Part D- Findings and Implications (CEP 812)

For my CEP 812 project I used the CPS clickers that work with my SmartBoard. This is the review that I did at the end of the project. 

Implementation of the Plan-

Using clickers for my WPP project has been a great experience. While not all of the things that I had planned to implement panned out, the overall project was a success.

For this project I had planned to utilize clickers more to help inform my instructional decisions. As I reported earlier in this post, I was able to adequately implement half of my plan.  I had hoped to inform my teaching using both predefined questions and instant questions through the Smart Response software. In the five sessions that I taught during this two-week period, I found that I struggled to utilize the instant questions in an effective manner. They were slow to add on my computer, and I found myself dreading adding them. Because of this, I often chose not to include them in my lessons. I believe that my students missed out on powerful learning experiences because of my inability to add these questions. The predefined questions, however, were implemented successfully. I was able to take responses from the multiple-choice questions that I provided to highlight certain topics that my students were struggling with. In the end, I am fairly certain that this modification to my teaching was beneficial and effective.

Summative Results-

When looking at the results of my classes, I believe that my students were successful. Throughout my religion unit I assessed my second class using the clickers. My first class did not use receive instruction using them. This process slowed down my teaching and made it hard for me to keep both classes on time. When assessing both classes, I did so with a traditional written quiz. Within my course, there are very few assessments that use multiple-choice questions, and I wanted to make this assessment as authentic as possible.  An example of this document can be found here.

When looking at the data, I found that the students in my second class performed slightly better than those in the first (the one without clickers). Each question on the quiz was worth two points. Students received one point for a basic understanding of the question and an additional point for mastery of the question. Most students in both classes did exceptionally well with the first point. However, there were some differences between the students in my classes based upon the second point. Those that were taught using the clickers, seemed to have a deeper understanding of the questions. My first section, which has 29 students, averaged a 15.2 on the quiz. My second section, which has a slightly smaller 24 students, averaged a 16 on the quiz.

There is an obvious correlation between the clickers and the improved quiz results. The question, however, is whether or not there is causation between the two. Based upon my classroom observations, I strongly believe that there is a correlation. The discussions that occurred because of my findings were great, and seemed to lead to better understandings of the topics.

Differences if Implemented Again-

If I were to complete a similar project in the future, I would make sure to put more time into planning each individual step of the process. While I had my questions prepared prior to each lesson, I was unprepared with the struggle that I would have adding instant questions. I am considering bringing in my laptop to use for future lessons. For some reason, it seems to add instant questions much easier and quicker. Also, I would make sure to think about the logistical concerns of a future technological implementation. While it was not overly problematic, it was time consuming at times for my students to initially log in and use the clickers. As the classes went on, however, students had an easier time doing so. The use of technology is ineffective if students cannot adequately use the software or hardware.

Recommendations for Uses of Clickers in the Classroom

• Create logins for each student. Doing so, allowed my students to streamline the process. After the first few classes, students logged in quite quickly.

• Make a concerted effort to add instant questions. While my preplanned questions were helpful, I believe that the instant questions would have been more beneficial. Regardless of the struggle that you may have adding instant questions, DO IT!

• Be willing to alter your instruction! Teaching isn’t helpful if the students struggle to understand what you are talking about! You can always modify your lessons later if time is needed. YOU MUST TEACH FOR UNDERSTANDING!

Future Uses of Technology

If in the future I complete a similar activity, I will make sure to focus on the educational needs of my students. I chose not to implement a portion of my plan because it was slightly inconvenient and because it would take more time out of my plans. I must focus on being more fluid with my instruction. That was the overall goal of this project, and I was in part unsuccessful. No matter the technology, I must be willing to change my instruction to meet the needs of each of my students. Student understanding is the most important thing.

CEP 812- Mobile Lab

Mobile devices can be great tools to help engage students in the classroom. Our classrooms cannot be the same as they were ten years, five years, or even one year ago. Not only will students be barely engaged, but they will not be prepared for the world that they will one day encounter. We must remember that education is designed to prepare our students for their future schools and jobs. Pretending that cell phones, tablets, and social networks do not exist is a recipe for disaster. It was this ideal that made me excited to find out that our CEP 812 lab was designed to help us explore the use of mobile devices in the classroom.

When looking through the classroom 2.0 website I found a lot of inspiration for my own teaching. My school is lucky enough to have iPads to use in our classrooms. I have used Twitter in the past with these devices, but would love to continue to do so in more engaging ways. Using the iPads to have students respond to questions and allowing them to ask their own questions could be a powerful tool. I also found that students really enjoyed posting comments just like they would at home. I had a number of students who started using Twitter because of my use in the classroom.

In the future I’d like to use Twitter to hold more engaging classroom discussions. Students could include videos, images, and quotes within their tweets. Those students who struggle sharing in large classes would be able to do so in a protected environment.

I’m also really excited to try other iPad and iPhone (or smart phone) applications. I’d love to use the devices for polling (like polleverywhere) to formatively assess my students. I have done this with CPS clickers in my current classroom, but I feel like they are almost too one-dimensional. Using mobile computers allows questions to be more detailed and the responses to be more advanced than with traditional multiple-choice questions.

Ultimately, I want to create an engaging classroom experience that teaches students skills that they will use in the future. I am aware, though, that this ambition will be met with many challenges. First and foremost, is the cost of mobile devices. While my school has a few iPads, there are never enough to go around. My district does not allow cell phones in the classroom and I am unable to fill the void in my classroom. Additionally, considering that my curriculum is highly common, it is always a challenge to get other teachers to experiment with this type of technology. While they are willing to try differing web 2.0 services, wholesale changes in content delivery are scrutinized. With hard work, however, I feel like I will eventually be able to overcome these problems.

As an experiment I used Polleverywhere (http://polleverywhere.com) to conduct this survey. Enjoy!

Mind Map- CEP812

Hello,

As part of CEP 812, we were asked to construct a visual representation. I decided to create a mind map using Text2mindmap. Overall, I loved the service (even if it was quite limited). Enjoy!

PART B- Storyboard and Script

Hello!

For our group CEP 812 project, we have created the following storyboard documents. One document provides the scripts with descriptions and details about how the Windows Movie Maker presentation will progress. The second document shows a better visual representation of the storyboard. I personally created my own section on WMM in the Social Studies elective and provided input to other sections.

I will be recording my own portion of the video from a Social Studies elective standpoint.  I will be highlighting the Common Core standards that highlight the comparison between authors and their viewpoints. I will also, most likely, be recording the concluding segment. We will each have at least one section to record. The final video files will be sent to one individual who will compile the videos into a final ten minute video.

Here is document one.

Here is document two.

PART C- Implementation (CEP 812 WPP)

Hello Again!

I've been working on my Wicked Problems Project for a while now. I have a few updates for how my project has been progressing that are in my podcast. I've also added some images for you to see how things are set up. Please leave any comments or questions below!

Here is my podcast

The CPS clickers in their case

The clickers that I use

My SmartBoard in use!

CEP 800 Video

Hello!

This is the link to my CEP 800 Learning Theories Presentation. Please let me know what you think in the comments!

 http://youtu.be/Z7VLENODmTE

PART B: Application of TPACK

Using clickers, I am attempting to fix a problem in my teaching. The following writeup shows you how TPACK is influencing my teaching! Enjoy!

PART B: Application of TPACK: Basic description of each of these areas and important characteristics of these areas as related to this project

1. What is the TP knowledge for the solution?  (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

As a teacher in an IB history classroom I strive to use inquiry throughout my lessons. I try to guide my students towards a better understanding of the content. When designing activities I often look to create lessons that provide frameworks for students and that push them to uncover the content. The clickers that I am using for this project help me to gain a better understanding of my students understanding of the material. Inquiry is not just giving a student a worksheet and letting them “research” the answer. In order to create great learning environments I must monitor my students success, and help guide them throughout the process. Clickers will hopefully allow me to do this better and help me to provide only the necessary scaffolding for students. My understanding of their knowledge will allow me to implement supports and remove them as necessary. I believe that students should be pushed to succeed and that they cannot do so without the right supports.

2. What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?  Be sure to think about representation.)

The clickers that I am using for my Wicked Problems Project make content knowledge more accessible by allowing me as a teacher to alter my teaching based upon my findings. When students struggle with a particular topic I am not always aware of the problem. My teaching will never be perfect and I need to be aware of content gaps when then occur. No two students learn the same, and while I try to differentiate, there are times when I struggle. Using the clickers provides me with instant feedback of my teaching effectiveness. With this data in hand I can cover gaps of content knowledge in new ways. Without the use of the clickers I would most likely be unaware of my pitfalls until I assessed my students in a more traditional manner.

3. What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.

My teaching often asks students to analyze, interpret, and synthesize information. Doing so with inquiry can be a challenge for students and myself. Improperly scaffolding lessons can lead to misunderstandings and content knowledge gaps. Using the clickers will allow me assess my own teaching on the fly and alter it to meet the needs of my students. Strong content knowledge cannot be accurately constructed without a solid knowledge base. Any misunderstandings need to be addressed. When giving students documents to analyze or problems to solve it is necessary for me to check for understanding. While doing checks it is possible for me to miss problems that my students may be having. The clickers allow me to make more accurate decisions. Using the clickers with my inquiry teaching method helps students to uncover the content in a more efficient manner. Providing information to students without helping them decipher its intricacies can lead to poor understanding of the content. Inquiry is not useful when students are provided with skills and content that they do not really understand. The use of clickers in my classroom will allow me to become a better teacher of content through a more effective pedagogical teaching style.