Data Tracking while Enhancing Student Engagement and Understanding
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The topic of this course is to integrate technology into the mathematics classroom as a way to engage adolescents in their own learning as well as provide constant learner data for the instructor. Many teachers encounter students who dread their specific subject of choice. In today’s age, it is known that students’ lives revolve around technology, specifically cell phones, and the need and want to be constantly connected. Teachers can use this idea to their advantage by incorporating multiple technology-based sources into their everyday teaching which allows for a constant connection between learners and instructors.
Assessment of Learner Needs
Learners will consist of secondary education mathematics teachers from both public and private school backgrounds. They will be familiar with the Common Core Standards in New York State. Learners will be motivated to learn this material in order to benefit their students academically as well as provide them with engaging and informative lessons for both student and teacher. Not all secondary education mathematics teachers are aware or trained in integrating technology into their classes, nor are they aware of the data that can be retrieved. When teachers integrate technology into their classrooms they are creating a more engaging learning environment for their students. "Calculators and computers are potential tools to enhance students’ understanding and learning of mathematics" (Akcay, 2017, p.163). Through this technology, it continuously tracks student’s involvement and allows for student-teacher and student-student conversation and scaffolding. At the end of a lesson through these technologies, teachers can quickly look through the retrieved data to gauge student understanding. Adams (2016) states that "the use of curriculum-based measurement (a type of general outcome measure) within the framework of curriculum-based evaluation (a type of mastery monitoring) can improve the math achievement of students" (p.6). It becomes more of a project-based learning where students take the front seat to their own learning and teachers can take the back seat and provide supports where/when needed.
At the end of this course, learners will be able to:
- Identify instructional strategies that work best for individual students through online provided data which measures individual student understanding
- Develop data-driven lessons that can either review previously taught material or begin to move forward with upcoming material through the use of technology mediums and the use of rubrics and self-evaluation
- Execute scaffolding and supports through the Khan Academy and Desmos mediums to enhance student understanding both in and outside of the physical classroom
This mini-course includes the following units. Click the title of a unit to go to its page.
- Choose an individual student and identify one instructional need that may be benefited by the use of technology in the classroom
- Identify instructional strategies that work best for this individual student through online provided data which measures student understanding
- Reading and Response
- Execute scaffolding and supports through the Khan Academy and Desmos mediums to enhance student understanding
- Become comfortable with the use of these mediums in the classroom
- Gauge student understanding through technology provided data
- Identify which medium works best for your classroom and enhancing student engagement
- E-Lecture (Videos, Articles)
- In-Service Practice Activity
- Reflection/Evaluation Activity
- Modify instruction to best suit student needs
- Develop data-driven lessons to enhance student areas of improvement
- Create a personalized lesson within the medium of choice with the use of rubrics
Adams, D. L. (2016). Action research on the effectiveness of khan academy as a tier I intervention. The School of Education, Health and Society and Department of Educational Psychology. Retrieved from: https://etd.ohiolink.edu/!etd.send_file?accession=miami1466588390&disposition=inline
Akcay, A. O. (2017). Instructional technologies and pre-service mathematics teachers’ selection of technology. Journal of Education and Practice. 8(7). pp. 163-173.
Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. Arkansas Tech University. Retrieved from: https://files.eric.ed.gov/fulltext/ED554557.pdf
CREATE: Desmos Activity Builder Overview - https://www.youtube.com/watch?v=HToTcxmOHPM
Desmos use in the classroom - https://www.youtube.com/watch?v=1Nh_zzcwgc8
DISCOVER: Duplicating and Editing Desmos Activities - https://www.youtube.com/watch?v=PfXNYocZ2O4
Explore math with Desmos. (n.d.). Retrieved from https://www.desmos.com/
Khan Academy. (n.d.). Retrieved from http://www.khanacademy.org/
Khan Academy Teacher Resources. Creating and managing assignments for your class.
Khan Academy Teacher Resources. Creating assignments for your students.
Khan Academy Teacher Resources. Viewing and using assignment reports.
Roblyer, M. D. (2013). Technology Integration in the Content Area Assignment: Review of Lesson Plan for Technology Integration. p 2
Rubrics for Technology Integration based on the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools and the International Society for Technology in Education (ISTE) Standards. Center for Catholic School Effectiveness, School of Education, Loyola University Chicago, in partnership with the Barbara and Patrick Roche Center for Catholic Education, Lynch School of Education, Boston College (2012).
TEACH: Using the Desmos Teacher Dashboard - https://www.youtube.com/watch?v=8c7Xpv99nvE
Team Desmos. (2019). Creating Class Codes
Technology Integration Rubric. (2010). Jobs for the Future
Why I use Khan Academy - an educator's perspective - https://www.youtube.com/watch?v=1SseqbIzXjg