Using Data

There are many opportunities I have had, as an educator, to use specific data when making instructional decisions.  One of them is with the results from MAP Testing (Measures of Academic Process).  This test is an excellent way to find out where each of your individual students fall academically.  According to the Northwest Evaluation Association, (2014) “MAP helps you pinpoint—to the goal—strand level—where your students are ready to advance, and where they need help” (para. 2).  There are many different subjects that can be assessed with MAP.  Personally, I am most familiar with testing in Reading, Writing, and Math.  Our students took these three tests three times a year; in the beginning, middle, and end of the year.  The testing was spread out for the whole school among two weeks.  Each session takes anywhere from 20-60 minutes, depending on the student.  Unlike high stakes testing, MAP testing is only administered to receive data, rather than competition.

The results from MAP testing can benefit the school in many different ways.  For one, it helps students set goals (NWEA, 2014).  These goals not only motivate the students, they also help the students feel accountable for their own success.  This accountability may encourage them to become a more active role in their learning.  Second, it helps teachers differentiate instruction (NWEA, 2014).  Teachers can achieve this with scaffolding, grouping, and intervention.  By leveling and grouping students according to their abilities, they are able to succeed and feel good about it.  Finally, schools can use the MAP results to predict other high stakes testing results, such as end-of-the-year state testing.  By doing this, they are able to not only predict the results, but, hopefully, aim for higher results by the end of the year.  

Technology is essential in this process of gathering data, as the students take the tests on computers.  In addition, the computer provides many other important functions.  For one, the computer grades and provides the results.  This provides the teacher with much more instructional time.  Second, the computer saves the results from previous times taken.  This way the student and educators can look at the students’ progress.  Finally, the computer can print out graphs and pie charts to also show the students’ growth.  This visual piece is very important for the educator to see as well as the student.  When the student can see their progress, they feel successful and proud of themselves. 

         

Although MAP testing is generally thorough, additional data may be required.  For example, I have seen some children speed through the testing without even trying.  The results from these instances will not be accurate and either the student must do it again, or another test must be given.  I have also seen inaccurate results due to behavior.  For example, if a student is having a bad day, he or she may not receive accurate results.  It is important during these instances that the test be given on another day.  Another way additional data may be needed is if the student requires assistance to complete the test.  For example, if the student cannot read, the teacher may have to read the text for him or her during the writing and math sections.  Other students may need you to point to the question, help with answer selections, and or just keep them on track.  In any of these instances, testing may need to be ceased, re-given, or a different test may need to be administered.

References:

Brown, A. (2014). MAP testing. Retrieved June 2014, from, https://www.youtube.com/watch?v=PYaZH8iP2yI

 

Northwest Evaluation Association. (2014). Help all kids learn. Retrieved June 2014, from, http://www.nwea.org/map

Technology Integration

     Integrating technology into everyday curriculum is necessary in today’s classrooms.  It engages your students, prepares them for later life, and makes unimaginable things possible.  As a new teacher, it may be confusing to know where to start when thinking of technology integration.  One resource for determining where you stand with technology is the Technology Integration Matrix (Florida Center, n.d.).  This scale represents five areas of integration: Active, Collaborative, Constructive, Authentic, and Goal Directed.  Each area has a scale to determine the level of integration: Entry, Adoption, Adaption, Infusion, and Transformation.  The Entry level is the beginning stage of integration and Transformation is the most advanced. 

TIM

     As an aspiring teacher, my thinking on integration also falls somewhere on the Matrix.  I believe that at this point of my education, I fall mostly on the Adaptation level of integration (Florida Center, n.d.).  This level of integration is in the middle of the Technology Integration Matrix scale.  In this level, the students have the option to work independently with technology.  In addition, they use technology to construct meaning.  The teacher, in this level, chooses what technology the students use and guides them in their technology use.  The setting, in this level, makes technological tools readily available for the students and uses the technology regularly to build concepts.

  

     There are many reasons why I consider myself towards the Adaptation level of the Matrix.  For example, in the Active area, I usually choose which technology my students use such as what device, program, or media selection.  As far as collaboration, I always encourage my students to work together with technology.  Examples of this include projects, presentations, or just pairing.  In the constructive area, I use the integration of technology to help build concepts.  For example, I may use a specific app or a program to teach a math concept.  In the Authentic area, I purposely integrate technology and although I may direct the use of a specific device, I allow the students to use it independently.  In the Goal Directed area, I help my students use technology independently to set goals.  An example of this is ixl.com.  This website teaches concepts to students, allows them to work at their own pace, and keeps a record of their progress.  Although my position on the integration of technology falls towards the middle of the matrix, I would like to advance my level as my experience grows.  I plan to do this by advocating for funds, applying for grants, and continuing my knowledge base on technology.

References:

Florida Center for Instructional Technology. (n.d.). Technology Integration Matrix. Retrieved from http://fcit.usf.edu/matrix/

ixl.com

vbaviatorproductions. (2012). The New Basics: Classroom Technology. [Video File]. Retrieved May 2014, from, https://www.youtube.com/watch?v=_n7f9FYCdqY

The Past, Present, and Future of Technology in Education

     There have been many changes in our world due to technology.  Some of these changes include cell phones, hand-held computers, the internet, massive production lines, assistive devices, and simulation.  These changes have allowed us to do things both inside and outside of the classroom that we would have never been able to do.  Consider a 21^st century classroom.  Computers, the internet, and apps have not only enhance learning, they also provide opportunities to connect around the world (Boss, 2011).  All of these advances in technology have not just appeared one day.  Technology has been advancing for many years right under our noses.

     There have been many key developments that influenced technology in education since the beginning of time.  For example, in the 1700’s classrooms were lucky to feature a blackboard and chalkboard slates (SMARTEduEMEA, 2011).  By the 1800’s, classrooms were already featuring books.  The 1900’s was the time of the audio development such as radios.  Students could now listen to live broadcasts in school.  Other key developments in technology included the film projector in 1930, the overhead projector in 1940, television in the 1960’s, and computers in 1990’s.  All of these were key developments because they built upon each other.  Each one needed the information from the previous to advance.  Today’s classrooms feature such things as SMART response LE, personal laptops, and document cameras.  Technological possibilities for future students are endless.  

     I have used a very decent amount of technology in my experience in classrooms.  For starters, I have worked with students on computers, laptops, iPads, and iPods.  I have had the opportunity to learn new programs, apps, and troubleshoot with all of these devices.  In addition, I have learned how to use Apple T.V. with some of these devices as well as how to find, download, and use the many resources within them.  Second, I have used and watched someone else frequently use and interactive whiteboard.  I absolutely love this device.  It connects right up to a computer and allows the teacher to display anything on the wall they want to.  In addition, the teacher and students are able to use the board as if it were a computer itself, allowing many opportunities for teaching, learning, creating, and exploring.  Third, I have used many different overhead devices starting with the basic overhead projector.  The latest one I have used is a document camera that allows you to project any object onto a wall or screen.  Although I have not used every new technology that exists, I do feel comfortable and able to handle most technological devices and troubleshooting. 

     Using technology both inside and outside of the classroom has definitely increased my learning altogether.  Every basis of knowledge on one device adds to your understanding of the next.  Take technology in the workplace, for example.  As a server, I have used many different POS systems.  Although each one is different, you can use what you know about one to learn another.  When the new system was put in the place I work now, I was the only one who had prior experience working with a POS system.  Although I had never seen the program like anyone else in the restaurant, I was the one who ended up training all of the other employees.  Even now, I am the one everyone goes to when there is a problem with the system.  I take these troubleshooting techniques with me whenever I am using a new device.  I explore new technology rather than shying away.  I am not afraid to push buttons and discover new ways to do things.  This motivation has not made me a genius in technology, but is has definitely made me someone who is always increasing their knowledge.

 

References:

Boss, S. (2011). Technology integration: A short history. Eudotopia. Retrieved from http://www.edutopia.org/technology-integration-history

SMARTEduEMEA. (2011, October 3). History of educational technology [video file]. Retrieved from http://www.youtube.com/watch?v=UFwWWsz_X9s