Hanging Pictures or Searching the Web: Informing the Design of a Decision-Making System that Empowers Teachers to Appropriate Educational Resources to Their School’s Infrastructure

In this paper, we report work in designing a decision-making system that aims to support teachers in appropriating to their practice innovative scenarios that employ uses of information and communication technologies (ICT) in teaching and learning. To this end, we break down educational scenarios into micro-activities, and connect them to required and alternative infrastructure. We argue that micro-activities is a unit of analysis of educational scenarios that is compatible with the role of teachers as designers who select, decompose, combine, enact and revise different pieces of resources. This paper offers a reflective viewpoint on integrating ICT in existing scenarios and investigates how teaching objectives make use, or not, of the potential of digital technologies

How much do we really know about river flooding?

Have you ever experienced rain where it rained so hard or for so long that you feared you may soon be up to your eyeballs in water? Sadly, many people in the world have witnessed this firsthand, and this is likely to increase due to climate change unless we do something to prepare for flooding disasters. Some areas are more prone to floods than others, and the people living there are more at risk. Scientists have developed computer models in an effort to map flood prone areas. Decision makers use the results from those computer models to plan for future flooding events to limit destruction and save lives. But are they accurate enough considering human lives may depend on them? To answer this question we compared the results from six computer models which simulate flood risk in Africa. The models agreed in less than 40% of the cases about where exactly it would flood and how much damage there might be

Mathematics with component-oriented exploratory software

In this paper we discuss a component-oriented architecture which we are employing to develop programmable exploratory software for mathematics. We argue that the architecture can be used to provide synergy between end-user programming and efficient behavior of components, i.e. computational objects of a wide range of technical complexity and functionalities. We give examples of components with mathematics in their behavior and components which in themselves embody mathematical relations. Through both formal language and visual means, users can link them to form creative configurations with interesting functionalities and use the resulting environments for exploratory activity. We conclude that this architecture enables a more efficient collaboration between technical and educational expertise in developing exploratory software