Tma02 part 2 short

B8729250 H818 – TMA02 – Part 2 Short Abstract Angela Phillips
The use of student generated webpages to improve
revision and ongoing mathematical development
Revision is an area that some teachers feel is often not taught well or in some cases
taught at all (Slater, 2012). In a study of revision techniques used, 8 out of 10 were
found to be ineffective and could hinder learning (Cohen, 2013). Therefore, it is
important that students learn effective revision techniques (Pinantoan, 2012). To engage
in ongoing mathematical development students need to become responsible for their
learning journey (Dunlosky, 2013). The learning activity has been designed to enable
students to have the opportunity to revise effectively, in different ways and produce a
continually developing web based revision resource.
The project focus will be the implementation of the learning activity. The implementation
of a project has the most impact on the overall outcomes (Durlak, 2011). The project
will be presented as a case study, as the project is a real-life scenario, that does not
have a clear end point (UNSW Australia, 2013). The project will be showcased in full
using a webpage, (Phillips-5, 2014).
Although the use of student generated blogs has become popular and is viewed as an
effective learning activity (Orlando, 2010), no research into the use of blogs for
Mathematical revision and development was found.
Research from (Australian Government Department of Education, n.d.) shows that
teachers should aim to bring subject content, teaching and learning pedagogy and
technology together. This is known as Technological Pedagogical Content Knowledge
(TPACK) (TPACK, n.d.). The TPACK framework has been used to integrate the technology
into the learning activity.
Different learning activities can have differing impact on the outcomes of revision, may
popular techniques, such as highlighting and rereading text have little impact on
performance (Dunlosky, 2013). However, using different strategies can have a positive
impact on results. The positive strategies have been used in this project.
The project has been trialled with a class of year 8 students, who are generally twelve
to thirteen years of age, in South Australia. The activity was introduced to the class
and set for homework (Phillips-1, 2014). Standard revision activities, as the students
had completed in the previous semester, were run during class time to gage the impact
of the project.
The students produced their on webpages and then peer assessed each other’s work
(Phillips-4, 2014). The feedback was then collated and distributed back to the students,
who were then asked to review the feedback of their pages and revisit their work.

The students completed the Semester 2 Common Test and then were given the personal
questionnaire, to complete to give their views of the activity and the impact on the
revision completed. Students were also asked to give their views on how likely they were
to continue to use the webpage for revision (Phillips-3, 2014).
The results of the student’s opinions on the project, alongside the results comparing the
class’s results will be discussed at length during the H818 conference.
Come along and find out if the project has met the initial aims.
Word Count: 504
REFERENCES
Australian Government Department of Education, n.d. Teaching Teachers for the
Future. [Online]
Available at: http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html
[Accessed 6 January 2015].
Cohen, D., 2013. BBC News. [Online]
Available at: http://www.bbc.com/news/health-22565912
Dunlosky, J. K. A. B. E. J. M. M. J. N. D. T. W., 2013. Improving Students' Learning
With Effective Learning Techniques: Promising Direction From Cognitive and
Educational Psychology. [Online]
Available at:
http://psi.sagepub.com/content/14/1/4.full.pdf+html?ijkey=Z10jaVH/60XQM&keytype
=ref&siteid=sppsi
Durlak, J. A., 2011. The importance of implementation for research, practice, and
policy. [Online]
Available at: http://www.childtrends.org/wp-content/uploads/2013/05/2011-
34DurlakImportanceofImplementation.pdf
Orlando, J., 2010. Blogging to Improve Student Learning: Tips and Tools for Getting
Started. [Online]
Available at: http://www.facultyfocus.com/articles/effective-teaching-
strategies/blogging-to-improve-student-learning-tips-and-tools-for-getting-started/
Phillips-1, A., 2014. Creating a revision webpage for Mathematics. [Online]
Available at: http://www.slideshare.net/angphil/task-for-students

Phillips-3, A., 2014. Year 8 Revision Website - My feedback. [Online]
Available at:
https://docs.google.com/forms/d/1pghdAqH6ZKEFNTFVp_KuTRPozWNjvJ_aI12gzZ7l
waA/viewform?usp=send_form
Phillips-4, A., 2014. Google Form Questionnaire - Peer review. [Online]
Available at:
https://docs.google.com/forms/d/1DlgnlEr4YfHcHBjjAYDdJGE1RZeC5ndEiZWmF1euu
vg/viewform?usp=send_form
Phillips-5, A., 2014. The Project: The use of student generated webpages to improve
revision and ongoing Mathematical development. [Online]
Available at: http://h818.weebly.com/
Pinantoan, A., 2012. informED. [Online]
Available at: http://www.opencolleges.edu.au/informed/features/educational-
psychology-20-things-educators-need-to-know-about-how-students-learn/
Slater, S., 2012. Five Best Ways To Revise for Exams, by an Oxbridge Applications
Consultant. [Online]
Available at: http://www.huffingtonpost.com/sarah-slater/exams-best-ways-to-revise-
oxbridge_b_1518247.html?ref=uk-universities-education
TPACK, M. K. &., n.d. TPACK Org. [Online]
Available at: http://tpack.org/
UNSW Australia, 2013. What is a Case Study. [Online]
Available at: https://student.unsw.edu.au/what-case-study

Tma02 part 2 short

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Tma02 part 2 short