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Slide Notes

Welcome to your teacher training! Technology is being used more and more in schools for many different reasons: assessments, writing projects, posters, group projects (yes, group projects can be done on the computer and still be productive!), and even surveys. Students love using the technology and the technology actually fits into all of the content areas, enhancing them to make them more meaningful for all students. Technology fits hand-in-hand with pedagogy and content areas to create a perfect blend that is meant for the classroom.
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Technology Improvements

Published on Jan 18, 2016

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Technology Improvements

Using Technology in the Classroom to Increase Student Performance- Teacher Training
Welcome to your teacher training! Technology is being used more and more in schools for many different reasons: assessments, writing projects, posters, group projects (yes, group projects can be done on the computer and still be productive!), and even surveys. Students love using the technology and the technology actually fits into all of the content areas, enhancing them to make them more meaningful for all students. Technology fits hand-in-hand with pedagogy and content areas to create a perfect blend that is meant for the classroom.
Photo by katerha
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Technology should fit into your classroom's day-to-day existence!

Technology can easily fit into your classroom, given the right tools and the right training! Many schools across the country have started integrating tablets, Chromebooks, laptops, projectors, and video cameras into their day-to-day classroom activities. Some schools are applying for grants to get the technology they need and should have in their school.
Photo by Kathy Cassidy
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TPACK (Technological Pedagogical Content Knowledge)

The Technological Pedagogical Content Knowledge (TPACK) framework shows just how these three important parts of a classroom need to fit together to create the perfect lesson. Of course, you can have a lesson without technology and you can have a lesson with technology that has no pedagogy but has content knowledge. You really don't want a lesson, with or without technology, that doesn't encompass content knowledge, for obvious reasons. "The framework proposes that tackling all of the
variables at once creates effective teaching with technology" (CEMCA, 2013).
Photo by jjfbbennett
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Grade 4 Mathematics: Data, Statistics, and Probability

Standards:
M:DSP:4:3 Organizes and displays data using tables, line plots, bar graphs, and
pictographs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.



Enduring Understandings:
The student will understand that data can be displayed in a graph.

The student will understand that data in a graph can be analyzed and used to solve
problems.

The student will understand that data can be predicted by looking at a graph.
Essential Questions:

What types of information can be represented by a graph?

What kind of information can be pulled from a graph?

What types of predictions can be made before making a graph or by looking at a
graph?



Key Concepts:
The students will be able to choose a graph that is relevant to their data. The students will also be able to analyze the data from a graph and use it to make predictions or solve problems.


Assessments:
The students will be assessed on how they analyze the data in the graph. They will also be analyzed on whether or not they make a prediction based on the information given, not the accuracy of the prediction.

Materials:

Graph Paper, Lined Paper, Pencils, Rulers, Markers

Accommodations:

Another student can help the student in need of accommodation collect data and build his/her graph.

Homework Assignment:

Give the students some examples of graphs with similar information and have them predict the outcome of a future graph. Have them write a few sentences to explain how they decided what to predict and what made it difficult/easy for them to predict the outcome. If a student finishes making their graph early, they can try to make another graph of a different form (i.e. line graph instead of bar graph, etc.).

In Class Procedure:

1. Opening: Put a graph on the overhead. Ask the students what it is and if they know how to read what is on it. Ask the students what the labels on the sides of the graph are for and how to read them. Ask the students what types of information can be displayed in a graph and write a list on the board.
2. Explain to the students that certain information can be displayed in a chart. Show examples of graphs on the overhead and explain how the information fits into the graph.

3. As a large group, create a chart on the white board. Take a poll of the students, asking who has which type of pet (i.e. dog, cat, bird, fish, none, etc).

4. Graph paper is handed out by the teacher to each pair. With a partner (the person sitting next to them at their table), the students need to change the information in the chart into an appropriate graph, including labeling the axis, putting a title and numbering.
5. The teacher gives the students examples of graphs with the same type of information from past years. Have the student’s make a prediction of future information based on the graphs they have.
6. Closing: As a large group, have each pair share their prediction and justify how they reached their prediction. After each group has shared, explain how predictions can vary although most stay in the same vicinity. Ask if there are any questions.

On this slide is a lesson plan that does not contain technology. It is a math lesson that has the students conduct a survey and create a graph using the information they have learned from their survey. It is a good lesson without technology but it definitely could be enhanced (and give the students a new tool) if technology was integrated into it.
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Grade 4 Mathematics: Data, Statistics, and Probability

Standards:
M:DSP:4:3 Organizes and displays data using tables, line plots, bar graphs, and
pictographs to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems.

ISTE Standard 1: Creativity and Innovation

ISTE Standard Research and Information Fluency

ISTE Standard 6: Technology Operations and Concepts

Enduring Understandings:
The student will understand that data can be displayed in a graph.

The student will understand that data in a graph can be analyzed and used to solve
problems.

The student will understand that data can be predicted by looking at a graph.
Essential Questions:

What types of information can be represented by a graph?

What kind of information can be pulled from a graph?

What types of predictions can be made before making a graph or by looking at a
graph?



Key Concepts:
The students will be able to choose a graph that is relevant to their data. The students will also be able to analyze the data from a graph and use it to make predictions or solve problems.


Assessments:
The students will be assessed on how they analyze the data in the graph. They will also be analyzed on whether or not they make a prediction based on the information given, not the accuracy of the prediction.


Materials:

Computer, Projector, scrap paper, pencil, white board, marker

Accommodations:

Another student can help the student in need of accommodation collect data and build his/her graph.

Homework Assignment:

Give the students some examples of graphs with similar information and have them predict the outcome of a future graph. Have them write a few sentences to explain how they decided what to predict and what made it difficult/easy for them to predict the outcome. If a student finishes making their graph early, they can try to make another graph of a different form (i.e. line graph instead of bar graph, etc.).

In Class Procedure:

1. Opening: Put a graph on the computer projector to share with the class. Ask the students what it is and if they know how to read what is on it. Ask the students what the labels on the sides of the graph are for and how to read them. Ask the students what types of information can be displayed in a graph and write a list on the board.
2. Explain to the students that certain information can be displayed in a chart. Show examples of graphs on the computer to explain how the information fits into the graph.

3. Bring SurveyMonkey.com up on the computer. Show the class how to create a survey and have them participate in your survey: what kind of pet do you have (dog, cat, bird, fish, none, etc.). Show the results to the class on SurveyMonkey.
4. Using the information from SurveyMonkey, the students can get into pairs to work together to create their graph using nces.ed.gov’s Create a Graph feature. Remind them to label and give their graph a title. Once their graph is complete, they can be shared with the teacher to be displayed on the projector for everyone to see. The graphs can be assessed by the students’ peers for constructive criticism and positive feedback.
5. The teacher gives the students examples of graphs with the same type of information from past years. Have the student’s make a prediction of future information based on the graphs they have. The students can type their predictions on the computer.
6. Closing: As a large group, have each pair share their prediction and justify how they reached their prediction. After each group has shared, explain how predictions can vary although most stay in the same vicinity. Ask if there are any questions.

This is the new and improved lesson! It's the same lesson but with the addition of technology tools: surveymonkey.com and a website to help them create a graph. Surveymonkey.com is an awesome tool to help students take a survey from their computer; one person (usually the teacher) posts a question and the students are able to vote from their computer and all the results are displayed for them to see and easily create a graph. Nces.ed.gov has a Create a Graph feature that helps students create a graph with the correct labels and titles. Could this lesson been done without technology? Yes. Was the lesson enhanced and the students were able to get more out of it with the technology? Yes!
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Current Research

There is a lot of current research out there about the benefits of using technology in the classroom. Journal articles, educational articles and even whole websites are dedicated to convincing educators that technology is the way of the future. There are so many ways that technology, content knowledge and pedagogy can be linked and these resources highlight those aspects. I highly recommend taking a look at these articles and sites when you get a chance!
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Suggested Web 2.0 Tools

Eductional, fun, and easy
Photo by Daniel Kulinski
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Google Apps- many of the Google apps are very user-friendly, password protected, and can easily allow your students to collaborate on group projects, all students working on the same document/presentation from different computers.

Google Apps is very similar to Microsoft Office (Word, Powerpoint, etc.) but more accessible. Students can work together by sharing their document with each other. This document was created by a class of fourth graders (about 18 students) working on this same document in small groups all at the same time. One group was in charge of Popular Places, another in charge of fun facts, one in charge of State Information, the last was expected to find animals native to the state. All of the groups could add text or pictures at the same time as the other groups. Group work can now be productive and fun all while the students are being safe online.
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Wordle- students can check their work to see what words they use the most in their paper by plugging it into Wordle; Wordle takes the paper, pulls out the words used the most and highlights them in a word picture.

Wordle is so much fun! It can be bright and exciting all while being educational. The students simply take a passage from their work (or the whole paper if they wish), plug it into Wordle and what pops up is a word picture that contains the most important words from their paper. The bigger the word, the more they used that word in their paper. It is a good way for students to check to make sure the words they used pertain to the paper they wrote.
Photo by MarkyBon
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Prezi
Need to have your students create a document and do a voice recording to explain it? Prezi is the presentation software you need! Student's can explain step-by-step what they have done while manipulating the page at the same time. Fun for presentations!

Prezi is a little harder and may be better for older students. Students can explain a picture or a website, including moving the mouse, while recording their voice. I've done this to explain how to use a certain website and the benefits of it. Students could use a website to create something and then use Prezi to explain how they did it. Prezi is a fun and exciting tool, especially for those who don't usually have their voices recorded.
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Thank You for Joining Me!

Glad you could come to see the different technology you could use in your classroom
Thank you for joining me for this presentation! Now is when I would like to hear about questions that you have! I would love to discuss any of the technology I've mentioned and help you better understand how/why it would be a great addition to your classroom!
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References

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