, communication and
collaboration.
(Todd, 2020)
Collaborative math activities like
games promotes their (the
students) social-emotional skills
like self-awareness, self-
management, social awareness,
relationship skills, and responsible
decision-making.
Steps to put value to the integration of
collaborative task in class:

Step 1: Grouping students for a collaborative

task

Facilitate a collaborative activity

where students will reflect on the
essence of collaboration in general.
Step 2: Processing on the role of collaboration
as a 21st century skill
Ask students to share their ideas on
the importance of collaboration in
real life situations.
Step 3: Writing a reflection paper on the
relevance of collaboration
Conclude the session by asking students to
write a short reflection on the relevance of
collaboration and their role in developing
this in their students.
Online
Collaboration
tools
Text-based Chat
The use of text-based chat in an
online math or science
community has been seen as an
advantage both for teachers and
students when they are able to
collaborate their ideas and
thoughts regarding mathematics
and science topics which are
abstract and difficult.
Skype
This application allows for a more free-
flowing conversation and requires less
preparation for the facilitators. CFG
initially used the audio-conferencing
capabilities of Skype but they found
the ability to hear each other a nice
change from the work associated with
typing in text chat.
Wimba Live Classroom
This is similar to other synchronous,
online classroom tools such as
GoToMeeting. In Wimba, you can
share audio, push PowerPoint slides,
push websites and share your
desktop. There is a video component
to Wimba, but it only allows for one
video stream at a time and follows
whoever is speaking. There is also a
text chat feature.
Google+ Hangouts
Google+ Hangouts allows for video of all
of the participants the ability to share
documents via links in the chat window
or sharing directly through Google Docs.
With video, it is easy to tell when
someone had a question or comment.
This allows the discussion to flow freer
and allowed the facilitator to play less of
a "traffic cop" role. Video also aided turn-
taking.
Zoom.us
The latest technology tried by CFG is
Zoom.us. Zoom.us allows for high
definition, multi-point video and
audio. It also has a chat feature and
screen sharing capabilities. While
still new CFG finds zoom.us a better
platform. It offers the ability to share
a screen and collaboratively
annotate it.
Kahoot
Zucker and Fisch (2019) conducted a study
that shows that Kahoot application can be
used as a collaboration tool. KAHOOT! is a
web-based platform that allows users to
easily create and play interactive, multiple-
choice-style games. The authors (Zucker and
Fisch) used KAHOOT! games in their
respective classrooms to teach MLA format
and academic Integrity-traditionally dry
topics that were enhanced by playing games.
Research
Collaboration
Tools
One of the significant activities that can be done together
by mathematics or science teachers and students is to do
research. As they do research together, the opportunity to
share resources and inputs can be aided by technological
tools. In a research that was conducted Staley and
McCallum (2010), they were able to share some online
tools that have emerged to be useful in the conduct of
collaborative activities with medical practitioners.
SciLink
This is a free networking community that
focuses on science researchers. SciLink
profiles include resume and biographical
information as entered by users, as well as
automated updates from Web-based data
and literature that create network
relationships, such as publications and
coauthors.
Epernicus
Epernicus is a professional networking and expertise
locator for current and former research scientists. User
accounts are free but require registration upon which one
answers questions about his or her research area and
institution. Detailed information within Epernicus profiles
creates automatic network connections formed by shared
expertise, methods, or institutional relationships.
Epernicus also provides private networking platforms
available to individual institutions through their Epernicus
Solutions services.
RefWorks-COS Research Support Suite
This subscription-based product is actually a
suite of tools designed to provide support
throughout the entire research process. Available
from ProQuest, the suite is made up of some very
familiar products from the former Community of
Science, including COS Expertise and COS
Funding Opportunities, as well as a few new
additions currently available on the CSA Illumina
platform.
Research Crossroads
This is designed to provide transparent access to publicly
funded research, Research Crossroads aggregates
funding, publication, clinical trial, and grant data from
government and private research agencies. Profiles are
based on publicly available data, but researchers may also
login to update their own information with about 12,000
profiles being updated this way to date. Researchers can
use the service to maintain a public profile and search for
other researcher or organizational profiles, as well as
search for funding awards, opportunities, and clinical trials.
SciVee
SciVee is a multimedia community that
provides social networking, collaboration and
communication applications for publishers,
societies and researchers-across K-12 to
professional levels. The core of SciVee's
services is a platform on which community
members share videos describing their work or
publicizing articles, posters, or presentations.
PLoS ONE
PLOS ONE was launched in 2006 as an
international, peer- reviewed, open-access
publication of the Public Library of Science
(PLOS). PLoS ONE publishes reports of
original research from many disciplines and
is set up to provide a channel for fast
publication where authors retain their own
copyright.
Connotea
Several of the top social bookmarking tools designed to handle
reference management are produced by major publishing
groups, including Connotea, a product of the Nature Publishing
Group, CiteULike from Springer, and 2Collab from Elsevier.
Overall, these tools also share a few common design features,
including (a) one-click browser buttons that allow users to
instantly add citations to hosted bookmark libraries; (b) tagging
with keywords to assist in organizing and searching across other
user libraries; (c) user profiles that include bibliographies of
published material, areas of expertise, and ongoing research
activities; and (d) group functions that allow users who have
common interests to share or discover references, as well as set
privacy settings for collaboration.
Recommendation
for Effectively
Employing Online
Collaboration
Tools (OCTs) in
teaching
A. Carefully Select Specific Instructional Technologies

According to Hershock and La Vaque-

Manty (2012) , often multiple online
Collaboration Tools (OCTs) provide
ways to achieve the same goal, each
with its own advantages and
disadvantages.
Start up cost
Instructors should consider how difficult it is for them as
well as for their students to set up and learn any given tool

IT Support
There is a need to consider the technical support is
available to students and instructors.
Tool overload
Students can be overwhelmed by the
diversity of instructional technologies in
several ways. First, they may become
frustrated if they have to learn how to use
many different tools to comfort similar tasks
across courses.
Accesibility
Is the technology to students with disabilities?
For examples, Google Docs are accesible to
some users with disadvantages primarily via
keyboard shortcuts, but are not accesible to
vissually or diversity -impared users who
depend on screen reader or speech input
technologies.
B. Protect Students and their privacy
one of the virtues of OCTs is the sharing
content is easy. Instructors, should,
however, think about how widely
information from a course or a tool will be
shared. Students can be required to
produce publicity available, content, if this
expectation should be clearly stated in one's
syllabus.
C. Resist the Myth of "The Tech- Savvy Student"

It nevertheless a mistake to assume

that all of our students are extremely
sophisticated users of contemporary
technologies .
D. Develop Guidelines for Equitable and Inclusive Participation

There is a need to look into providing

equitable and inclusive participation when
employing online collaboration tools. It was
found out in the research that it is helpful to
develop guidelines for etiquette just as they
do for its class discussions.
E. Actively foster and Sustain Desired Student
Equipment

Getting students to use an OCT and

there keeping up with what gets
produced can be a challenge.
IGI Global (2020) cited the
following descriptions and
concepts of COLs taken from
various sources:
1. The collection of participants in a
course who work cooperatively and
collaboratively in solving tasks that
lead to consensus and collective
understanding of ideas.
2. A community of learners "can be defined as a group of people
who share values and beliefs and who actively engage in learning
from one another-learners from teachers, teachers from learners,
and learners from learners. They thus create a learning-centered
environment in which students and educators are actively and
intentionally constructing knowledge together. Learning
communities are connected, cooperative, and supportive. Peers are
interdependent in that they have joint responsibility for learning
and share resources and points of view, while sustaining a mutually
respectful and cohesive environment."
3. Defined as a group of people who
share values and beliefs and who are
actively engaged in learning from one
another.
4. A group of people who: 1) share a joint enterprise that is
understood and continually negotiated by its members, 2)
have a mutual engagement that binds members together
into a social entity, and 3) have created a shared
repertoire of communal responses (ways of thinking,
being, and doing) that members have developed over
time.
5. Group of teachers who are actively engaged
in collectively constructing meaning.

6. A group of learners on the edge of new

learning and under continuous reflection, the
new community learning comes in various
shapes and sizes; it is not one size fits all
mentality.
7. his term is an overarching understanding of the
group of students, also including the instructional
facilitator, who come together with the intention to
learn information while also supporting the larger
group's instructional understandings and efforts. This
term reflects a philosophical understanding, that
learning is not a singular activity but, instead, is a
socially supported effort.
8. A group of learners on the edge of
new learning and under continuous
reflection, the new community
learning comes in various shapes and
sizes; it is not one size fits all
mentality.
To be able to benefit from
existing and free COLs. Do
the following activities:
STEP 1. LITERATURE REVIEW
With a group of two to three members, search
for at least 3-5 peer- reviewed research
articles (e.g from EBSCO) that talk about the
effectiveness of being a member of COLs.
STEP 2: SHARING
Take note of the findings of the literatures read
and present these through a presentation
software. Highlight the key points from the
presentations and synthesize by asking them how
COLs can help in the professional development of
mathematics or science teachers.
STEP 3: EXPLORING FREE COLS
Look for free COLs in or science teaching and learning
where you can sign up. After signing up, participate in the
discussions or any activities in the COL and share the
results of your experience to the whole class. After which
consider going back again to your learning plan and
analyze how you may maximize or use this COL that you
explored.
Activity 1:
Revisiting of PB learning plan:
integration of collaborative
activities in mathematics or
science learning plans
STEP-1: PLANNING FOR COLLABORATIVE ACTIVITY
Plan for a collaborative activity using the
appropriate collaborative tool that can be
integrated in the learning activities of your
learning plan. Revise their learning plan to
accommodate the collaborative activity
drafted.
STEP 2: COMPLETING THE LEARNING PLAN
Re-organize your learning plans to
complete all the needed outputs
that were required in each part.
Provide a checklist of the elements
they have to complete.
Activity 2:
Demonstration of
Design Learning Plans
 STEP 1: ORGANIZING INSTRUCTIONAL MATERIALS FOR
MICROTEACHING

Give time for students to organize their instructional

materials for their microteaching. Provide the
microteaching rubric a day/week before the actual
implementation of their unit plan. Let them microteach
only the part where the technology integration is
supposed to take place in the unit.
STEP 2: PROCESSING THE DEMONSTRATION ACTIVITY
Before the actual teaching, give the rubric to the
peer evaluators. These rubrics will be handed
right after the demonstration. Process the
highlights and lowlights of the demonstration
activity by letting the peer evaluators share their
comments based on the rubric used.
STEP 3: WRITING REFLECTION PAPER

Let students write their reflection on

their microteaching highlighting their
key learning and their area/s of
improvement.
Activity 3:
Presenting
Completed Learning
Plan
STEP 1: FINALIZING THE LEARNING PLAN

Re-read your learning plan from the title up

to its last part and revise if there is a need to
revise to ensure that all the lessons you
learned from the first to the last module of
this material were integrated.
STEP 2: FINALIZING THE STUDENT AND TEACHER SUPPORT
MATERIALS

After finalizing the entire learning plan, review

again the student and teacher support materials
that you developed. If there is a need to revise
and improve them for final evaluation, do it.
STEP 3: SHOWCASING OF THE LEARNING PLAN WITH THE
TEACHER AND STUDENT

Support Materials

Present to the class your learning plan,

together with the teacher and student
support materials for evaluation.
STEP 1: EXPLORING OTHER COLLABORATION TOOLS

Browse the following sites and note the key

features of each. After which note some
mathematics or science teaching and learning
activities where these tools can be fully
utilized.
STEP 2: CREATING ACCOUNT

After exploring and accomplishing the

table, explore some of the sites once
again and try to create your own accounts
in three of these tools that you are not
still using by signing up.
STEP 3: INCORPORATING THE TOOLS IN THE LEARNING PLAN

Go back to your learning plan and

integrate some of these tools in the
learning procedures where you deem
are appropriate.
THANK YOU