Survey

Here is the link to my technology survey.

Tools

LINK to data. 

The Data Assessment tool that I used was Google Docs spreadsheet. The great part about this tool was that I was able to show data both horizontally and vertically. Vertically I showed how each student did on each question or standard and then their overall performance. I did this by putting their answer in black if it was right and in red if it was wrong. Horizontally it showed how each student did on each specific standard and then how the class did on each standard. In another table I was able to show two groups of students. I listed the students who passed the standard in black and then students who failed the standard in red. This is beneficial to have with the first chart because it is a more visual to see which standards the students did or did not do well on, rather than just looking at percentages. This visual is so effective because of the use of different colors. By putting wrong answers in red it's very easy to identify problem areas for each student and for groups of students. This saves time for the teacher and makes it easier for decision making. 

The disadvantage of this tool is that any new analysis or data has to be created one by one. The teacher would have to create the new charts for each new assessment. Ideally the assessment and the display of the data can be linked together. Programs like Scantron do this for you. Our school bought Scantron for our larger assessments and the program can give you an analysis of how each student did on each standard or how the classes did on each standard and much more. It can even do this if there are multiple questions addressing one standard. We all use this and have meeting based on our results. This is a great way of applying Web 2.0 tool functionality to authentic classroom and school-wide scenarios.

It is great that this teacher is looking for help to analysis their student's performance. "As always, teachers should use the data to monitor and evaluate their own personal teaching performance, looking for key trends that identify where they may need assistance from others to help improve their craft." (Module 5) When looking at the second chart it's easy to see that all but one student got question 6 wrong and then conversely that all students but one got number 7 right. This should tell the teacher that the standard for question 6 needs to be taught to the whole class again, while the question for standard 7 can be taught to that one student outside of class and they are the only one who needs it. You can also see that questions 3 and 4 are almost a 50/50 split and that most of the students are in the same group for both. The teacher could therefore group the students who got both together and give them a more difficult task on the material and the other students a more remedial task, or the teacher can group a student who is proficient with one that is not and have them all complete a similar task that is structured so that the stronger students helps the weaker student learn the standard. I would suggest trying both methods as the teacher should go over standards 3, 4, 5, 6, 8, and 9, in class since so many students were not proficient in them. Standards1, 2, 7, and 10 I would suggest going over before or after school with the specific students who are struggling with them. 


Resources:


Module five: Reaching All Students (n.d.). Retrieved December 21, 2014 from https://bb.snhu.edu/bbcswebdav/pid-4766913-dt-content-rid-9925253_1/courses/EDU-641-15TW2-MASTER/EDU-641-14TW4-MASTER/edu_641_module5_overview.pdf

Students

RED=WRONG

BLACK=RIGHT

Question/Standard

Zoran B.

Zyntar. C

Zup. C

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zhield H.

Zorelda L.

Zamsung K.

Zucy S.

Zon D.

Percent Correct

1-M:01:NO:6.2 (S)

D

A

C

C

C

A

C

C

C

C

C

C

75%

2-M:02:GM:6.3 (S)

B

C

D

D

D

D

D

D

D

D

D

D

83%

3-M:02:GM:6.6 (S)

D

D

D

B

B

B

B

C

D

D

B

C

42%

4-M:02:GM:6.7 (S)

B

C

C

D

C

B

C

D

C

D

C

C

58%

5-M:03:FA:6.1 (S)

D

C

D

D

A

C

C

D

A

B

C

C

42%

6-M:01:NO:6.4 (S)

D

A

C

C

A

A

A

D

B

D

A

A

8%

7-M:03:FA:6.2 (S)

B

D

B

B

B

B

B

B

B

B

B

B

92%

8-M:03:FA:6.3 (S)

C

B

D

C

C

C

C

B

C

B

C

C

67%

9-M:03:FA:6.4 (S)

D

D

D

C

D

D

A

C

D

C

D

C

58%

10-M:04:DSP:6.2 (S)

C

C

D

C

C

C

C

D

C

A

C

C

75%

SCORE

40%

40%

50%

60%

80%

70%

80%

30%

80%

30%

90%

70%

Standard

Passing Group

Not Passing Group

1-M:01:NO:6.2 (S)

Zup. C

Zancy D.

Zinvis E.

Zirii G.

Zhield H.

Zorelda L.

Zamsung K.

Zucy S.

Zon D.

Zoran B.

Zyntar. C

Zuitar F.

2-M:02:GM:6.3 (S)

Zup. C

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zhield H.

Zorelda L.

Zamsung K.

Zucy S.

Zon D.

Zoran B.

Zyntar. C

3-M:02:GM:6.6 (S)

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zucy S.

Zoran B.

Zyntar. C

Zup. C

Zhield H.

Zorelda L.

Zamsung K.

Zon D.

4-M:02:GM:6.7 (S)

Zyntar. C

Zup. C

Zinvis E.

Zirii G.

Zorelda L.

Zucy S.

Zon D.

Zoran B.

Zancy D.

Zuitar F.

Zhield H.

Zamsung K.

5-M:03:FA:6.1 (S)

Zyntar. C

Zuitar F.

Zirii G.

Zucy S.

Zon D.

Zoran B.

Zup. C

Zancy D.

Zinvis E.

Zhield H.

Zorelda L.

Zamsung K.

6-M:01:NO:6.4 (S)

Zorelda L.

Zoran B.

Zyntar. C

Zup. C

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zhield H.

Zamsung K.

Zucy S.

Zon D.

7-M:03:FA:6.2 (S)

Zoran B.

Zup. C

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zhield H.

Zorelda L.

Zamsung K.

Zucy S.

Zon D.

Zyntar. C

8-M:03:FA:6.3 (S)

Zoran B.

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zorelda L.

Zucy S.

Zon D.

Zyntar. C

Zup. C

Zhield H.

Zamsung K.

9-M:03:FA:6.4 (S)

Zoran B.

Zyntar. C

Zup. C

Zinvis E.

Zuitar F.

Zorelda L.

Zucy S.

Zancy D.

Zirii G.

Zhield H.

Zamsung K.

Zon D.

10-M:04:DSP:6.2 (S)

Zoran B.

Zyntar. C

Zancy D.

Zinvis E.

Zuitar F.

Zirii G.

Zorelda L.

Zucy S.

Zon D.

Zup. C

Zhield H.

Zamsung K.

Technology surgery

Here is the LINK to my survey or see below.

Please answer each of the following:

	Strongly Agree	Agree	Disagree	Strongly Disagree	Not Applicable	Comments
You are proficient with Microsoft products(i.e. Word, PowerPoint)
You are proficient with an Internet Browser(i.e. Explorere, Chrome)
You feel comfortable creating a WebQuest
You use technology in the classroom on a daily or almost daily basis
You would like help integrating technology in your lesson plans
You would like help finding online resources in you content area
You would like someone to assess your use of technology in the classroom
You could giving a presentation to your department on the content specific technolobgy you use in your classroom
You feel there are enough technology resources available to you and your students
The technology in the school is reliable
The technology in the school is up to date
In the comments section please leave one goal you have in regards to using technology in your classroom

TPACK

The TPACK model is looking at technology integration in terms of a teacher's knowledge and planning. It breaks teacher knowledge into three different categories. These are Content, Pedagogy, and Technology. It then identifies that these different types of knowledge are not always independent of each other. They each overlap there therefore there is Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge. There is also the intersection of all three types of knowledge which Technological Pedagogical Content Knowledge which is known as TPACK. TPACK is using a teacher's knowledge of their content, their best teaching practices, and effective and engaging technology to create the best possible learning experience for students. 

The TPACK model would be used during the planning process for a teacher. For a given lesson the teacher would select the content and the learning objective, or what they want the student to learn and then be able to do. This is their content knowledge. The teacher would then select the activities that the student would experience during the lesson and how the teacher would be assessing if the students were meeting the objective. This is the pedagogical knowledge. Lastly the teacher would choose technology that would support and enhance the activities in the lesson. The most difficult part of this is finding technology that enhances activities, but specifically finding available technology that enhances the activities. Many teachers have not been exposed to the different technologies they can use in their classroom. They therefore find it easier to not integrate technology, rather than spend a lot of time searching to maybe find a technology they can use. Also, there may be a technology that a teacher may want to use but if it is not a free program their school probably does not have the budget to buy it. 

One great technology that teachers can use in the classroom is the virtual tour or virtual field trip. This is a video of a tour through a place like a museum. These are generally free and save the school the time and money of actually traveling. Students can do this in the classroom or can do it for homework as well depending on their internet access. Other great technologies are googleDocs and wikispaces. Both of these allow students to publish their work, but also they allow multiple students to share and work on a document at once. This is especially great for group work that takes an extended period of time. There are numerous other types of technology that can be used in a classroom. Enough that most likely no one teacher can in cooperate all of them into their classroom. 

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
Koehler, M. (2014, July 23). TPACK.ORG. Retrieved December 8, 2014, from http://www.tpack.org

Discussion 1.1 Hats of the Technology Integration Specialist

Discussion 1.1 

Hats of the Technology Integration Specialist

There is a need for professional development as it relates to technology integration because technology in schools and classrooms is completely new. Teachers may have very levels of comfort with technology both personally but it is new professionally so he professional development is more difficult and takes much longer. Teachers need time to figure out how technology can be integrated into and support their content. This creates many problems for those creating the professional development. Problems such as teachers not understanding why technology is so important to students and therefore not understanding why it's development and integration is so time consuming. 

Sources:

Meltzer, Sarah T. (2012). Step-by-step Professional Development in Technology. Larchmont NY: Eye on Education.