Virtual manipulatives allow students to engage with concrete materials on digital devices to support their understanding of a concept. They:
- save educators time by having ready and equitable access to resources, such as digital unifix cubes and geoboards
- support students to take risks as they can easily move digital objects and attempt a task again
- promote the learning of concepts and problem-solving skills in a developmentally appropriate, hands-on, experiential way.
Google templates (recommended)
How to use with ICT
|Deep content knowledge in mathematics - Part 1||Scan- Vol 38 2019||Refer to the section "Hands on learning in mathematics"|
|Toy theatre||Virtual manipulatives||A collection of free, web-based mathematics manipulatives including geoboards, number charts, timers and a range of other interactive tools.|
|Utah State University||National library of virtual manipulatives||The National Library of Virtual Manipulatives is an project that began in 1999 to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials, mostly in the form of Java applets, for mathematics instruction (K-12 emphasis).|
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.