Brianna Martin's Portfolio Page
Return to: ETAP 623 Spring 2019 Section 5933 (Byrne) | Data Tracking while Enhancing Student Engagement and Understanding
My name is Brianna Martin and I LOVE MATH! I am currently a second-year teacher, teaching mathematics in an Albany Catholic high school for grades 9 – 12. This year, in addition to teaching high school math, I was able to experience being an adjunct professor for Maria College teaching College Algebra. I am also the Varsity Volleyball and Softball coach for my school district. I graduated with my Bachelor’s degree from the College of Saint Rose in December 2015, took some unexpected time off and finally decided to come back to school last summer.
My Topic and Purpose
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.
Outcomes of this course are designed for secondary educators to:
- Develop a way of incorporating technology into the mathematics classroom
- Create/Use engaging lesson formats to enhance student learning/understanding
- Analyze student learning/understanding through website driven data
- Modify instruction to best-fit student needs
Needs Assessment/Analysis of the Learner and Context
Many teachers in secondary education must incorporate technology as a new way to keep students engaged in their learning. Secondary educators may not have the knowledge or skills to integrate technology in a way that enhances student learning nor are there many ways to assess student learning in a quick and efficient manner.
The Nature of What is to be Learned:
Learners will gain the skills needed to integrate technology into their curricula through premade or teacher-made lessons. Through using this technology, they will be able to retrieve data in a simple and calculated manner.
About the Learners:
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.
The mini-course will consist of about four units all of which will follow a similar layout. Units will begin with an outline of the learning objectives and a brief summary of how we will reach them. They will then be followed by the instruction which will be through a combination of text, video, and pictures. There will be assessments/activities which will range from surveys and checklists to self-evaluations and reflection in order for the learner to reach these learning objectives. After completion of this course, the learner will be able to gauge their own lesson planning abilities through using the retrieved data to track student understanding and learning. Through self-reflection and evaluation, the learner will be able to modify their instruction to reach all learning objectives.
Explore Instructional Problem/Solution:
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.
The goals for this course consist of being able to use technology as a tool to create/use engaging and informative lessons to hit on specific learning standards as well as provide the learner with a data retrieving tool for long distance learning.
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
- Teachers will understand how technology can promote student higher order thinking as well as become aware of the data that can be provided through engaging and fun lessons/activities.
- Teachers will evaluate well-designed lessons through the two platforms based on the student understanding and website provided data.
- Teachers will utilize provided resources to modify instruction within their classroom.
- Teachers will develop data-driven lessons that will enhance student learning through two technology-based platforms.
- Desmos and Khan Academy Website Navigation
- How technology can promote higher order thinking and engagement
- Procedures for modifying and creating lessons to enhance instruction and student engagement and understanding
- Choose to spend adequate time with the online sites
- Choose to provide quality remarks in self-reflections/evaluations
- Identify the barriers within the physical classroom and the pros for integrating technology into the classroom
- Identify instructional strategies that are engaging and promote student understanding
- Ability to navigate through online resources (articles, websites)
- Ability to navigate through provided links (surveys, videos, pictures)
- Ability to self-reflect/evaluate
- Effective at giving constructive feedback to students (scaffolding)
Units 1 and 2 - Connectivist
Teachers will utilize information from articles, videos, and websites to complete a survey to ensure the use of technology is appropriate for their content and students learning goals. Through guided practice teachers will become comfortable with their online resources and use them to gauge student understanding through a variety of provided lessons. Teachers will also be provided rubrics to enhance student engagement and understanding throughout lessons as well as self-reflections and evaluations for own instruction.
Unit 3 - Constructivist
Teachers will use learned knowledge to create a plan of implementation whether it be through self-developed lessons or online provided lessons. They will use online provided data to determine the best plan for instruction.
References and Resources
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