The teacher implemented student response clickers, also known as clickers, in their second grade classroom to allow for more formative assessments to better guide instruction. The initial implementation took longer than expected, as the students needed to learn how to use the clickers and the teacher forgot to provide instructions on correcting answers. However, the clickers provided assessment data, such as averages and item analysis, more quickly than traditional paper tests once familiarity increased. While the in-class time was longer, the teacher's time for grading and analysis was reduced. The teacher plans to refine the implementation process based on lessons learned.
This document contains summaries of 9 articles related to technology integration in education. The summaries are brief, ranging from 1 to 4 sentences and highlight the main topics and conclusions of each article. Critiques of each article are also provided, noting positive aspects as well as potential areas of improvement.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
The document discusses the use of clickers, or personal response devices, in classroom settings to increase student engagement through polling questions, group discussions, and real-time feedback. It provides examples of how clickers were implemented in various modules to take attendance, assess comprehension, and evaluate student perceptions. Student feedback indicated that clickers improved understanding, participation, and preparation when used appropriately in lectures and labs.
This document contains summaries of multiple articles related to educational technology. The summaries provide overviews of the articles' topics and findings. The first article discusses a survey on students' technology knowledge and suggests educating both students and teachers on safe internet usage. The second article focuses on the benefits of interactive whiteboards for differentiation and engagement. The third promotes the use of Twitter for professional learning opportunities. Subsequent summaries address updating professional development models, implementing wikis with students, using interactive whiteboards in science lessons, and introducing podcasting in classrooms.
The document discusses Mark Boatman's goals and plans for using technology in his future classroom. It outlines how he intends to utilize various technologies like word processing, telecommunications, spreadsheets, and presentation software. Some specific examples mentioned include having students create newsletters and budgets using Word, setting up a class website for communication, and using PowerPoint for delivering lessons and student group projects.
The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
Effects of technology on classroom and studentsKerkLenard
1. Technology changes the roles of students and teachers in the classroom. Students take a more active role in their learning by manipulating information and making choices, while teachers act as facilitators providing guidance and support.
2. The use of technology highly motivates students and boosts their self-esteem. Students feel a sense of accomplishment from using technology and see it as empowering. They are more willing to take on complex tasks and work collaboratively with peers.
3. In addition to developing technical skills, students gain experience with collaboration, use of outside resources, and attention to design and audience when using technology for project-based learning. However, teachers must make sure technology does not distract from substantive content
This document contains summaries of 9 articles related to technology integration in education. The summaries are brief, ranging from 1 to 4 sentences and highlight the main topics and conclusions of each article. Critiques of each article are also provided, noting positive aspects as well as potential areas of improvement.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
The document discusses the use of clickers, or personal response devices, in classroom settings to increase student engagement through polling questions, group discussions, and real-time feedback. It provides examples of how clickers were implemented in various modules to take attendance, assess comprehension, and evaluate student perceptions. Student feedback indicated that clickers improved understanding, participation, and preparation when used appropriately in lectures and labs.
This document contains summaries of multiple articles related to educational technology. The summaries provide overviews of the articles' topics and findings. The first article discusses a survey on students' technology knowledge and suggests educating both students and teachers on safe internet usage. The second article focuses on the benefits of interactive whiteboards for differentiation and engagement. The third promotes the use of Twitter for professional learning opportunities. Subsequent summaries address updating professional development models, implementing wikis with students, using interactive whiteboards in science lessons, and introducing podcasting in classrooms.
The document discusses Mark Boatman's goals and plans for using technology in his future classroom. It outlines how he intends to utilize various technologies like word processing, telecommunications, spreadsheets, and presentation software. Some specific examples mentioned include having students create newsletters and budgets using Word, setting up a class website for communication, and using PowerPoint for delivering lessons and student group projects.
The student teacher integrated technology into their lessons in limited ways using the available resources at their placement school. They used an overhead projector daily to model math problems and display materials while maintaining classroom management. An LCD projector was also used to show math websites, videos, and student-created PowerPoints. For a religion lesson, students used laptops from a mobile cart to access web 2.0 tools like Blabberize and Mystudiyo created by the student teacher to introduce content and assess understanding. Students responded positively and seemed engaged with the incorporated technology resources.
Effects of technology on classroom and studentsKerkLenard
1. Technology changes the roles of students and teachers in the classroom. Students take a more active role in their learning by manipulating information and making choices, while teachers act as facilitators providing guidance and support.
2. The use of technology highly motivates students and boosts their self-esteem. Students feel a sense of accomplishment from using technology and see it as empowering. They are more willing to take on complex tasks and work collaboratively with peers.
3. In addition to developing technical skills, students gain experience with collaboration, use of outside resources, and attention to design and audience when using technology for project-based learning. However, teachers must make sure technology does not distract from substantive content
Programmed instruction is a method of self-paced learning that presents material in small incremental steps, requires active learner responses, and provides immediate feedback. There are two main types: linear programming that follows a set sequence, and branching programming where learners' responses determine their path. The technique was pioneered by B.F. Skinner in the 1950s based on operant conditioning principles and aimed to individualize learning through machines/programs instead of teachers. It remains influential as a predecessor to modern computer-assisted learning.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
Here are a few ideas for using current events to increase student engagement in an online cultural diversity course:
- Have a weekly discussion forum where students can post links to recent news stories related to issues of diversity, race, ethnicity, gender, etc. and discuss them. This keeps topics feeling current and relevant.
- Incorporate current events into discussion questions for readings/videos. For example, ask how a recent policy change or event relates to concepts from that week's material.
- Assign short response papers where students analyze a current event through the lens of a sociological framework or theory from the course.
- Invite guest speakers via video conference to discuss their research on a current topic related to diversity. Have a Q
The document discusses three potential master's thesis projects:
1) Implementing project-based learning in the classroom to engage students through hands-on learning.
2) Integrating blogging into the classroom to facilitate student discussion and sharing of work.
3) Creating a student-run school news network to teach students communication and organization skills through technology.
Resources needed include access to computers, video cameras, and support from staff.
The document discusses three articles about using technology in the classroom to enhance learning. The first article talks about optimal classroom setups that allow instructors to integrate technology into their lessons. The second article examines how youth are leading technology use and initiatives like instant messaging in tutoring can boost interaction. The third article notes that teachers must develop various computer and online skills to keep education relevant as technology rapidly advances. Overall, the document emphasizes that incorporating engaging technology strategies can help students learn better in today's digital world.
Using google docs as an interactive learning tool831220
The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
This document discusses three articles that explore implications and cautions of technology use in education. The first article cautions that technology can undermine serious study if not used carefully and that teachers must guide students to ask important questions. The second article argues that technology can both enhance existing skills and generate new knowledge, changing the nature of learning. The third article focuses on negative trade-offs of a technology-focused deal between schools and a computer company, including loss of arts programs and biased content.
The document discusses implementing a technology education program in primary grades at Fairmeadows Elementary School. It describes conducting a needs assessment that found the existing laptop reservation system was inequitable and primary grade teachers were not using the mobile laptop labs. A new reservation system and a committee were formed to create a technology training program for primary teachers. The program trained teachers to use laptops with small reading groups to address teachers' concerns about classroom control. The goals were to provide students more access to technology and for teachers to gain skills in using technology in a workable way with young children.
Lisa Mulka reflects on her experience in an educational technology summer cohort. She discusses three key areas of learning: understanding understanding, the TPACK model of integrating technology, pedagogy and content, and student motivation. She reflects on how these areas have impacted her teaching approach and will influence her future teaching practices.
The document summarizes the internship experience of creating an interactive review game using Adobe Captivate for a health course. Key points:
- The intern worked with an instructor to design a Jeopardy-style game with 25 fill-in-the-blank questions across 5 categories (Female, Male, General, STIs, Contraceptives) to help students review course material on sexuality for an exam.
- Adobe Captivate was used to create the game and capture student scores when played online. Features like variables and actions were utilized.
- The game aimed to make review enjoyable while assessing student knowledge in a timed manner. It provided a tool for students to identify topics needing more review before
Revised @ 1921 using technology in special education cl(1)Luncan Oana
This document discusses using technology in special education. It defines special education as education tailored to students' individual needs and disabilities as physical or mental impairments that may be present from birth or occur later in life. The document argues that computers can help low-achieving students and those with special needs by allowing individualized, self-paced learning with immediate feedback. Educational software like drill and practice programs and games are discussed as beneficial if integrated properly into instruction. While computers provide advantages, teachers still play an important role in coordinating the learning process and computers cannot replace them.
This document provides reviews of 10 different educational apps. It describes each app's name and purpose, how it provides feedback to students, what thinking skills it encourages, ease of use, privacy, alignment to curriculum standards, and instructions. The apps cover a range of subjects and functions, including interactive games (Kahoot), cognitive training (Lumosity), studying and assessment (Quizlet), instructional videos and assessments (Brain Pop), math instruction (Khan Academy), language learning (Duolingo), and math problem solving (Photomath). For each app, the document provides 1-2 sentences for most response key criteria to explain how the app works and its educational benefits.
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
The document discusses the Apple iPad 2. It has a technical specifications section that provides details on the device's hardware and software capabilities. A YouTube link is also included that likely contains a video overview or demonstration of the iPad 2.
This document discusses the author's thoughts on design after taking a course that focused on design principles. The author focuses on design in terms of context, usability, and functionality rather than McCloud's six steps of design. The author emphasizes considering the audience and intended use when designing. Usability and ensuring the design can be easily used for its intended purpose are also important. Functionality relates to whether each part of the design serves a clear purpose. The author then discusses their process for designing a website about nonfiction text features for students, applying principles of context, usability, and functionality. User and peer feedback was incorporated to improve the design. The author concludes by discussing the importance of design skills for online content and the need for
Blank Rome Philadelphia Alumni ReceptionBrad Miller
The document announces an alumni reception for Blank Rome to be held on October 18, 2016 at the National Constitution Center in Philadelphia, Pennsylvania. The event is an alumni reception for Blank Rome. It will take place on October 18, 2016 at the National Constitution Center in Philadelphia.
Social media has become a fundamental part of communication and commerce. Several facts illustrate its widespread adoption: 300,000+ businesses have Facebook presences; 96% of Generation Y have joined social networks; and Facebook added 100 million users in less than 9 months. Additionally, social media influences customer behavior - 78% of consumers trust peer recommendations over advertisements. As a result, social media is increasingly seen as essential for businesses, as the ways people interact and obtain information have shifted significantly online.
The help desk is often the first point of contact for callers and good telephone techniques are important. To be prepared, technicians should sit up, take deep breaths to relax, have water handy to speak clearly, and be conscious of using a courteous tone of voice when speaking slowly to callers.
This document discusses the relationship between salvation and healing by examining different categories of people: saved and healed, saved but not healed, unsaved but healed, and unsaved and not healed. It explores possible past conditions and views of these people, as well as God's responses and their potential future conditions. The key point is that while salvation is a choice, healing is determined by God, and health conditions may be temporary while salvation provides eternal security if one remains faithful.
Programmed instruction is a method of self-paced learning that presents material in small incremental steps, requires active learner responses, and provides immediate feedback. There are two main types: linear programming that follows a set sequence, and branching programming where learners' responses determine their path. The technique was pioneered by B.F. Skinner in the 1950s based on operant conditioning principles and aimed to individualize learning through machines/programs instead of teachers. It remains influential as a predecessor to modern computer-assisted learning.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
Here are a few ideas for using current events to increase student engagement in an online cultural diversity course:
- Have a weekly discussion forum where students can post links to recent news stories related to issues of diversity, race, ethnicity, gender, etc. and discuss them. This keeps topics feeling current and relevant.
- Incorporate current events into discussion questions for readings/videos. For example, ask how a recent policy change or event relates to concepts from that week's material.
- Assign short response papers where students analyze a current event through the lens of a sociological framework or theory from the course.
- Invite guest speakers via video conference to discuss their research on a current topic related to diversity. Have a Q
The document discusses three potential master's thesis projects:
1) Implementing project-based learning in the classroom to engage students through hands-on learning.
2) Integrating blogging into the classroom to facilitate student discussion and sharing of work.
3) Creating a student-run school news network to teach students communication and organization skills through technology.
Resources needed include access to computers, video cameras, and support from staff.
The document discusses three articles about using technology in the classroom to enhance learning. The first article talks about optimal classroom setups that allow instructors to integrate technology into their lessons. The second article examines how youth are leading technology use and initiatives like instant messaging in tutoring can boost interaction. The third article notes that teachers must develop various computer and online skills to keep education relevant as technology rapidly advances. Overall, the document emphasizes that incorporating engaging technology strategies can help students learn better in today's digital world.
Using google docs as an interactive learning tool831220
The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
This document discusses three articles that explore implications and cautions of technology use in education. The first article cautions that technology can undermine serious study if not used carefully and that teachers must guide students to ask important questions. The second article argues that technology can both enhance existing skills and generate new knowledge, changing the nature of learning. The third article focuses on negative trade-offs of a technology-focused deal between schools and a computer company, including loss of arts programs and biased content.
The document discusses implementing a technology education program in primary grades at Fairmeadows Elementary School. It describes conducting a needs assessment that found the existing laptop reservation system was inequitable and primary grade teachers were not using the mobile laptop labs. A new reservation system and a committee were formed to create a technology training program for primary teachers. The program trained teachers to use laptops with small reading groups to address teachers' concerns about classroom control. The goals were to provide students more access to technology and for teachers to gain skills in using technology in a workable way with young children.
Lisa Mulka reflects on her experience in an educational technology summer cohort. She discusses three key areas of learning: understanding understanding, the TPACK model of integrating technology, pedagogy and content, and student motivation. She reflects on how these areas have impacted her teaching approach and will influence her future teaching practices.
The document summarizes the internship experience of creating an interactive review game using Adobe Captivate for a health course. Key points:
- The intern worked with an instructor to design a Jeopardy-style game with 25 fill-in-the-blank questions across 5 categories (Female, Male, General, STIs, Contraceptives) to help students review course material on sexuality for an exam.
- Adobe Captivate was used to create the game and capture student scores when played online. Features like variables and actions were utilized.
- The game aimed to make review enjoyable while assessing student knowledge in a timed manner. It provided a tool for students to identify topics needing more review before
Revised @ 1921 using technology in special education cl(1)Luncan Oana
This document discusses using technology in special education. It defines special education as education tailored to students' individual needs and disabilities as physical or mental impairments that may be present from birth or occur later in life. The document argues that computers can help low-achieving students and those with special needs by allowing individualized, self-paced learning with immediate feedback. Educational software like drill and practice programs and games are discussed as beneficial if integrated properly into instruction. While computers provide advantages, teachers still play an important role in coordinating the learning process and computers cannot replace them.
This document provides reviews of 10 different educational apps. It describes each app's name and purpose, how it provides feedback to students, what thinking skills it encourages, ease of use, privacy, alignment to curriculum standards, and instructions. The apps cover a range of subjects and functions, including interactive games (Kahoot), cognitive training (Lumosity), studying and assessment (Quizlet), instructional videos and assessments (Brain Pop), math instruction (Khan Academy), language learning (Duolingo), and math problem solving (Photomath). For each app, the document provides 1-2 sentences for most response key criteria to explain how the app works and its educational benefits.
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
The document discusses the Apple iPad 2. It has a technical specifications section that provides details on the device's hardware and software capabilities. A YouTube link is also included that likely contains a video overview or demonstration of the iPad 2.
This document discusses the author's thoughts on design after taking a course that focused on design principles. The author focuses on design in terms of context, usability, and functionality rather than McCloud's six steps of design. The author emphasizes considering the audience and intended use when designing. Usability and ensuring the design can be easily used for its intended purpose are also important. Functionality relates to whether each part of the design serves a clear purpose. The author then discusses their process for designing a website about nonfiction text features for students, applying principles of context, usability, and functionality. User and peer feedback was incorporated to improve the design. The author concludes by discussing the importance of design skills for online content and the need for
Blank Rome Philadelphia Alumni ReceptionBrad Miller
The document announces an alumni reception for Blank Rome to be held on October 18, 2016 at the National Constitution Center in Philadelphia, Pennsylvania. The event is an alumni reception for Blank Rome. It will take place on October 18, 2016 at the National Constitution Center in Philadelphia.
Social media has become a fundamental part of communication and commerce. Several facts illustrate its widespread adoption: 300,000+ businesses have Facebook presences; 96% of Generation Y have joined social networks; and Facebook added 100 million users in less than 9 months. Additionally, social media influences customer behavior - 78% of consumers trust peer recommendations over advertisements. As a result, social media is increasingly seen as essential for businesses, as the ways people interact and obtain information have shifted significantly online.
The help desk is often the first point of contact for callers and good telephone techniques are important. To be prepared, technicians should sit up, take deep breaths to relax, have water handy to speak clearly, and be conscious of using a courteous tone of voice when speaking slowly to callers.
This document discusses the relationship between salvation and healing by examining different categories of people: saved and healed, saved but not healed, unsaved but healed, and unsaved and not healed. It explores possible past conditions and views of these people, as well as God's responses and their potential future conditions. The key point is that while salvation is a choice, healing is determined by God, and health conditions may be temporary while salvation provides eternal security if one remains faithful.
This poem explores the speaker's experience with her first language and mother tongue. It is divided into three sections where she expresses the difficulty of knowing two languages but neglecting the one that feels most a part of her identity. While her mother tongue dies during the day, it is renewed in her dreams at night, growing stronger. The word "tongue" has multiple meanings in the poem, both as the physical organ of speech and as the language one speaks. Repetition of words like "tongue", "grows", "bud", and "mouth" emphasize the ideas of renewal and growth of her first language. The inclusion of Gujarati shows the two languages operating in the poet's life.
This document describes a webquest that students will create using Zunal.com to serve as a study guide for an assigned chapter in their biology book. The webquest will include various interactive elements and assessments to help students learn and review the chapter content. Creating an effective online study guide requires analyzing student needs, considering the learning context, understanding the learners, and designing learning objectives and assessments. The webquest development process involves planning, creating instructor guides and learning materials, gathering feedback, and revising based on evaluations to improve the resource.
This document defines three types of inquiry: structured, guided, and student-initiated. It provides examples of webquests that demonstrate each type of inquiry. The examples could be adapted for a learning unit on various topics, such as academic integrity, learning styles, note-taking skills, and researching colleges. Some examples would need modifications to better fit the intended learning environment and incorporate different technologies.
The document describes how to transfer the peer instruction technique of using clickers to an asynchronous online environment. It provides examples of online prompts that pose questions to students along with answer choices. Students first privately select their response, then discuss their reasoning in an online threaded discussion. Afterward, students are surveyed on the question again. This allows instructors to assess changes in understanding and observe student thinking. The benefits listed include promoting student engagement, improving learning through discussion, providing feedback to instructors, and engaging students in active learning.
Developing a Learning Assessment - Mike McGinnisMichael McGinnis
This paper outlines a rubric to evaluate students' ability to use Google Communities in a math class. The rubric assesses whether students can navigate to class materials like the calendar, worksheets in Google Drive, and make posts on Communities. The teacher will post questions and grade students based on their ability to find the correct information and make appropriate responses. The paper also discusses the importance of teaching students technology skills needed for assessments rather than assuming they already have them.
The document summarizes a teacher's inquiry project investigating how effectively their students use search engines for research. A survey of 110 students and observations in the computer lab showed that most students type entire questions into the search bar rather than using keywords, and are not aware of advanced search features. The teacher analyzed the data and realized students need more instruction on effective searching strategies to make better use of time for research projects.
The document summarizes a teacher's inquiry project investigating how effectively their students use search engines for research. A survey of 110 students and observations in the computer lab showed that most students type entire questions into the search bar rather than using keywords, and are not aware of advanced search features. The teacher analyzed the data and realized students need more instruction on effective searching strategies to make better use of time for research projects.
5 Data Collection TechniquesAfter reading this chapter you shoul.docxblondellchancy
5 Data Collection Techniques
After reading this chapter you should be able to:
1. 5.1 Identify and appropriately utilize qualitative data collection techniques.
2. 5.2 Identify and appropriately utilize quantitative data collection techniques.
This chapter introduces qualitative and quantitative data collection techniques that can be used to systematically investigate an area offocus. These techniques include using direct observation, interviews, questionnaires, attitude scales, new and existing records, artifacts,teacher-made tests, standardized tests, and school-generated report cards.
Reflection on Action Research
James Rockford
James Rockford is an elementary teacher in a rural school district in Oregon. James is responsible primarily for teaching music andcomputer keyboarding skills to young children and initially became involved with action research as part of a statewide actionresearch initiative. As a result of his first attempt at doing action research and his effort to make it a standard part of his teaching,James has also worked as a mentor for other teachers in his region. James’s story highlights the importance of collecting data froma variety of sources to fully understand the effects of an intervention on student outcomes.
It seemed to be a perfect match. I had charge of a new computer lab and a mandate to develop a program of instruction to match thecurriculum guide, and I needed a “problem” for a collaborative action research class.
The only software that came with the computers was a popular program to teach keyboarding and ClarisWorks. It didn’t make any sense tospend several thousand dollars to teach keyboarding, so the problem became, “How does keyboarding instruction enhance students’ abilityto use word processing, database, spreadsheet, and draw functions?”
Looking at the literature proved to be a formidable problem because there wasn’t a good academic library in the area. The local communitycollege had one online computer to access ERIC (Educational Resources Information Center) through the World Wide Web if I gave searchterms to the librarian. A little help came, but I preferred to do the search myself. Our school was not yet online, so I resorted to using myson’s computer. A quick survey of the literature showed plenty of research on keyboarding but not much focused on young children.Opinions ranged from “Start them as early as possible” to “Avoid bad habits” to “Don’t bother because they can hunt and peck as fast asthey can type.”
The problem proved to be a little overwhelming in that I had just started an instructional program to teach all the keyboarding skills, and itbecame obvious that results would be harder to get for database, spreadsheet, and draw functions. As a result, I decided to look initiallyonly at the effect of teaching keyboarding on word processing for students in grades 4 through 6.
This was supposed to be a collaborative venture, so my first task was to enlist the help of the teachers in grades 4 ...
Personal Response Systems In The Classroommatthewdvs1
The document discusses the use of personal response systems (PRS) like iClickers in classroom settings. It describes how PRS allow students to participate more actively in class and give educators instant feedback on student understanding. Surveys found that most students enjoyed using iClickers and felt it improved their learning. PRS can also help students with disabilities participate more fully. New web-based versions allow students to use devices they already own like phones or laptops. Educators have changed how they teach in response to PRS and seen benefits like increased test scores and participation in large classes.
The document discusses the benefits and drawbacks of using technology in the classroom. It outlines how the author utilized various technologies during their student teaching placements, such as Smart Boards, computer labs, Turning Point software, YouTube, PowerPoint, and Moodle. While technology requires time and resources, the benefits of hands-on learning and student engagement outweigh the drawbacks. The author hopes to apply their technology skills in their own future classroom.
The document discusses the benefits and drawbacks of using technology in the classroom. It outlines how the author utilized various technologies during their student teaching placements, such as Smart Boards, computer labs, Turning Point software, YouTube, PowerPoint, and Moodle. While technology requires time and resources, the benefits of hands-on learning and student engagement outweigh the drawbacks. The author hopes to apply their technology skills in their own future classroom.
The document discusses the benefits and drawbacks of using technology in the classroom. It outlines how the author utilized various technologies during their student teaching placements, such as Smart Boards, computer labs, Turning Point software, YouTube, PowerPoint, and Moodle. While technology requires time and resources, the benefits of hands-on learning and student engagement outweigh the drawbacks. The author hopes to apply their technology skills in their own future classroom.
My research study focuses on redesigning the coursebook activities for 9-10 year old students using 2.0 web tools to see if this helps maintain their interest. The document outlines the aims, research questions, context, participants, theoretical framework, data collection instruments, analysis plans, timeline and dissemination plans. The key research questions are whether redesigning activities through web tools is more motivating than the coursebook and if technology enhances engagement. Qualitative and quantitative data will be collected through observation sheets, a complaint book and test comparisons to analyze engagement and performance before and after the intervention.
The lesson plan involves 7th grade students researching and creating projects on different body systems over 14 days. The library media specialist and science teacher will collaborate, with the specialist teaching research skills using the Big 6 method. On the first day, the specialist will introduce the Big 6 framework and teach website evaluation. Students will then conduct research and create presentations to share their findings. The collaborative planning process helped define each teacher's roles and timing. Some challenges included limited planning time due to different schedules. Student learning was assessed through quizzes before and after on research skills and sources.
This document describes a web quest created by Ellen Feig for a first year English composition class. The web quest guides students through analyzing a persuasive essay, conducting research, and writing a 4-page persuasive research paper on the issues in Peter Singer's essay "The Singer Solution to World Poverty." The document outlines the learning objectives, design process, implementation, and evaluation of the web quest, which was found to be an effective tool by peer evaluators and students based on surveys.
The document discusses using technology to support student learning. It outlines several principles of good teaching practice, including encouraging student-staff contact, active learning, and high expectations. It also discusses various technologies that can impact student learning, such as clickers, blogs, wikis, and peer/self-assessment tools. Turnitin software is mentioned as a way to help identify plagiarism.
The document discusses the author's experience in an online technology course. While apprehensive at first due to changing rules, the author found the readings on integrating technology into classrooms to be interesting. Exposure to new tools like blogging helped the author see opportunities for students. Though the course did not meet high standards, the information was worthwhile. The author plans to share ideas from the course, like blogging and podcasting, with colleagues and research tools before presenting them. Overall, the exposure to new technologies was the most interesting part and the author sees potential for tools like blogging in the classroom with proper precautions.
The document discusses the benefits of using science programs in the classroom. It notes that these programs allow new discoveries and theories to be taught to students quickly. They also provide hands-on learning experiences for students through interactive simulations and experiments. Some examples of free online science programs mentioned include those from National Geographic, CK-12, PhET, Zooniverse, and PBS Nova. These programs engage students and help reinforce concepts learned in class. The document advocates for early introduction of these technologies to better prepare students for higher grade levels and a changing technological landscape.
7 steps to creating an effective elearning program white paper july 2010The Blockchain Academy
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Tech quest telford
1. Student Response Systems:
A Teacher’s Perspective on Their Use in the 2nd Grade Classroom
By Shawn Telford
Project Description
My original idea for a TechQuest was more research oriented. My principal is
interested in purchasing a mobile laptop cart with Wi-Fi, but was wondering what
equipment would be the best to purchase – laptops or netbooks? I was going to do the
research for the purchase. After reviewing the requirements for the TechQuest project
a bit more closely, I realized that the timing of this project would not allow me to do any
sort of implementation. Around the same time I had an “aha! moment” that we have
student response clickers in my building to go with our new interactive whiteboards, and
I have never used them because I don't know how and haven't had the time to
investigate. This brought me to my new topic - Student Response Systems, a.k.a
Clickers.
In order to plan instruction more efficiently, formative assessment is necessary in
the classroom to make the best decisions about where to steer the curriculum. One of
the issues with formative assessment is grading it and putting the information in a form
to analyze it - very time consuming. My hope is that by using a Student Response
System I would be able to do more formative assessments and do them in less time
than having to use a paper and pencil quiz and then creating a spreadsheet and
inputting the data before being able to analyze it. The goal then is to use the clickers
and accompanying software to do formative assessment more often and in less time to
better guide my instruction. While I can see utilizing the clickers in all subject areas, I
would first like to focus on math because there are more discrete skills to assess. It
would allow me to gather information that I could use to decide who needs to receive
instruction in what area with the long term tutor that I have in my room at the end of the
day. This way the tutor's time can be focused on small areas of need with only the
students who need the extra help.
Someone teaching: The teacher will be able to do more formative assessments to
better guide instruction and have the data available in less time, with less work than
using paper and pencil and a spreadsheet.
1
2. Someone learning: Students will benefit because instruction can be tailored to meet
their specific needs because deficiencies in learning will be detected earlier and
supplemental instruction can be done in a timely manner.
Some subject matter: The initial focus will be on math with possible expansion to other
subject areas.
In some setting: The implementation of this project will be in my second grade
classroom.
Research
Upon beginning my research for my TechQuest on student response systems, I
just typed in "student response systems." Most of the research I came up with was
related to their use at the college level. It seems that clicker use in college, especially in
large lecture classes, is more common than I would have thought (either that or college
people write more about their experience using clickers). So, I added "elementary" to
the end of my search string and was able to find more articles related to using student
response systems with younger students. Doing a general Google search found a lot of
companies that make and sell student response systems - another eye-opener,
because I didn't realize there were so many options.
Another site I found doing a regular Google search was Classroom 2.0. There
was a current discussion forum about using clickers in the classroom. People from all
over posted their experiences using different kinds of student response systems.
Users gave tips, resources, and recommendations based on real classroom use. A
blog on the same topic listed some resources to check out and was a starting point for
finding articles.
By switching over to Google Scholar I was able to find credible research
published in professional journals. I have found from the research I had to do while
getting my Ed. Specialist at MSU that Google Scholar is a very efficient search engine
to find articles and abstracts. I also use resources given in articles I find to find other
related articles. I then take that information to the MSU library site on-line and get the
actual article. Once in a while the article is available for free through the Google
2
3. Scholar search, but often there is a charge. Usually, I am able to access the article for
free through MSU and most of the time it is available in PDF format.
A particularly interesting article I found was a survey study about teaching with
student response systems at the elementary and secondary school level (Penuel, et.al,
2006). As stated earlier, much of the information regarding clickers focuses on their use
at the post-secondary level. This research agreed with that and was considered a
relatively new piece of research for the K-12 level. Interestingly enough the researchers
found that goals for clicker use at the K-12 level are similar to the goals of use at the
university level. Teachers use the devices both to assess (mainly formative) and as an
instructional tool that provides opportunities for student engagement. Since this study
was relatively new in the field of clicker use at the elementary and secondary level,
there were many suggestions for future study and some suggested hypotheses as well.
One that I found particularly interesting and that hit home with me was the
suggestion that for student response systems to be used to their greatest benefit,
teachers need to be trained in their use. Training at my school consisted of one person
spending 15 minutes on showing how they work and telling us they were in the building
to use with our new interactive whiteboards. Had it not been for this project, I would not
have pursued their incorporation into my classroom as soon as I did. It takes time to set
up and figure out. As it stands now, there are only three of us in my entire building to
have used the clickers - the person who went to the original training, her teaching
partner, and me.
Another research article was a case study on the use of a document camera,
tablet, and clickers in a third grade classroom (Swan, et.al, 2007). This article's
conclusion was students were significantly more engaged when student response
systems were used as opposed to the other available technologies. This article made
me more interested in trying the response systems for more than formative assessment.
There was a good article about using clickers (referred to in this article as
audience response systems - ARS) in the large (lecture) classroom in college (Caldwell,
2007). I might have overlooked this article, but as previous research stated, clickers are
used for similar purposes in both K-12 and post-secondary settings. What was of
particular interest in this article was the examples of questions types that can be used
3
4. with clickers to take them beyond a simple factual quiz into more of a discussion starter
and tips for writing clicker questions.
Overall, I was pleased with the amount and variety of research available on
student response systems, given their relatively new status, especially at the K-12
level. This is not an exhaustive search, but with student response systems becoming
more popular, more research will become available shortly.
Implementation
In order to implement my project, I had to do some set-up of the response
system. I got the set of clickers which comes in a padded bag with each clicker in its
own slot, in numerical order (clickers are numbered so you can associate a clicker with
a particular student), a USB stick, and a CD from which to install the software. The
brand we have is CPSPulse from eInstruction.
First, I installed the software on my computer and set up a database of my class.
Doing that was fairly easy and straight forward. The clicker set was numbered 65 – 96,
so I assigned each student a clicker – the default in the database starts with one and
increases to as many students as you have in class. At this point I knew my first use of
the clickers was going to be something fairly simple, straightforward, and not critical to a
student‟s grade. I wanted to focus on getting the students to use the clicker. I started
investigating the software to see about creating a simple assessment on telling time.
This part was not as intuitive as setting up a class database. Fortunately, there are
easy to find tutorials on making things work.
The tutorials were short video clips on the Internet that you could access through
the software on the computer. There were a series of 2-5 minute clips that showed you
how to set up quizzes for students to take as a class via an interactive whiteboard or
how to create a paper quiz and have students enter their answers using the clicker. I
debated which way to go with my second graders and opted for having the students first
complete a paper quiz and then enter their answers using the clickers. This would allow
me to assess the accuracy of their answer entries to see if this is a tool I could use to
give me reliable and accurate data for both formative and more “serious” assessments,
such as those tied to a grade for report cards.
4
5. The creation of a quiz and the corresponding
set-up on the computer for this type of clicker use
was fairly easy. I decided to assess student‟s
ability to tell time, an important skill that we have
been working on in class lately. I created a short,
multiple- choice quiz of six questions. Each
question had 3 possible answers. I created the
paper quiz on the computer using a similar format
to the Math Boxes in Everyday Math with which
student are familiar. Each question showed a clock
face with hands set to various times. Three
possible times (answers) were shown labeled A, B,
and C (see quiz, left).
The set-up for the clickers was easy for this type of quiz. There is a “quick quiz”
feature that allows the teacher to set up a quiz by inputting the type of quiz (in my case
multiple-choice with three possible answer choices) and then the correct answer for
each question. It was really easy and didn‟t take much time at all.
I had my colleague who had been trained in the use of the clickers show me how
to make everything work with the students - select the quiz, then “engage”, select
“student-paced”, and “begin”. All I needed to do now
was to instruct 25 second graders on how to use a
clicker to input their answers to this short quiz.
My students were very excited to try out this new
technology. I used my document camera and interactive
whiteboard to demonstrate the use of the clicker. I
showed them how to turn it on (power) and the 4 buttons
that they would be using – A, B, C, and send. I showed
them the screen at the top which tells them which
question they are answering and lets them confirm their
answer choice before hitting send. I gave each student
their clicker according to the number that had been
5
6. assigned to each. I then handed out the paper quiz and had them use a pencil to circle
their answers. Upon completion of the paper quiz, each student powered up the clicker
and entered answers. I was able to monitor student responses on my computer screen
and troubleshoot and assist with students who were having difficulty. When everyone
felt confident with their answers, I had them power off their clickers and I collected them
as well as their paper responses.
Surprises, Bumps, and Delights
Now what I just described makes it sound like everything went smoothly and
quickly. Not exactly. What I described did happen, but things did not go smoothly nor
was the process quick. This six question quiz that would normally have taken five
minutes, at the most (including passing out and collecting papers), took 25 minutes. I
happen to have some of the worst listeners ever this year, so inevitably there was
someone who entered all of their answers without hitting send in between each one.
Luckily, I could track that on my computer screen and see that she was having trouble.
Also, I forgot to mention one important
detail when I gave the instructions – how
to correct an answer that was entered
incorrectly. Once students began
inputting their answers, about half of the
hands in the room went up. I thought
something had malfunctioned with the
system, until I figured out that I hadn‟t
told them to use the arrows on the
clicker to return to a previous question or
correct an incorrectly entered answer.
Once I explained that, things proceeded
smoothly.
At this point, I thought the results
were going to be disastrous. I expected
a total disconnect between paper
6
7. answers and clicker answers. After school, I eagerly printed the “Instructor Summary”
from the list of possible reports to see how the students performed. I was pleasantly
surprised to see a fair amount of students only have one incorrect answer or 100%.
The print-out gave the class average (77.33%), listed the students names, clicker pad
number, the number correct out of the number attempted, the percent correct and a raw
score. My colleague who had used the clickers recommended this report as giving the
most useful information. I also noticed that two students had only answered 5 questions
instead of six. I should have looked for this more carefully as students were taking the
test, because I could have had them correct their errors. That was definitely a lesson
for me to remember next time.
I also printed out an “Item Analysis Report” that showed the percentage of
students who gave each of the 3 answer choices, with the correct answer having an
asterisk next to it. This print-out reminded me of the MEAP print-outs we analyze each
year to find specific areas in need
of improvement. I could see using
this report in the future, because it
would allow me to focus on
specific areas of need for the
entire class. For this particular
quiz, it was telling time to the 45
minutes. Forty percent of students
missed this question.
Since I had collected the paper version of the test, I corrected them to see how
accurate students were when entering their answers. There were the two students
mentioned earlier who only answered 5 questions. Two other students each had one
incorrect entry that didn‟t match their paper answer, but everyone else (21 students)
had a paper score that matched their clicker score. I didn‟t think that was too bad for
the first try. I would like to try another quiz with them to see if we can take the quiz in
less time and if all of the students can enter their answers correctly. If accuracy
improves, I would like to try a quiz where it is done on the whiteboard without needing a
7
8. paper copy. It would certainly be a more eco-friendly way to do formative assessments
and would cut down on the time involved with a paper/clicker combination.
Evaluation
I am so glad that I chose the project that I did. Having the extra push of a class
to implement and evaluate the use of student response systems in the classroom was
valuable to me as a teacher. I was able to use the clickers for two different formative
assessments with my 2nd graders, both of them math assessments. The first
assessment was telling time to the 5 minute and the second assessment was on money
(counting, making change, etc.) Both assessments were formative and I had the
students do the test as a paper assessment and then enter their answers using the
clicker.
My goal was to use clickers to do more formative assessment in a shorter
amount of time. Let me evaluate this project related to the four common places of
education:
Someone teaching: The teacher will be able to do more formative assessments to
better guide instruction and have the data available in less time, with less work than
using paper and pencil and a spreadsheet.
Reality: This is where the clickers fell short of expectations. Overall, this was not a time
saver, at least initially. There were significant time savings for the teacher as far as
correcting and analysis goes, but the time in class to pass out the clickers and tests,
have the students take the paper test and then enter in their answers on the device, and
then collect everything was much longer than just taking a paper and pencil test. I
guess the total time might be the same, but the class time involved was definitely
greater.
Things did go faster the second time than the first and I think it will go even fast
next time, but since I have to share the clickers with others classrooms, I feel the need
to put them back in the padded case they came in, so they can be easily transported. If
I had my own class set, I would put sets 4 or 5 clickers in baskets, spread out the
baskets, and have the kids get their own. Since that's not possible, I think that I will use
my label maker to put a little sticker on each desk to remind students of their number
8
9. and have kids get their own clicker out. I think I might be able to number the slots in the
padded bag to make putting them back easier, as well.
As far as preparing the test, now that I have a template for a paper test, that part
didn't take too long. Also, setting up the test on the software for a paper test is very
quick and easy. Also, I have the tests ready for future use, which will save time in the
future. What I think will take more time is to create some assessments/activities for the
students to take without paper and pencil. As long as I don't want graphics in my
questions, the process seems OK, but adding graphics was not as simple as doing so in
Word. The other downside is that all students need to work at the same pace because
the questions would be displayed one at a time on the interactive whiteboard, but it
would only require passing out clickers and not dealing with papers and pencils. This is
my next step in exploring clicker use.
Someone learning: Students will benefit because instruction can be tailored to meet
their specific needs because deficiencies in learning will be detected earlier and
supplemental instruction can be done in a timely manner.
Reality: Yes, this can be done easily because of the ability to quickly gather results and
analyze them in multiple formats with the click of a button. After students have entered
their answers, I can easily print a variety of reports that show which areas need more
attention and which students are still struggling with particular concepts. This was
where the time savings was obvious.
Some subject matter: The initial focus will be on math with possible expansion to
other subject areas.
Reality: This is the subject area that lends itself most easily to multiple choice or true
and false type formatting. I usually prefer a fill-in-the-blank type format because
students can't just guess from the 3 or 4 options given in the test. But, using it for
formative assessment is fine and it also give kids practice doing multiple choice
questions, which is more MEAP-like.
In some setting: The implementation of this project will be in my second grade
classroom.
Reality: I wondered if 2nd graders would be able to use the clickers successfully so
that my results were usable (accurate and reliable). The first test had two students
9
10. making errors in their data entry (didn't enter the answer that they put on the test). The
second test had only one student with a data entry error. In all three cases, their
electronic score was worse than their paper score. Since this is formative, I feel
confident enough now that the clickers are a useful way to collect information so that I
can find focus correction areas. I don't feel comfortable using this method on a test that
I would take a grade for that would apply to a report card grade - at least not with 2nd
graders. As I said before, I prefer fill-in-the-blank for that type of test anyway to truly
gauge what students know.
Overall, I am pleased with the clickers and will definitely continue to explore ways
of adding them to my teaching. I would like to investigate their use in other academic
disciplines like science and language arts, but since it takes time and time is precious, it
will be a process like adding any other new technology.
10
11. Resources
Allard, J. (2009, January 13). Student Response Devices (Clicker!!!) Who has them and
how do you use them? Message posted to
http://www.classroom20.com/forum/topics/student-response-devices
Bruff, D. (2009, April 27). Clickers in K-12 Settings. Message posted to
http://derekbruff.com/teachingwithcrs/?p=184
Caldwell, J.E. (2007). Clickers in the Large Classroom: Current Research and Best-
Practice Tips. CBE - Life Science Education, 6, 8-20. doi: 10.1187/cbe.06–12–
0205
Manzo, K.K., (2009, June 16). Student Response Systems Provide Instant Classroom
Feedback. Education Week. Retrieved from
http://www.edweek.org/dd/articles/2009/06/17/04feedback.h02.html
Penuel, W. R., Boscardin, C. K., Masyn, K., & Crawford, V. M. (2007). Teaching with
student response systems in elementary and secondary education settings: A
survey study. Educational Technology Research Development, 55, 315-346.
doi:10.1007/s11423-006-9023-4
Swan K., Kratcoski, A., Van „t Hooft, M., Campbell, D., & Miller, D. (2007). Technology
support for whole classroom engagement. Journal of the Research Center for
Educational Technology, 3, 1-12. Retrieved from
http://www.rcetj.org/index.php/rcetj/issue/view/7
11