Bloom's and Technology

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Wow!  My eyes have been opened to a whole new world where technology and Bloom’s taxonomy have aligned due to the evolution of education.  As an educator, it is important to reach aspects of Bloom’s taxonomy in the classroom.  Also, as an educator, it is important to make sure your students are achieving this through the use of technology integration, particulary if we want to say they are “21st century learners”.   I can see many pros in using some of these apps to reach the higher levels of the taxonomy.  For instance, many students have fun when creating something on an app, most of the apps or web tools are free and accessible for teachers, and the ability to share information is easy.  Of course there are some cons as well.  Such as access to these apps.  Schools must have the available resources (iPads, chromebooks, laptops, etc.).  Also, even more important, teachers need TIME to play around with the tools and practice with them for themselves.  Overcoming these obstacles can be done though if there is a well-developed, well-thought out plan involved in the process of integrating technology in the classroom. This plan is not just for our students, but for our teachers as well.  Finally, after I took sometime to look up prices for my budgeting matrix, I learned very quickly how costly technology is.  However, it is my belief that Google Chromebooks are an example of how companies are trying to bring technology into the classroom at a low cost.  I know I spent double on my iPad than I did on my Chromebook and I use the latter one everyday.  

Data Assessment Tool Review (Google Sheets)

For entering the data for Assignment 5-2: Organizing Data,  I chose to use Google Sheets.  I chose this tool because I am familiar with most of the features available and the ease of access in using the tool.  There are very few weaknesses that I have found in using Google Sheets, however, I did get a bit frustrated with the the text prediction as I typed.  I am sure there is a way to disable this feature but I was unable to find out how.

As I was organizing the data, I chose to use block coloring to represent correct/incorrect answers.   Using the color made it easy to see trends among particular students and particular questions (standards).  I also chose to highlight students who fell below 50% and questions that were answered incorrectly by less than 50% of the students.

Tools such as this can be used to guide teachers, curriculum leaders, support teachers and administration in making important academic decisions.  The fact that the information may be transferred among staff in a secure manner also allows for easy access as well.  I know Google Tools offer many ways to share information, for instance having documents be password protected.  These tools can also be used to demonstrate learning trends throughout the school.  Whether it be school-wide or individual classes.  One feature that I find to be useful is creating charts/tables into graphs.  For some people, seeing data in a visual manner such as a graph is easier to interpret.  

Data Assessment

Data Assessment Information (Tabs at the bottom of the spreadsheet separate data into two categories: "Student Responses" and "Standards Met/Not Met")

Analysis of Data

Having used an organized method to sort the student data, it is clear to see what students are struggling, what students are excelling and where the teacher could improve strategies in specific areas.  

To begin, questions 3, 5 and 6 stood out to me most. For these three questions less than 50% of the students got the answer correct.  A mere 8% (one student) got question 6 correct which was based on standard M:01:NO:6.4 (Accurately solves problems involving single or multiple operations on fractions (proper,improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple).  

There were also four students who stood out based on the percentage of questions they got correct or standards they met.  These students were Zoran, Zyntar, Zhield, and Zamsung.  Both Zoran and Zyntar got 40% of the questions correct and both Zhield and Zamsung got 30% of the questions correct.  This is a possible indicator to me that intervention may be necessary for these particular students.  Also, factors such as seating arrangements and small groups should be considered using this data.

It is clear that Zucy excelled at the assessment and is meeting almost all the standards.  The teacher should investigate some ways to challenge Zucy during class.  Seeing that they did so well on the assessment, they are probably more independent in their learning and could benefit by moving ahead while the teacher works with the other students.  Online math centers such as Noetic Learning, allow for gifted students to challenge themselves at their own pace.  Khan Academy is also another online center where Zucy could move forward independently all while the teacher monitors his/her progress.

Overall, this data gives the teacher a clear understanding of where she/he may need to improve their teaching strategies.  It also serves as a guide to differentiate the content for the students who are understanding the concepts and those who are not.  After completing the assignment, it is clear to me how important it is to organize data for teachers to read in ways that are understandable.  So often we are thrown data sets and information that we do not understand due to a lack of training.  If this is the case, then why are we collecting the data in the first place?  Teachers must be comfortable in how to read, interpret and analyze the data.  

Teacher Presentation

Teacher Presentation

Technology Needs Survey

Teacher Technology Needs 

TPACK

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Technological Pedagogical Content Knowledge, or TPACK, is a framework designed to help teachers incorporate technology into their curricula.  The framework is centered around three areas of knowledge: technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK).  The content is the what or the subject is being taught.  The pedagogy is the how this is being taught.  Finally, the technology is the tool that is aiding both the pedagogy and the content.  For example, what tool will make the content more accessible while supporting the pedagogical approach of the lesson.  The TPACK framework looks at how teachers connect all three areas to increase student motivation and make technology more accessible.  The framework also provides guidance to teachers for appropriate technology integration (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013).  One fundamental idea behind the TPACK model is that all teachers teach differently and what may work for one teacher or school may not work for another.  This means there is no universal model to implement TPACK but rather teachers should be active designers in the development of their lessons to include TPACK.  

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With all the new, innovative ways to use technology in the classroom, it is important that we as teachers do not get too excited to the point we just want to use the technology to use it. When implementing TPACK, it is important begin with the content knowledge and the pedagogical knowledge first.  Then, layer in the technological aspect.  This way we do not lose sight of the fundamental goals and the technological piece is supporting pedagogy and content.  This can be challenging but it is essential in using the TPACK framework correctly.  Staying focused on how students will reach understanding of the content in the most effective way should be at the forefront of the teacher’s design process.

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Though the TPACK framework has been around for quite sometime, many teachers do not know what it is.  Therefore, there may be some problems in implementing it.  Also, it takes time.  This is not something that can be incorporated overnight.  Teachers must become familiar first with the goals of TPACK and second with instructional tools associated with the TPACK model.  Just like our students, teachers learn differently as well.  What works for some may not work for others and this is where collaboration among educators is key to supporting the TPACK model.  While some may take the concept of TPACK and run with it, others may become overwhelmed and shut down.  This is not the goal of TPACK but rather the opposite.  Creating a supportive, collaborative atmosphere among colleagues is important when implementing the framework.  

In the article,  Instructional Planning Activities Types as Vehicles for Curriculum-Based TPACK Development (2009), there are several activity types and ways in which technology may be used to support the TPACK model.  For instance, when building knowledge of content there are several options to include possible technologies.  One such example could be to have students create a timeline using the Timeliner.  This is software that allows students to organize data and to visualize connections.  Another great example is to have students take part in a debate through discussions in Wikispaces.  Using a tool like this will allow for the students who are not often heard to have a voice, making the content more accessible to them.  

One of the best aspects of the TPACK model is that it is designed to work in all content areas.  No matter the subject matter, there is always a way to ensure the framework is being met.  It may take time to plan, search and implement but in the end the intended goal is that our students will be more engaged and motivated in their learning experiences.

References

Harris, J. &. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK    development. Research highlights in technology and teacher education 2009 , 99-108.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Education.