The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.

1. Dwayne Squires Oral Defense

2. Introduction Part I

3. Eleanor McKenzie Penny Squires WGU Alumni ‘04 Dwayne Squires December 2010 Introduction Family

4. Personal Interests Introduction © BBC 2010

5. Canton Middle School Technology Facilitator (2 years) Math & Science Teacher (5 years) Christ School Math, Technology Teacher, Dorm Parent (2.5 years) A-B Tech Cisco & Networking Teacher (.5 years) Mars Hill College Education Department Technology Facilitator & Library of Congress American Memory Fellow (1.5 years) Buncombe County Schools Math & Science Teacher (3 years) Asheville City Schools Technology Facilitator (2 years) Math & Science Teacher (2 years) Introduction Career

6. Capstone Part II LOC.gov

7. Problem Overview Students have trouble in the four areas of graph and data analysis : identifying and collecting data organizing data analyzing and interpreting data* translating and displaying data* By the eighth grade students are expected to understand concepts that seem too abstract and have little concrete reality in the life of a typical thirteen year old. Capstone

8. What are the needs for and causes of remediation -> leading to appropriate course design; Lack of rigor, lack of understanding of college expectations, graduation standards not meeting college requirements? Course design offers solution to these issues Change in curriculum and instruction Using innovative methods, tools, technology Attitude and Achievement What technology offers promising research results; Handheld technology tool of choice (ex.: graphing calculator). Immediacy of results Engagement beyond pencil paper tasks Prediction of results and repetition of activities What are some innovative methods of instruction using these tools and technology in the science and mathematics classrooms. technology integration when combined with appropriate pedagogies provides additional opportunities for learning and understanding, makes learning more relevant, challenging, authentic, and exploratory uniqueness of the hand-held technology allows for students to collect data in real time, to view graphs of the data in real time, and to make a more immediate connection between the concepts being studied and the representations of that concept Literature Review Overview Capstone

9. Needs Analysis Population Characteristics Demographics: Education, poverty, ethnicity Cultural: Physical/Social Division, employment, technology access Unique: Standardized Testing Scores, EC/504 Identification, Attitude/Achievement Requisite Skills & Knowledge Basic reading and mathematics skills and knowledge Prior Skills & Knowledge Correlation of state Math and Science goals Attitude & Motivation Cultural Middle School Students Capstone

10. Goal of Instruction Students will use tools such as calculators, probeware, or web 2.0 tools to graph, analyze, interpret, and communicate math and science data . Student's ability to make inferences from data Use evidence to offer descriptions, predictions, and models leading to explanations and further investigation Show an increase in communicating scientific procedures, results, and explanations Thinking critically and logically to bridge the relationships between evidence and explanations Recognizing and evaluating alternative explanations Reviewing experimental procedures Capstone

11. Overview of Objectives Graph, Analyze, Interpret and Communicate Math and Science Data Students have trouble in the four areas of graph and data analysis: identifying and collecting data organizing data analyzing and interpreting data translating and displaying data Concepts too abstract and have little concrete reality in the life of a 13yr old "Science as Inquiry" relies on the ability and desire of students to go beyond the simple completion of a task The Goal of Instruction and afore mentioned concerns are addressed in the 17 objectives Capstone

12. Instructional Strategies Three lessons ~ 10 hours of instruction Lesson 1: Virtual Owl Pellet Dissection None of the specific 17 performance objectives High Interest Groundwork Addresses important science and mathematics standards Lesson 2: Description and Measurement Performance Objectives 7-11, 13-15, 17 Lesson 3: Drawings, Tables, Graphs Performance Objectives 1-6, 12, 16 Capstone

13. Technology to Support Learning Netbooks and Internet Moodle- course management system Web 2.0 Content Spreadsheet Software Handhelds Probeware Graphing Calculators Capstone

14. Examples of Technology Netbooks and Internet provided at school and in class as a part of the regular routine of learning and instruction (IMPACT Grant) Moodle- Every teacher has access to a moodle classroom. This was setup outside of the school for simplicity sake. ( Moodlehub.com ) Web 2.0 Content Virtual Owl Pellet Dissection Lab ( KidsWings.com ) Dirty Jobs Video (Discovery.com) Flash games: food-chains and food-webs (BBC.com) Slideshare.net: Powerpoint presentation moodle plug-in Spreadsheet software Microsoft Office Excel Handhelds Probeware: Temperature mini-Lab Graphing Calculators: Display of data collected in labs Capstone

15. Phases of Formative Evaluation SME (2) One-to-One (3) Small Group (26) Capstone Dick & Carey © 2001

16. Evaluation Instruments Subject Matter Experts SME Checklist SME Interview Questionnaire One-to-One Post Test: Multiple Choice & Lab Interview Questionnaire & Open Ended Small Group Post Test: Multiple Choice & Lab Interview Questionnaire & Open Ended Capstone

17. Results: Summary of Objectives and Post Test Data SME No major revisions necessary One-to-One Need for a revision in the criteria for meeting seven of the objectives: 2, 7, 10, 12, 16, and 17 Some post test questions reworded for clarity Interview uninformative Students felt better about their understanding than they actually mastered the content Small Group Revision paid off Lengthen post test. Further validity assessment Interview again uninformative Triangulation of Data Showed no problems Capstone

18. Domains Part II Instructional Design Research Fundamentals Technology Integration Measurement and Evaluation

19. Instructional Design What I Learned ADDIE Model Dick and Carey Model Instructional Theories Behaviorism Constructivism Cognitivism Social Learning Domains Application to Workspace More Reflective Practitioner Look at instruction for the first time through an ID framework. Dick & Carey © 2001

20. Research Fundamentals Domains What I Learned Was less of what I learned and more of how it was refreshed. Since my undergraduate degree was from a undergraduate research based institution. Application to Workspace Reminded me that research is appropriate conducted in the classroom Research is important to be consumed by the classroom teacher Instruction should be research based Was the source of research for the IMPACT grant at our school.

21. Technology Integration Domains What I Learned M.D. Roblyer Vast amounts of technology research relating directly to my instruction Application to Workspace Modeled classroom instructional methods and options for technology integrated instruction to other teachers. Staff Development Became the Tech Facilitator for our school

22. Measurement and Evaluation Domains What I Learned Evaluation vs. Assessment Formative vs. Summative Application to Workspace These fit in so well again with the IMPACT model We are doing a lot of evaluation and assessment at CMS Helps me explain to colleagues what these really mean

23. Summary Research: Technology does work @ CMS and is supported by research Handheld technology is beneficial to math and science classroom More research to be done in this area Personal Full time: student, parent, spouse… What is important vs. What is necessary Surprised at what I had learned since I was an undergraduate, and at what I was able to learn in an online setting Open doors and opportunities to serve in a greater capacity working with students and teachers PowerPoint note pad template www.presentationmagazine.com