USING DATA COLLECTION

SOFTWARE TO INCREASE TEACHER

CONFIDENCEBy: Laura Condon

OSU Capstone Project

EDUCATION IN THE 21ST CENTURY Teachers need to develop skills of using

technology as well as skills of integrating technology to grant students a richer learning environment (Sevinc and Karaca, 2010).

Research discoveries and reflection on practice have led to new knowledge and beliefs that are transforming the way educators think about teaching and learning (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010).

TECHNOLOGY Technology is the application of scientific

knowledge and the tools developed from such knowledge. Humans are capable of developing technology as well as using technology to further develop civilization (AAAS, 1990).

In the more modern, digital world, the Internet, search engines, and websites were all created to make the gathering of information easier.

Technology has to continue to make advancements to meet these connection needs of the society. Because of the need for technological advancements, the way students learn in the 21st century is changing.

PD FOR THE 21ST CENTURY Many teachers do not know how to teach

students of the 21st century (Birman, Desimone, Porter, & Garet, 2000), and professional development must focus on teaching teachers these skills.

Schools can only be as good as the teachers and administrators within them (Guskey, 2002).

Professional development is the most effective way to help teachers become more prepared to teach and evaluate students of the 21st century (Lieberman & Mace, 2011).

DISTRICT BACKGROUND Upper Mid-west Low-income school Working toward 1:1 initiative Four schools

K-23-45-89-12

NEEDS ASSESSMENT Interview with principal

High school needs Interview with super-intendant

High school demographic Overall district goals

Interview with mathematics teacher High school classroom needs Student behaviors Teacher needs at high school level

Teacher survey Student needs district-wide Teacher needs district-wide

Standardized test results Student content struggles

PROBLEM FOR PD Teachers need to improve their confidence

in incorporating appropriate technology into the classroom to motivate and engage students in learning mathematics and science.

Students need to improve their modeling and analyzing graphs and data skills.

Teachers need to use alternative teaching methods to aide the implementation of technology.

My professional development focused on the use of data collection

technology with new instructional strategies as a motivational tool to help

students understand different modeling and

analyzing techniques using real-world data.

GOAL ONE AND ITS OBJECTIVES

Goal 1:Teachers will increase their knowledge and use of data collection technologies in their teaching.

Objective 1.1: Teachers will operate and explore data collection technologies - LoggerLite and Vernier probes to become familiar with their functions. Objective 1.2: Teachers will brainstorm a list of uses of these data collection technologies in their own classroom. Objective 1.3: Teachers will design at least one modeling lessons that incorporate Excel, Logger Pro, or Vernier probes. Objective 1.4: Teachers will implement at least one of these lessons and reflect on the outcome.

GOAL TWO AND ITS OBJECTIVES

Goal 2: Teachers will increase their knowledge and use of alternative teaching methods such as case method, discussion, collaborative learning and cooperative learning to guide students in using data collection technology.

Objective 2.1: Teachers will learn and explore alternative teaching methods through lectures and practice. Objective 2.2: Teachers will learn and practice with peers in facilitating students while collecting and analyzing data. Objective 2.3: Teachers will enhance a modeling lesson with at least one alternative teaching method. Objective 2.4: Teachers will implement a lesson that incorporates an alternative teaching method and reflect on the outcome.

GOAL THREE AND ITS OBJECTIVES

Goal 3: Teachers will reflect on their use of data collection technologies and the impact on student engagement.

Objective 3.1: Teachers will discuss with peers the process of creating a lesson with data collection technology to improve students’ modeling skills. Objective 3.2: Teachers will define and create criteria to measure student engagement and then discuss and reflect on the impact of technology on student engagement during one lesson. Objective 3.3: Teachers will discuss how the implementation of their lesson went in their own classroom as well as what changes could be made to the lesson.

PARTICIPANTS All middle school and high school

mathematics and science teachers were invited

Two high school mathematics and three science teachers attended

All veteran teachers willing to meet the needs of our districtMinimum teaching experience is 10 years.

PD SCHEDULE January 22

Introduction Initial Survey

January 29 Work and Collaboration Exit Slip Survey

February 12 Work and Collaboration Exit Slip survey

March 5 Reflections Connection to Student Motivation Final Survey

DATA COLLECTION TECHNOLOGIES AVAILABLE TO OUR PARTICIPANTS Temperature Motion Detector Dual-Range Force Sensor Voltage pH Sensor

Lab Quests Logger Lite

Excel

SESSION ONE Initial survey

Sign consent form

Demonstrate Vernier probes

Outline the schedule and plan of events

Go over any questions

SESSION TWO Collaboration

Work time

Explore and Research

Develop Lessons

Play with the probes

SESSION THREE Collaboration

Work time

Explore and Research

Develop Lessons

Play with the probes

SESSION FOUR Characteristics of a motivated student

Reflection of lessons implemented

Alternative teaching strategies overview

Questions and answers

Final reflection

Final survey

MOTIVATED STUDENTS

“A motivated student shows up, is engaged, asks questions, and submits

quality work. They do not complain that they do not know, but instead use their

confusion as a time to learn more and ask questions. Motivated students use their resources to help them learn instead of cheat. Their scores are consistent on

homework and tests. Motivated students are active in their learning.”

~Professional Development Participants

EVALUATION METHODS Initial Survey Session Exit Slip Surveys Final Survey Mathematics Teacher Interview Science Teacher Interview Reflection Questions from two teachers

who implemented a lesson Personal reflection Video recordings and observations Work samples

SURVEYS Initial Survey

Teachers are willing to learn about Vernier probes. Teachers are willing to learn about alternative teaching

methods. Session Surveys

Teachers were given enough time to explore and develop lesson.

Need to focus on alternative teaching methods. Need to offer additional support in adjusting the lessons found

on the Vernier website. Final Survey

Teachers learned about Vernier probes. Teacher confidence levels increased when using technology in

their classrooms. Teachers learned about alternative teaching methods. Teachers are more confident in using alternative teaching

methods in their classrooms. They had already been using alternative methods, but this PD

improved their confidence.

INTERVIEWS

REFLECTIONS Completed after each session.

Teachers were excited about the PD. Teachers were given time to find lessons and work with

Vernier probes. Teachers were more confidence in using Vernier probes. Teachers were more comfortable in using alternative

teaching methods. Those who implemented their lesson completed a

reflection. Students were more engaged. Students were excited to be learning. Students were motivated to do the work, and to do it

well. Teachers liked the lesson and would do it again, given a

few changes in the lesson. Teachers were excited to try other Vernier probes.

RECORDINGS AND OBSERVATIONS Used to help with my reflections.

These show the same results as my reflections.

Also recorded during a few lesson implementations.Teachers are facilitating.Students are engaged.Students are active in their learning.

WORK SAMPLES Each teacher developed or found one

lesson to use. Three teachers (including myself) had

the opportunity to implement their lesson.

Lessons include:Barbie Swing – Sine CurvesWalk the Line – Linear EquationsEnergy Burning – Calorie CalculationsTemperature – StatisticsAcidity Balance – pH levelsForce on Objects - Force

OVERALL SUCCESS The high school mathematics and

science teachers increased their confidence in using technology in their classrooms.

Teachers increased their knowledge of Vernier probes.

Teachers increased their knowledge of alternative teaching methods.

Teachers were able to reflect on their lessons, the success of the implementation, and the process as a whole.

IMPLICATIONS With time, support, and practice teachers can

increase their confidence in technology use in the classroom.

With time, support, and practice teachers can increase their confidence in using alternative teaching methods.

The high school teachers at my school still need administrator support and witness to these new technologies and teaching methods.

The high school teachers are willing to continue to learn about Vernier probes and the technology we have available at the high school.

These teachers are committed to the success and motivation of our students.

FINAL REFLECTION I was very excited about the results of

the PD. I wish some middle school teachers had

attended. I will have to focus on providing them with

support in the coming year. Overall, I feel the PD was a success and

all goals were met. I am thrilled about being able to continue

to lead and support these teachers in implementing technology into our classrooms.

WHERE I GO FROM HERE Present to the school board Have superintendent post my

PowerPoint on the school Facebook page Offer help to other teachers during our

in-service times on Wednesdays Work with our technology

integrationalist for more ideas and to reach out to other grade levels