Tools and Analysis

Tools:

      

      The tool I used for organizing my data was Google Sheets. Google Sheets is a very user friendly app that is similar to Excel.  I found it much easier to use than Microsoft Excel. Microsoft Excel can be overwhelming when inputting data because it has a lot of additional features. I enjoy Google Sheets because for the basic spreadsheets that I would use at school it is user friendly and quick to input data. I also enjoy Google Sheets, along with other Google Apps because documents/spreadsheets that are created are easily shared with colleagues. “Keeping up this dialogue ensures that you and your colleagues can plan ahead for what students will need.” (Logan, n.d.). I decided to color code my data, so that it was easier for the viewer and me to interpret the information. The color coding helped me see what standards the individual students need interventions on, as well as what standards I need to reteach the class.

     I use this tool as my grade book online. I am able to create a spreadsheet with all the standards needing to be assessed over the course of the year, along with the student’s names. Then I can go and input the data I receive from the students after the assessments. This information can be shared with the students throughout the year. By color coding this information, the students can see how they are progressing in class (ie: what they need to work on and what they are mastering). I can use Google Sheets as a place to collect progress monitoring data. It is important to track students data in order to decide what type of intervention they are going to need. “The teacher should collect 3-5 data-points prior to starting the intervention to calculate the student’s baseline, or starting point, in the skill or behavior that is being targeted for intervention.” (Intervention Central).  

     One Web2.0 tool that I use is Scootpad. Scootpad is a great online-based program that allows teachers to adjust reading and math assignments based on individual student needs. You can assign students spelling, writing and home based projects through this program. Students are very engaged in this program because they are able to have conversations with their classmates and teacher through the “Chat” feature. They can change their avatar and the teacher is able to give students a little extra incentive using the “reward” feature. Teachers can create different rewards if the students earn so many coins throughout their learning journey on Scootpad.

     Another great Web2.0 tool is Edmodo. Edmodo is a great place for students to engage in conversations in and out of school. Teachers are able to poll students, post homework assignments, and pictures/videos from class. It’s a great way to connect school to home.

Analysis of Data:

     After reviewing the data, I noticed that all student besides one missed question 6, standard M:Q6:M:01:NO:6:4. This teacher may consider re-teaching this strand. Based on the assessment data, there are 6 children that scored 60% or lower on the assessment. Of those 6 students, the teacher may consider working with these students in a small group, 1:1 setting to do some more intensive instruction on these specific strands. I would work with these students for a while and do mini-assessments and plot their data. For students that are still not grasping the concepts more intensive instruction would take place. While looking at the data, a majority of the class missed three strands in particular. Strand  M:02:GM:6.6, M:03:FA:6.1 and M:01:NO:6.4. These three strands would be the strands that she should focus on re-teaching as a whole group.

     The data results showed that half of the class was mastering the concepts (scoring 70% or higher) and half of the class is not mastering the concepts (scoring 60% or lower). Since the class is split half and half it is clear that re-teaching is needed in some areas.  I incorporate centers in my class and I think in this situation, centers would work out best. This teacher could do mixed-ability grouping and create centers that focus on specific strands that students are struggling with. The students that are mastering the strands could help the students that are struggling with the specific standards. Another way this teacher could meet the needs of all her students is to give the proficient students extension activities on specific strands while giving the struggling students re-teach activities on the strands that they are struggling on.

References-

Helping teachers to structure their classroom (tier 1) data collection. (n.d.). Retrieved December 
      15, 2014, from Intervention Central website: http://www.interventioncentral.org/ 
      response_to_intervention_structuring_teacher_data_collection

Logan, L. (2014). 5 ways to use data to improve your teaching. Retrieved December 15, 2014, from 
      Amplify website: http://www.amplify.com/viewpoints/5-ways-to-use-data-to-improve-your-  
      teaching 

MODULE 5: ORGANIZING DATA

Link to Spreadsheet

Mrs. Young's Technology Presentation:

Technology Training Survey

Technology Training Survey

Link to Survey: https://docs.google.com/forms/d/1eoSA0a_aqSaJpurmXkWQptNxWCV3W5OvOwx6FfUo3Gg/viewform?usp=send_form

TPACK

http://esc407classroomtechnologies.wikispaces.com/TPACK+stuff

TPACK stands for Technological Pedagogical and  Content Knowledge framework. The framework provides guidance for appropriate technology integration. “Teaching is a context-bound activity, and teachers with developed TPACK use technology to design learning experiences tailored for specific pedagogies, crafted for specific content, as instantiated in specific learning contexts.” (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013). TPACK is three broad knowledge basis working together seamlessly and interchangeably. These three knowledge basis are technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK). (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013, p. 2-3). 

https://www.youtube.com/watch?v=0wGpSaTzW58

Technological knowledge covers the ability to adapt to and learn new technologies. Technology knowledge is always adjusting due to the rapidly changing nature of technology. Content knowledge refers to a specific discipline or subject matter in which teachers are expected to master. Pedagogical knowledge (PK) describes the set of skills all teachers need to develop in order to properly deliver this content knowledge in a well-managed, well organized, engaged and motivated classroom.  I like to think of PK as the “teacher toolkit”.

         If a school is equipped with the technology they can absolutely take on the TPACK model. There are a few different approaches that have been proposed in order for teachers to develop the TPACK model. One approach is the learning technology by design and activity types. In the activity type approach teachers develop goals for student learning and then they choose activity types to match the goals. Then they take those goals and activities and select certain technologies to go with those specific activities. Learning technology by design students are in the driving seat. They are not receiving instruction from the teacher. The students are utilizing the technology as they are learning. Teachers must be willing to be flexible when taking on one of these approaches to properly integrate the TPACK model. 

http://esc407classroomtechnologies.wikispaces.com/TPACK+stuff

          Another thing that teachers should consider is they should begin with technology that they are relatively familiar with. Teachers will progress towards the more advanced technologies as they begin to feel more comfortable with the TPACK model. When a teacher is planning a particular learning event they should consider the five basic instructional decisions. They must choose the learning goals, make pedagogical decisions about the learning experience, select and sequence appropriate activity types, select formative and summative assessment strategies, and select tools and resources that will support students in the learning process. (Harris, J., & Hofer, M. 2009).

Works Cited: 

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Koehler, M. J., & Mishra, P., Akcaoglu, M., Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers Teacher Educators. Commonwealth Educational. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20teacher%20education%20Module%201%20Final_May%2020.pdf

Kimmons, R. (2011, March 22). TPACK in 3 Minutes [Video file]. Retrieved from  
      https://www.youtube.com/watch?v=0wGpSaTzW58. 

Hats of the Technology Integration Specialist

Technology integration is using whatever tools you have to the best of your abilities. If you can do lessons better using technology this is why you integrate technology.  We use technology to make learning fun. Students are using technology in all aspects of their life. We need to teach students where they are. When you create something there is a level of ownership there. Students have the ability to create things and publish their work to share with the entire world when using technology. The role of the teacher has shifted from teacher-centered, where the teacher would lead every discussion and teach in front of a group of students. To now, the teacher is taking the role of a facilitator, providing students with the tools for them to create their own path of learning. I think that this one of the most important roles of a technology integrator, a facilitator. Facilitating staff, coworkers and students in using any number of technology tools to assist with instruction and enhance the learning process.  (Fink, 2012).

When using technology, there needs to be a connection between technology in education and the pedagogy in the classroom. It is important that teachers use technology to enhance the pedagogical decision-making process.  Some connections that can be made between technology and the pedagogy in the classroom can be:

·         Adapt technology to match objectives in the classroom

·         Present instruction using technology

·         Students can create projects and other follow-up activities using technology.

·         Create an engaging environment using multiple technology sources.

(Okojie et al, n.d.)

Challenges with technology integration are teachers need to understand that technology integration is just that. It should be integrated into your facilitated lesson and not singled out as an isolated activity. Many teachers have the wrong idea when it comes to technology. They believe that technology is just merely a tool and they do not consider it something that can be used to facilitate or enhance instruction. “An educator who does not understand the purpose of technology integration or how it could be applied is less likely to achieve success in a technology-based learning environment.” (Okojie et al, n.d.). Other challenges when it comes to technology integration are lack of computers in the schools, lack of training for the facilitators (teachers), and intimidation.

References:

Fink, Zachary. (Screen Name). (2012). An introduction to technology integration. [Video File]. Retrieved From http://www.edutopia.org/technology-integration-introduction-video.

Okojie, M., Olinzock., A., A., Okojie-Boulder., T., C. (n.d.). The Pedagogy of Technology
                        Integration. The Journal of Technology Studies.