daytrica williams' capstone e~portfolio - cover page · web view“by integrating technology...

Running Head: M7A3: COURSE PROJECT 1

M7A3: Course Project for Integrating Technology into Classroom Curriculum

Integrating Technology into Mathematics Curriculum Unit

Group 4: Daytrica Williams, Angela Barringa, Ronald Hirst

Argosy University

Original Date of Submission: August 11, 2012

Resubmission Date for Capstone Portfolio: April 14, 2013

Dr. George Spagnola

COURSE PROJECT: INTEGRATING TECHNOLOGY INTO MATHEMATICS CURRICULUM UNIT 2

Table of Contents

Background of Selected Curriculum----------------------------------------------------------------------------------------------------------------- 3

Link to selected curriculum-------------------------------------------------------------------------------------------------------------------3

Evaluation of Selected Curriculum-------------------------------------------------------------------------------------------------------------------3

Focal Components and Areas of Mathematics Unit -----------------------------------------------------------------------------------------------3-4

Proposed Strategic Action Plan-----------------------------------------------------------------------------------------------------------------------4

Grade level Action Plan----------------------------------------------------------------------------------------------------------------------5-9

Evaluating Action Plan--------------------------------------------------------------------------------------------------------------------------------9

Evaluation Plan-------------------------------------------------------------------------------------------------------------------------------9-10

Revised Curriculum----------------------------------------------------------------------------------------------------------------------------------10

Link to new Integrated Curriculum-------------------------------------------------------------------------------------------------------10

Implementation of Integrated Curriculum--------------------------------------------------------------------------------------------------------10-11

Conclusion--------------------------------------------------------------------------------------------------------------------------------------------11

References--------------------------------------------------------------------------------------------------------------------------------------------12-15

Appendix A: Evaluating Rubric-------------------------------------------------------------------------------------------------------------------16-17

Appendix B: Blueprint of Strategies--------------------------------------------------------------------------------------------------------------18-19

Appendix C: Blueprint of Tools-------------------------------------------------------------------------------------------------------------------20-21

Appendix D: Link to needed resources-----------------------------------------------------------------------------------------------------------22

Appendix E: Technology Integration Checklist-------------------------------------------------------------------------------------------------23-26


Background of Selected Curriculum

The selected mathematics curriculum unit is geared toward teaching decimal understanding and operations to fifth grade

students. The lessons within the unit are formatted using Wiggins and McTighe, “Understanding by Design” framework. This

framework allows teachers to promote students exploration of important ideas, questions through discussion, multiple-perspectives,

and reflection/research within a real-life context. Similar to constructivist learning characteristics, these features propose a perfect

match for technology integration. Link to selected mathematics curriculum unit

Evaluation of Selected Curriculum for Technology Integration

In order to evaluate the selected curriculum for technology integration, the Technology Integration Matrix (TIM) was used as a

guiding resource. “This matrix is a tool that was developed to assist administrators and school districts in evaluating the level of

technology integration in classrooms/curriculum and to provide teachers with models of how technology can be integrated throughout

instruction in meaningful ways” (Arizona K12 Center, 2010). Upon locating the constructive area of learning on the matrix, a

checklist/rubric was created to evaluate the selected curriculum. The created evaluation rubric includes the indicator points proposed

on the matrix for each level of technology integration within a constructive learning environment/curriculum (please see evaluation

rubric: Appendix A).

Focal Components and Areas of Mathematics Unit

“Whether resources such as technology will enhance or hinder students learning depends on teachers decisions of how and

when to use technology tools as an aid in teaching and learning mathematics” (Lee & Hollebrands, 2008a, para 8 ). After careful

evaluation of the selected curriculum, the following components of the “Understanding by Design” unit can be improved by


integrating technology: Desired Outcomes (Goals), Assessment Evidence, Learning Plan and Closure. Integration of technology into

the aforementioned components will focus on enhancing the following areas: content knowledge (goals/understandings), instruction,

learning activities (Days 1-7), assessment methods and culminating activities (Day 13).

Proposed Strategic Action Plan

According to National Council of Teachers of Mathematics, (2009), “technology is essential in teaching and learning

mathematics; it influences the mathematics that is taught and enhances students' learning” . To effectively integrate technology into

the selected mathematics curriculum unit, teacher(s) will utilize the integration strategies provided in the “Blueprint of Integration

Strategies” (Appendix B). Successful utilization of the proposed strategies and actions provided in grade level action plan will lead to

higher level mathematical thinking and learning for the students. “Effective integration of technology into the curriculum requires an

investment of teachers' time and energy” (Sandholtz, Ringstaff, & Dwyer, 2007, para 5). Grade level action plan begins on page 4.


Grade Level Technology Action Plan

Vision:The vision of this proposed action plan is to appropriately use technology to provide students with tools for dynamic exploration and representation of data and information, experimentation, problem solving, effective communication, collaboration, independence and confidence in the arena of mathematical learning.

Goal: To effectively integrate technology into students’ understandings/learning objectives established in selected mathematics curriculum

Strategy/Action Steps: Timeline Persons Responsible Resources Needed

Strategy 1: Determine how technology can help achieve and support established learning goals for the unit. Actions Needed:

1A: Become familiarized with all available technology1B: Develop a clear understanding of established learning goals/understandings 1C: Access which available tools can support the learning goals for the unit

Continuous All teachers on grade level Listing of available technologies

Established learning goals for unit

Strategy 2: Consider the instructional purposes of technologies and whether these purposes connect with learning goals that have been established for studentsActions Needed:

2A: Define the instructional purposes of the available technologies

2B: Instructional purposes and decide how those purposes connect with established learning goals

Questions to consider:

-Does the instructional purpose(s) for the tools allow students to meet their learning goals?

-Is there a connection between the tools’ instructional purposes and the learning goals for students?

Continuous All teachers on grade level Blueprint of Technological Tools (Appendix C)

Established Goals for Unit

Strategy 3: Focus on learning content, using technology only as cognitive toolsActions Needed:

3A: Clarify instructional goals to determine how technology can promote critical thinking and problem-solving when presenting content

Continuous All teachers on grade level (collaborative teamwork)

Instructional Goals for Unit

Collaborative Planning Sheet (can be


3B: Access whether or not technology is enhancing students’ understanding of content or taken away from understanding3C: During planning, revise and rearrange any technology that will subtract from content information

created by grade level)

Goal: To effectively integrate National Technology (NETS) into mathematics content standards from selected curriculum unit

Strategy 4: Review content standards and identify where technologies can improve learning of the content material

Actions Needed:

4A: Obtain math curriculum standards for selected curriculum unit and also National Technology Standards (link located Appendix D) for appropriate grade level 4B: Reviewing both sets of standards, decide on which technology standards would promote more in depth mathematical thinking of the math standards/concepts/skills employed in the selected curriculum unit4C: Compile technology standards into content standards area of the curriculum unit to verify integration of technology into math content standards

Continuous All teachers on grade level State standards for math content area for unit

National Technology Standards for Students

Strategy 5: Integrating technology standards into any content should promote higher order thinking and problem solving skills

Actions Needed:

5A: Retrieve a copy of Bloom’s Taxonomy and focus on the levels of higher-order thinking. (Link provided -Appendix D)5B: Decide which higher-order skills (mathematical focused) can be achieved/enhanced through the use of technology5C: Choose and incorporate technology standards that connects with the achievement of the learning the content and promote the higher order thinking and problem solving skills

Continuous All teachers on grade level Bloom’s Taxonomy (Link Appendix D)

Goal: To integrate technology/technological tools into daily learning activities to enhance student learning and promote higher order thinking

Strategy 6: Make technology tools (listed in Appendix B) and resources accessible for students

Continuous All teachers on grade level Planning and Class Time


Actions Needed:

6A: Introduce available technology and access students’ knowledge on how to use the technology 6B: For any unfamiliar technology, present to students (how to use, what technology can be used for)6C: Implement rules and schedule of use (classroom management system)

Blueprint of Technological Tools (Appendix C)

Strategy 7: Allow students to choose and use technology tools to help themselves obtain/review, analyze, synthesize and assimilate information

Actions Needed:

7A: Ensure students are ready to use all available technologies by going over ideas of use to achieve their product (assignment, learning goal, assessment, etc.) and any information pertaining to ethical, legal, social issues of technology7B: Set up a flow system for students to choose, giving all students opportunity to explore various tools7C: Monitor and provide assistance and guidance where solicited.

Continuous All teachers on grade level Flow system chart

Strategy 8: Include technology as an essential component of daily instruction and activities

Actions Needed:

8A: Plan to use various technological tools when presenting content information to students8B: Establish and set up a daily routine/habit of using technology student activities, whether for enrichment, remedial practice, or quick check of understanding/learning

Continuous All teachers on grade level Interactive white boardPower Point

Smart Response System

Laptop/Computer

Internet

Schedule Chart

Strategy 9: Use technology to build on skills and understandings; not as a substitute for them

Actions Needed:

9A: Conduct continuous CFU’s (checks for understanding) on content and mathematical skills, prior, during and ongoing throughout integration of technology

Continuous All teachers on grade level CFU’s Ideas (Link Appendix D)


during instruction (Ideas of CFU’s link-Appendix D)9B: Isolate any areas of concerns and rearrange technology if needed to better suite students achievement levels

Goal: To effectively integrate technological tools into constructive/performance assessment methods that will promote higher order thinking

Strategy 10: Use appropriate/varied technologies to track the process of students’ learning and thinking

Actions Needed:

10A: Locate/Retrieve technologies that will allow for tracking of students learning, thinking abilities, weaknesses, strengths10B: Choose tools that students are familiar with. Lack of familiarity can cause a hindrance in assessing students true abilities


Strategy 11: Use technology to present authentic tasks/assessments in a consistent manner, thus providing a context for assessing advanced skills

11A: Organize presentation of assessments to students and plan ample time to adequately correct any misunderstandings11B: Ensure that technology doesn’t take away from assessing content skills and knowledge and any other skills considered advanced


Evaluation of Action Plan

To gage the success of the proposed grade level action plan, several evaluating methods will be employed. These methods of

evaluations are provided in table below and formatted examples can be found in Appendix E and F.

Evaluation Plan


GOAL: To effectively integrate technology into mathematics unit by employing proposed strategies and tools provided in “Blueprint of Strategies and Tools”. Evaluating Actions

Data Source Procedures: Timeframe Responsibility Results:

Analyzing student achievement data Assessments (performance tasks,

projects, etc.)Collect dataAnalyze data

At the end of unit Teachers Used for improvements Shared (for teacher collaboration

on comparison of data prior to integration)

Teachers complete “Technology Integration Checklist” (Appendix E)

Teachers responses Develop ChecklistCollect dataAnalyze data

Throughout unit Teachers Used for improvements Shared (individual teacher

decision)

Colleague Classroom Observations Observation Notes/Checklist

Develop ChecklistCollect dataAnalyze data

Twice for unit Administrators (if desired)Teachers across grade level

Used for improvements Shared (share observations with

one another)

Completion of original evaluation rubric Scores on rubric Collect dataAnalyze data

At end of unit Teachers Used for improvements Shared (share with administrators)

Revised Curriculum

After integrating technology into the components and areas of the selected mathematics curriculum unit, the revised unit has

increased from “entry” level to “infusion” level. Referencing the Technology Integration Matrix, entry level of technology integration

means technology was being used for mostly instructional purposes. “Infusion level means that the level of technology integration


allows students to independently build their own knowledge and make successful choices for exploration and meaningful learning”

(Arizona K12 Center, 2010). The revised curriculum can be reviewed through this link: Integrated Mathematics Curriculum Unit

Implementation of Integrated Curriculum

“Implementing technology in elementary classrooms can be difficult, but rewarding” (Lentz & Boe, 2007, p. 19). The

integration of technology into the curriculum requires teachers to change and/or modify their beliefs in education, management of the

classroom and curriculum objectives. In order to optimize the use of technology, teachers will need to gain a comprehensive

understanding of the constructivist approach to learning. “Viewing the concepts of constructivist education and engaged learning in

the context of school structure, it can be seen that technology has a powerful role in facilitating and in some cases inspiring, the

restructuring of education” (Shiengold, 2006, p. 2). Once teachers across the grade level gain insightful information on constructing a

constructivist or problem-based learning environment, make changes in their management techniques and discuss possible issues of

technology integration with students, the implementation of the integrated curriculum will move forward. Since students are already

exposed to technology on the instructional level, modeling and demonstrations will be planned to guide students in the use of

technology in their learning activities and assessments.

Conclusion

Although integrating a curriculum can be challenging for teachers, this type of integrated learning has lasting benefits on

students’ achievement. Incorporating technology into instruction allows teachers to avoid a one-size-fits-all approach to learning.

Instead, technology applications can be tailored to meet students’ individual needs, provide feedback and commentary on student

progress, and assist students on self-reflection. “Teachers can use data-driven decision making tools to adapt instruction to students’


specific needs” (Rudnesky, 2008, para 3). Moreover, educational technology provides multiple avenues for assessing student learning

and allowing students to communicate what they have learned to their teachers and parents.

References

Arizona K12 Center. (2010). Adapted technology integration matrix. Retrieved from http://www.azk12.org/

Arnold, S. (2004). Integrating technology in the middle school: Years 5-9. Australian Primary Mathematics Classroom,

9(3), 15-19.

Bell, R. (1997). Critical issue: Ensuring equitable use of education technology. Retrieved from

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htm

Birdsall, Stephanie. (2002). Assessment and student response systems. The TeachingExchange. Retrieved from

http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/sept2002/assessment.shtml

Connell, M. L. (2008). Technology in constructivist mathematics classrooms. The Journal of Computers in Mathematics and Science

Teaching, 17(4), 311-338.

Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational

Technology, 42(1), 5-13.

Grant, M. M. (2006). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School

http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/sept2002/assessment.shtml


http://www.azk12.org/


Computer Technologies Journal, 5, 45-55.

Hasselbring, T. S., Lott, A. C., & Zydney, J. M. (2005). Technology-supported math instruction for students with disabilities: Two

decades of research and development. Washington, DC: American Institutes for Research. Retrieved from

http://www.cited.org/index.aspx?page_id=13

International Society for Technology in Education. (2007). National educational technology standards for students (NETS•S).

Washington, DC: International Society for Technology in Education. Retrieved from

http://marquea2.wordpress.com/2008/07/14/revised-action-research-proposal-teacher-training-and-classroom-technology-

integration/

Kaliebe, B. (2006). Technology integration Checklist. Retrieved from http://www.cesa8.k12.wi.us/bmw/

Kerrigan, J. (2002). Powerful software to enhance the elementary school mathematics program. Teaching Children Mathematics,

8(6), 364–377.Lee, H. S., & Hollebrands, K. (2008a). Preparing to teach mathematics with technology: An integrated approach to developing

technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education [Online serial],

8(4). Retrieved from: http://www.citejournal.org/vol8/iss4/mathematics/article1.cfm

Lentz, K. & Boe, N. (2007). Implementing technology in elementary schools. Technology and Children, 9(2), p.19-20

Means, B., & Olson, K. (2007). Technology and education reform. Washington, DC: U.S. Department of Education, Office of

Educational Research and Improvement. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm

Moursund, D. G. (2008). Getting to the second order: Moving beyond amplification uses of information and communications

technology in education. Learning and Leading with Technology, 30(1), 7-9, 48-49.

http://www.citejournal.org/vol8/iss4/mathematics/article1.cfm

http://www.cesa8.k12.wi.us/bmw/

http://marquea2.wordpress.com/2008/07/14/revised-action-research-proposal-teacher-training-and-classroom-technology-integration/

http://marquea2.wordpress.com/2008/07/14/revised-action-research-proposal-teacher-training-and-classroom-technology-integration/

http://www.cited.org/index.aspx?page_id=13


Moyer, P. S., Niezgoda, D., & Stanley, J. (2005). Young children's use of virtual manipulatives and other forms of mathematical

representations. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics (2009). Principles and standards for school mathematics, Reston, VA: NCTM.

Retrieved from http://site.aace.org/pubs/foresite/MathematicsEd.pdf

National Research Council, (2000). How people learn. Washington D. C.: National Academy Press. Retrieved from

http://site.aace.org/pubs/foresite/MathematicsEd.pdf

Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment. San Francisco: West Ed. Retrieved

from http://projects.coe.uga.edu/ITFoundations/index.php?title=Technology_Integration_in_K

Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-

based technologies. The Future of Children, 10(2), 76-101.

Rudnesky, F. (2008). From vision to classroom. Retrieved from http://www.usca.edu/essays/vol152005/moreheadrev.pdf

Sandholtz, J., Ringstaff, C., & Dwyer, D. (2007). Teaching with technology: Creating student-centered classrooms. New York:

Teachers College Press. Retrieved from http://www.readingonline.org/electronic/colburn/index.html

Schacter, J. (1999, June). The impact of education technology on student achievement: What the most current research has to say.

Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from


Sheingold, K. (2006). Restructuring for learning with technology: The potential for synergy. Phi Delta Kappan. Retrieved from

http://www.sun-associates.com/resources/bastools.html

http://www.sun-associates.com/resources/bastools.html


http://www.readingonline.org/electronic/colburn/index.html

http://projects.coe.uga.edu/ITFoundations/index.php?title=Technology_Integration_in_K




Suydam, M. N. (2004). Curriculum and evaluation standards for school mathematics. ERIC Digest. Columbus, OH: ERIC

Clearinghouse for Science, Mathematics, and Environmental Education. Retrieved from


Tyner, K. (1994). Video in the classroom: A tool for reform. Arts Education Policy Review, 96(1). Retrieved from

http://www.laplaza.org/about_lap/archives/mlit/media_10.html

Wiggins, G., and McTighe, J. (1998). Understanding by design. Association for Supervision and Curriculum Development.

Alexandra, Virginia.

http://www.laplaza.org/about_lap/archives/mlit/media_10.html



Appendix A

Evaluating Rubric:Accessing Level of Technology Integration in Understanding by Design Curriculum Unit

Evaluators: Daytrica Williams, Angela Barringa, Ronald HirstDate of Evaluation: 7/9/2012Components of Unit Evaluated: Desired Outcomes, Assessment Evidence, Learning Plan, Closure

Scoring:

The selected curriculum was evaluated for technology integration based on a 3 point scoring scale. Any indicator points that receive a score of 2 or lower will need to move pass the entry level of technology integration. Improvements will be implemented to any indicator point given a score of 2 or lower.

1- Little to no technology integrated 2- Small amount of technology integrated 3- No technology integrated

Indicator points: Rating Scale

Explanation of Score Given:

Technology used to deliver information to students

1 2 3 The selected curriculum employs several PowerPoint presentations to enhance delivery of content during instruction


Students begin to use constructive technology tools to build upon prior knowledge and construct meaning

1 2 3 In the selected curriculum, students are exposed to small amount (entry level) of technology in their learning activities, such as video.

Students have opportunities to choose and manipulate technology tools to assist them in molding their understanding

1 2 3 There are very little to no opportunities for students to choose and manipulate technology tools in learning activities and assessments.

Students make connections with technology tools to construct deeper understanding across disciplines

1 2 3 Because there are very little opportunities of students using technology independently, students are not able to make connections with technology tools to construct deeper understanding. NETS can be integrated into students’ learning goals/objectives.

Students use technology to construct, share, and publish new knowledge to an appropriate audience

1 2 3 As stated earlier, students are not using technology independently in the curriculum unit, so students are not using construct, share or publish new knowledge. Culminating activities are a great way for students to demonstrate their new knowledge, however there is no technology integrated in culminating activities.

Overall rating: Points earned: 8 Points possible: 15

Although technology is being used for instruction, students will need more opportunities for using technology to enhance their learning and capabilities.

Comments: After evaluating the chosen curriculum based on the TIM indicators for constructive technology integration, a score of 8 out 15 points was obtained. This score allows for improvements in technology integration.


Appendix B

Blueprint of Strategies for Integrating Technology into Math Content Curriculum

Integrating Technology into Students’ Understandings/Learning ObjectivesIntegration Strategies Supportive Research (Past and Recent) Rationale

Determine how technology can help achieve and support established

learning goals

“Effectively integrating technology into the curriculum involves more than simply knowing how to use the tools, it also requires that teachers have a sense of how to blend it with the curriculum so that it optimizes the learning process” (Moursund, 2002, p. 48).

Technological tools will need to be aligned to learning objectives for the unit. Technology should support students’ achievement of the learning objectives.

Consider the instructional purposes of technologies and whether these

purposes connect with learning goals that have been established for

students.

Ted Hasselbring, Alan Lott, and Janet Zydney (2005) noted “six purposes of technology use for supporting student mathematical learning and their development of declarative, procedural, and conceptual knowledge”:1.”building computational fluency;2.converting symbols, notations, and text;3.building conceptual understanding;4.making calculations and creating mathematical representations;5.organizing ideas; and6. building problem solving and reasoning” (p. 2).

The use of technology should support students’ mathematical learning and development.

Focus on learning content, using technology only as cognitive tools

According to Means and Olson (2007), “Technology is treated as a tool to help accomplish complex tasks (rather than as a subject of study for its own sake) that engage students in extended and cooperative learning experiences that involve multiple disciplines”. (p. 14)

Jonassen and Reeves (2005) refer to cognitive tools as “technologies that enhance the cognitive powers of human beings during thinking, problem solving, and learning" (p.693).

For this particular unit of math, learning should be focus on mathematical skills and technological tools should be used as assistive tool for completing higher order thinking activities.


Integrating Technology into Curriculum Content StandardsReview content standards and identify where technologies can improve learning of the content material.

“Technology integration represents the idea that all uses of technology in K-12 schools are determined by first starting with the various curricula (e.g., mathematics, science, reading, writing, social studies) and then identifying technologies and ways that technologies can be used to improve learning in the curricula areas” (Earle, 2002, p.8).

Technology standards should support the curriculum content standards.

Integrating technology standards into any content should promote higher order thinking and problem solving skills

“Technology standards such as NETS-S recognize that students need to develop higher order thinking skills and are designed to integrate technology in ways that stress the higher-order learning skills” (International Society for Technology in Education, 2007, p. 1).

Technology standards should work along with content standards to promote higher order and problem thinking skills.

Integrating Technology into Learning ActivitiesMake technology tools and resources accessible for students

According to NCTM (2000) Principles and Standards document, “students can focus on decision making, reflection, reasoning, and problem solving when technological tools are available” (p. 24).

Accessibility of tools allows students to make their own choices of which tools will help them demonstrate their understanding best.

Allow students to choose and use technology tools to help themselves obtain/review, analyze, synthesize and assimilate information

“Research also supports the belief that the use of technology in education not only motivates students, but also provides them with avenues for higher-level thinking” (Ringstaff & Kelley, 2002, para 4).

Students are motivated and more engaged when they are involved in the determining technology tools to be used.

Include technology as an essential component of daily instruction and activities.

“The technology is integrated into activities that are a core part of the classroom curriculum” (Means & Olson, 2007, p. 2).

As students are exposed to use of technology daily through instruction and activities, they think of it as another part or material of learning.

Use technology to build on skills and understandings; not as a substitute for them

As NCTM (2000) highlights in its standards,” technology can facilitate mathematical problem solving, communication, reasoning and proof; moreover technology can provide students with opportunities to explore different representations of mathematical ideas and support them in making connections both within and outside of mathematics” (NRC, 2000).

Technology should be used in a way that adds to students’ understanding of content information.

Integrating Technology into AssessmentsUse technology to present authentic tasks/assessments in a standardized manner, thus providing a context for assessing advanced skills.

“By integrating technology with constructivist methods of assessments, such as problem-based and performance assessments, learners are more responsible for and active in process of assessing their learning” (Grant, 2006, p. 47).

It is important for students to be challenging with authentic assessments that allow them to

demonstrate their abilities.

Use appropriate/varied technologies to track the process of students’ learning and thinking.

Use of appropriate and various assessments methods promotes record keeping of all of

students ’capabilities.


Appendix C

Blueprint of Tools for Integrating Technology into Math Content Curriculum

Technological Tools to Promote Higher Order Thinking and Problem Solving in Instruction, Learning Activities and AssessmentsTool Instructional/Learning

Purposes:Supportive Research

Past and RecentRationaleThis Tool:

Computers Access internet, websites, software, etc.

According to Rudnesky (2008), “computers need to be part of daily classroom activities to make technology transparent” (para 6).

Students are able to use computers in a variety ways to enhance their learning of content

Spreadsheets Analyzing, graphical representations “Information technologies such as word processing, calculators, spreadsheet tools, and the Internet can enable students to begin learning higher communication and problem solving skills—abilities that are essential to mathematical thinking” (Suydam, 2004, p. 4-5).

Assist students in making sense of information

Databases Sorting and analyzing information Kerrigan (2002) has found the “benefits of using mathematics software, databases and websites to include promoting students’ higher-order thinking skills, developing and maintaining their computational skills, introducing them to collection and analysis of data, facilitating their algebraic and geometric thinking, and

Help students keep up with a collection of information and allow students to manipulate

and organize text and numerical data


showing them the role of mathematics in an interdisciplinary setting” (p.368).

Interactive whiteboard/smart board

Display concepts in large font and make instruction more interactive between teacher and student

“The use of an interactive whiteboard can easily support learning in a constructivist classroom” (Connell, 2008, p.320).

Provides students with a more interactive instruction, as well as make instruction more

appealingStudents are able to focus more on learning the

content versus trying to take notesGreat for demonstrating step by directions for

problem solvingVirtual Manipulatives

Found here: http://nlvm.usu.edu/en/nav/grade_g_2.html

Student practice with content-related software/virtual manipulatives

“Research suggests that students may also develop more complex understandings of concepts when using virtual manipulatives” (Moyer, Niezgoda, & Stanley, 2005, para 12).

Provide teacher with a resource for student practice

Students can clarify their thinking through use of virtual manipulatives.

Smart Response System Monitor students’ understanding of content

Student engagement and participation

According to Birdsall (2002), “this type of system ensures that all the students think through questions, without leaving it to the vocal minority” (p. 2).

Allow teachers to check students’ understanding easily

Allows all students to feel like participants in learning

Video Camera Assessment of students’ thinking patterns and abilities

“Student video productions easily engage processes that support constructivist-education principles” (Tyner, 1994, p.1).

Allow teachers to assess students thinking abilities and mathematical thought patterns Allow students to record their abilities to evaluate their patterns of thinking

Document Camera Make manipulatives and demonstrations larger

Allow teachers to display manipulatives and any other demonstrations in larger font for full student participation and engagement

Software programs such as:

Hi Flyer Decimals

Assess students’ understanding of decimals

Researchers have noted that “computer programs allow teachers to make connections to the real world for students as well “(Arnold, 2004, p. 16).

Allow students to make connections to the real world

Data Sticks/CD-ROMs Electronic portfolios for student growth and for assessment of students’ understandings

“When educational technology applications such as the Internet, CD-ROMs, and video are used at the classroom level to help achieve challenging educational standards, they provide powerful alternatives for creating more effective learning environments and more productive learning opportunities” (Bell, 1997, para 2).

Allow students to save/store their work and teachers to save students’ assessments as electronic assessment portfolios, which provide students/teachers with a resource to review their weaknesses and strengths.

Interactive websites Students enrichment and remedial activities for mathematical content

Schacter (1999) found that “students with access to any of a number of

Provides students with extra practice and also tutorial assistance if needed.

http://nlvm.usu.edu/en/nav/grade_g_2.html

http://nlvm.usu.edu/en/nav/grade_g_2.html


Sites listed in Appendix Dtechnologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests” (p. 4).

Appendix D

Links to Resources Need

Link national technology standards- www. iste.org / standards /nets-for-students.aspx

Bloom’s Higher Order Thinking Levels

Ideas of CFU’s-Student Engagement and Checking for Understanding Techniques.pdf

Applying Blooms’ Taxonomy, Multiple Intelligences and Constructivism Chart of Activities

Websites include:

http://www.numbernut.com/advanced/activities/decimal_4bar_1000th.shtml

http://www.coolmath.com/prealgebra/02-decimals/01-decimals-place-value-01.htm

http://classroom.jc-schools.net/basic/math-decim.html

Interactive quizzes:

http://mysite.cherokee.k12.ga.us/personal/merry_willis/site/Lists/Decimal%20Understandings%20and%20Operations/AllItems.aspx

http://mysite.cherokee.k12.ga.us/personal/merry_willis/site/Lists/Decimal%20Understandings%20and%20Operations/AllItems.aspx

http://classroom.jc-schools.net/basic/math-decim.html

http://www.coolmath.com/prealgebra/02-decimals/01-decimals-place-value-01.htm

http://www.numbernut.com/advanced/activities/decimal_4bar_1000th.shtml

http://www.iste.org/standards/nets-for-students.aspx


Appendix E

Technology Integration ChecklistName: District:

Unit/Lesson Title:

I. Setting and Circumstances:

Grade Level(s) of Students:

Site (Check):Computer Lab Classroom Other Inside:

Outside of building: what setting?

Ratio of Students to Stations or Device 1 to 1 2-5 to 1 6-9 to 1 10 to 1 or more

Describe unit/lesson:

Describe assessment:

Standards, benchmarks, and learner outcomes are clearly identified and assessed:

ITL Standards Content Standards


In each category below, check as many as apply during the time of the lesson:

Activity:Individual Small group Whole Class

Student Presentation Teacher Presentation

Choice: the specific uses of technology in this lesson/unit were:

Required by all students Required by some students

Curricular area(s) addressed:Math Science Language Arts Social Studies

Foreign Language Other:

Primary nature of student activity Passive and receiving Producing and creating

Technologies in use:Computer Internet Email Hand-held Camera CD

One-way video Two-way Interactive Video Other:

Software in use by class during the unit/lesson (will not total 100%)

Drill and practice % of students using Spreadsheet % of students using

Simulation or game Present/publish

Problem Solving Internet browser

Data Analysis Graphic/Web Page

Word Processing Other:

Student objections for this time period:

Learn content-related skills, facts or concepts Develop a project

Practice or reinforce a skill or concept Learn a research skill

Communicate with resource person or peer Testing or assessment

Learn a software or application skill (note):


Other (note):

Student goals addresses this time period

be a discriminating and technically proficient technology user

seek, analyze, and evaluate information using technology

conduct problem solving and/or decision making activities using technology

be a creative and effective user of productivity tools

be effective communicators, publishers, and producers

be a responsible citizen, worker, learner in technology environment

1. At the end of this lesson, what do you expect your students to deeply understand and/or be able to do? (Pease attach lesson plan or other describing documentation).

2. How do you and your students know the expected learning was achieved? (Identify any assessment strategies/ instruments. Please attach any assessment tools used). (rubrics, scoring guides, etc.)

3. How does making the technology product support or accelerate students reaching the learning goals?

II. Reflection on Evaluating Digital Products


A Make a list of the new things you learned about this topic/subject that you will incorporate into your teaching practice.

B “What do you want to learn next about this or other topics?”

C How do you know that technology adds value and is worth using in the class time? (What student learning or experiences would be impaired or impossible without the technology resources?)

D What advice would you give yourself or others to increase the quality of student product and the achievement of content understanding?

****Checklist obtain from http://www.cesa8.k12.wi.us/bmw/

daytrica williams' capstone e~portfolio - cover page · web view“by integrating technology...

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