Carrying Out the Game Plan

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My research first revealed that spreadsheets were usually a component of an Office Suite as opposed to a standalone application. I organized this information into a hierarchy. Next I began by classifying the different types of spreadsheets that students could use and made the following Concept Map.



To test each spreadsheet, I generated 5 sets of data to import into each one to test the 5 types of Trend line regressions I usually ask my students to do: Linear, Quadratic, Polynomial, Exponential with an integer base and Exponential with e (2.718) base. In class we usually use Excel or a Texas Instruments (TI) calculator (which does not have a print feature). I made a list of what features students would need if they were working from home: make and print a graph, print data chart and export to Excel. I organized this information into a matrix to compare to our classroom based options. There will be an additional column for each site I locate. Currently the list is: Google Docs, Open Office – Calc, Zoho, EditGrid, Microsoft Cloud, KOffice, ZCubes and Google Wave.



I have already eliminated Gnome as an option as it was open source and geared more toward developers. I have two more sites to research that could add to the list I have found so far

http://www.editgrid.com/user/siulung/Web-based_Spreadsheets_Comparison_Matrix

and

http://mashable.com/2008/02/06/forget-excel-14-online-spreadsheet-applications/

By now I realized my research was going in 3 directions

1) Classifying spreadsheets: web based, downloadable or cost which I also want to further subcategorize by real time/collaborative. (1st Concept Map)

2) Site Research sites, make accounts at each and test 5 data sets by trendline. (I am concerned I am getting too many)

3) If a spreadsheet did not have trendline feature, researching if there were built-in functions to build the trendline by graph quality or if you had to manually enter each formula:



I was starting to get overwhelmed, so I started a journal to organize my progress each day and prioritize my time. Although I would like to know 100% of everything, I think I need to limit my direction in two areas.

If I continue to add new sites, like the ones from the above 2 web sites, I would have 24 sites to test. I guess I only need to research until I find the one that meets my students’ needs. My students at this point only need to know if the Trendline option if available, so although it is useful for me to know about built in functions and manual calculations, I will limit my time in this area, possible organizing it into a different comparative matrix.

My goals for this week are to finish compiling my list of spreadsheets, classifying them on the 1st concept map as I go in and make an account for each. Then begin testing my data sets.

Accessing Trendline Option:


Trendline Choices:

EDUC 6713: Personal Game Plan

RF image license:
www.featurepics.com/online/Football-Game-Strategy-1660216.aspx

With so much technolgoy to explore which could enhance my content, breaking it down in a GAME plan will make it more manageable.

A GAME Plan is a four step process:
G = Set Goals
A = Take Action
M = Monitor Progress
E = Evaluate and Extend (Cennamo, 2009)

The International Society for Technology Education has compiled a list of both Student and Teacher Standards. All of them are important, but for this GAME plan, I will concentrate on my students being able to do NETS - S

2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
d. contribute to project teams to produce original works or solve problems.

4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students:
c.collect and analyze data to identify solutions and/or make informed decisions.

So I need to set goals with NETS - T:

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
d.model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
c.customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

Goal: To analyze how my students could best use spreadsheets as a mindtool. I want my students to be able to organize, manipulate, represent, reflect and build knowledge by seeing data in all forms as the NCTM recommends in both individual and collaborative environments.






To achieve this, I will brainstorm sites from colleagues and from online research and evaluate each viable tool.







I will monitor my progress by completing a descriptive matrix of important qualities for each of the courses I teach.






I will evaluate and extend my learning by designing lessons and asking students to
experiment with the tool to see if it meets their needs.


References:
Cennamo, K. R. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth: Cengage Learning.

International Society for Technology Education. (2010). Retrieved November 2, 2010, from Student NETS: http://www.iste.org/standards/nets-for-students.aspx
Laureate Education, Inc. (2009). Integrating Technology Across the Curriculum: Enriching Content Area with Technology, Parts 1 and 2.

National Council of Teachers of Mathematics (NCTM). (2010) Retrieved November 7, 2010, from http://www.nctm.org

Walden Course Reflection Educ 6712

I am 70% of the way through an educational master’s degree at Walden University in Integrating Technology into the Curriculum. This week we were asked to respond to David Warlick’s comment that it is not about the technology: http://davidwarlick.com/2cents/?p=1587. What??? That was the specialization area I chose!

As I reflect back over this course and my six other Walden courses, I realized Walden has been integrating current technologies with solid educational practices. Given the speed with which technology changes, this makes sense. The technologies that are available today may not be what schools are using in five years. What we need to impart on our students are the skills to be successful in the 21st century work environment; which is inconceivable today.

I had always intended to get my master’s degree soon after my undergraduate degree. But time has flown by and now I have been teaching for over 20 years. I am thankful I have the opportunity through Walden to analyze how technology and pedagogy complement each other, especially in a time of such rapid technological change. As David Thornburg stated:

“Given current technology, how should classroom practice change?”

“Given current classroom practice, how should technology change?”

In this course, we took a researchable topic from our content area and built a lesson plan that linked the concept to informational literacy using the Quest Model. (Eagleton and Dobler) As the author’s suggested, I created a reenactment using an online comic creator: Pikikids at http://www.pikikids.com/



http://pikikids.psh.piki-fun.com/comic_strip/s/image/34/381/113/comic-p.jpg

The most striking realization I had in this process, was that my math topic was irrelevant; this lesson plan is transferrable to any new topic or even content area. I can adjust this lesson or share it with peers by changing only the “Content” page. I also realized that this plan is not tied to any one technology, so as technology changes, this plan will only need minor revisions. This is because the QUEST model is based on information literacy skills, not an individual technology. With so much information on the web, this unit teaches students how to find useful and truthful information.

I think the biggest mistake I have made as a teacher in using technology based projects is moving right to the product. As I created this lesson plan, I had fifteen assignments before the product phase (T = Transform) began.

The biggest knowledge I gained was a plan to scaffold the assignments. I always knew my responsibility for student learning extended beyond the mathematical content area. My rubric always accounted for the ability to function in a group setting, but this framework accesses a students’ ability to manage the information on the internet and make a meaningful product based on the synthesis of the information from multiple sites/sources.

My first goal will be to try out this unit next school year. Then I will continue to look for other units where the QUEST model will apply. I also hope to engage my department in contributing to the National Math Trail. I presented it at our last department meeting and people were interested!

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press. Resources available at http://readingtheweb.net/

Thornburg, David. (2004). Technology and Education: Expectations, not Options. Retrieved June 23, 2010 from http://www.tcpdpodcast.org/briefings/expectations.pdf

Hierarchy of Literacies

Over 50 Questions to ask when Validating a web page

At first I thought evaluating a web search and web page was no big deal, just check a few things. When I started to brainstorm, I found I had a list of over 50 questions to ask to determine if a web page contains useful and truthful information.

The Process:
1)Evaluating your web search list to decide which links to follow
2)After selecting a hit, evaluating if this information is useful to your theme and focus and if it is
3)Determining the validity of the web site

Step 1 - Which Links to Follow

Looking at the list
•Order of the list – does being first mean it is the best?
•Are they sponsored Links?

Domain Names – how do you Read a URL’s
•The URL is a Universal Resource Locator which masks an IP address
www.componentDomainName.TopLevelDomain or www.subdomain.microsoft.com
•What is the TopLevelDomain or extension http://en.wikipedia.org/wiki/List_of_Internet_top-level_domains
The most common to expose children to are: .org .edu .com .k12. gov
•What Protocol – is it www or http?
•Check the Paths and directories
•Are your keywords in the URL?
•Is it a personal page? Does it contain: ~, %, or words like: aol, users, members, or people?

•Web page description Reading the paragraph under, does it provide categories?

•Before going to Plan B - Have you tried different search engine and/or keywords?

Step 2 - Would this information useful to your theme and focus?
Home page
•Is there a welcoming paragraph?
•Does it convey purpose of site?

Is it user friendly – can you find information as you navigate the site?
•Does it have an electronic table to contents?
•Does it have a site map or image map?
•Is there a logo to help you get back to the home page?
•Does each page have a title?

Links
•Are the links Current? Reputable?
•If you navigate into the web site, can you get back?
•Does a Logo bring you back to the home page?
•Is there a bread crump trail of links to help you navigate?

Is there multimedia?
•Is it informational: Videos or animations?
•Is it annoying: flashing banners, distracting animations or sounds, annoying colors? Pop Up ads

Step 3 - Validating Content - Is the information true?
1.Authority
•Who is the Author/Publisher – can you contact them? What are their Credentials?
•http://whois.domaintools.com/zapatopi.net
•Yahoo Answers: Popularity ≠ Quality
•Can the content be verified on another site?
•Does the content make sense? Could this be a bogus site?

2.What is the Purpose of web page

3.Objectivity
•Does the author provide information you don’t agree with or you think is wrong?
•Are there Stereotypes, exaggerations, over generalizations, balance of presentation
•What is the Perspective – native American, women, etc – does it offer more than one?
•Is there Bias?
•Do images confuse, provoke a reaction or unrelated to text content?

4.Timeliness – when was the page
•Date created
•Date updated

5. Compare /contrast this content on other sites
•Does it fit in with your current understanding?

6. Check the Links
•Forward and Back Links
•Do a Link search: link:thesiteURL

Sources:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press

November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.

Classroom Models for Evaulation Web Sites

REAL by Web Literacy by Alan November from Web Literacy for Educators

R – Read the URL
E – Examine the content
A – Ask About Author
L – Links

ABC’s by Beth Phillips
A – Author
B – Bias
C – Content
D – Dates
E - Editor

The 4 A's by Yahooligans
1.Accessibility
2.Accuracy
3.Appropriateness
4.Appeal

Seven Steps for Previewing a Web Site by Julie Coiro
1)Read Title
2)Scan Menu Choices
3)Predict where links will go
4)Interactive features
5)Creator
6)Electronic Supports
7)Make judgment to explore


Sources:
Coiro, Julie. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30–35.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press

November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.

Phillips, Beth & Laureate Education, inc. (2009). A Teacher's Perspective, Evaluation Information Online; Supporting Information Literacy and Online Inquiry in the Classroom.

Yahooligans! Teaching Guide

Searching Effectively

1)Search Engines (http://training.fcps.org/tt1/intsea.htm)

•Use a Search Engine – which searches its databases for your keyword: http://thesearchenginelist.com/

•Use a Directory – which has an organized list based on categories
http://thesearchenginelist.com/directory.html

•Use a MetaSearcher – which searches other search engines
http://searchenginewatch.com/2156241

•Use a Kid centered Search Engine
http://www.ivyjoy.com/rayne/kidssearch.html

•Use a Topic Specific Search – Blog, Video, Podcasts, Google Scholar, or Social Bookmarking Sites

2)Boolean Searches: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

3)Advanced Searches – Creating a Virtual Index of web pages with the same root domain name

•Host – searches extensions only using the syntax: host:org +Fibonacci
•URL – searches within URL’s using the syntax:
url: k12.us +Fibonacci or
url: lesson +Fibonacci