MathCast Project

Spring Field Study
Constructivist methods and MathCasts

S.F.U TLITE
Field Study Spring 2009
“How is knowledge constructed by students as they engage in course content and one another in mathematical discourse using web assisted learning to solve open ended questions?”

By

Toby Beck

Introduction:
My Spring Field Study looks at how students use constructivist learning methods to collaborate with each other through the use of MathCasts. Four detached writing pads were purchased for my students to create their MathCasts. This was an increase from the original three writing pads left over from my original Field Study. My students were also using OneNote and Jing software to create their MathCasts. The progression of my field from Fall to Spring lies in looking at constructivist theory and how students collaborate using emerging web-assisted learning technologies to create meaning. Students were paired with a similar skilled student in Math to work with the tablets to create a MathCast. Half of the class would create a MathCast, while the other half would prepare a rough copy of their MathCast on paper and work on their e-portfolio. When the class was half over, students would switch and the other half of the class would then create their MathCasts. The students who gave up their tablets would then go to each others’ blogs and view each other’s MathCasts. Students would then comment on each other’s MathCasts for the purpose of collaborating with each other. The next math class would be for students to re-do their MathCast and improve it after they had viewed their peers movies and had students comment on their own MathCasts. The difference from my Fall Field Study is that rather than have only three students at a time create a MathCast, which is asynchronous collaboration, my students are moving towards synchronous collaboration whereby a class of students are collaborating at the same time.

At the start of the Field Study my students needed regular review of how to share their movie to Screencast and then copy the embed code and then paste the code onto their blog. This took some time and it became apparent more time was needed to get the project up and running smoothly. Being short on time to do my Field Study, my expectations were lowered as far as what would be accomplished by my students. Students were collaborating with their same skilled partner to create their MathCasts. Then they posted their movie to Screencast and then to their blog. After that they were to watch someone else’s MathCast and then comment on it. The purpose is for students to implement emerging learning technologies that help them construct meaning by interacting with each other using mathematical dialogue.

Students were given a questionnaire before the start of the Field Study on their skill set in math and technology and their feelings on technology. Over the course of the Field Study, students were given a variety of questionnaires. As well, artifacts (MathCasts) were collected for evidence as well as their blogs as a living document. Over the course of the Field Study, my students often engaged in conversations regarding how the field study was going for them.

Learning Theories:
My primary learning theory for this Field Study is Social Constructivist. Constructivist theory is about students creating meaning by interacting with each other and with their environment. (Gulati) While constructivism may not be considered an official learning theory in and of itself, (Wikipedia) it is a way of looking at how you shape your teaching that has major influences on how teachers approach teaching. My Field Study also hits on Meta-Cognition, however as it was the focus of my last Field Study, that learning theory will not be explored here. The logical continuation and expansion of my Fall Field Study has taken me to explore how students use web-assisted technologies to create meaning with each other. Meta-Cognition is a by-product of my use of MathCasts as a vehicle for students to collaborate and share their understandings with their peers. Constructivist Theory is attributed to Jean Piaget, and differs from Meta-cognition as it is focussed on students creating knowledge by interacting with their peers and their environment. (Wikipedia)

There are a host of different learning theories, aside from constructivism there is behaviourism, developmentalism, neuroscience, brain-based learning, learning styles, multiple intelligences, right brain/left brain, communities of practice, control theory, social learning theory and social cognition. Behaviourism is attributed to B.F. Skinner, states that learning is about acquiring new behaviours. These behaviours are achieved through conditioning by a positive or negative reinforcement. Developmental theory is again attributed to Piaget, whereby there are four developmental stages for a child that coincide with their age. A child’s cognitive ability increases with their developmental progression with age. Neuroscience focuses on the brain’s nervous system in relation to learning. Neuroscience states that the brain is not like a computer, in that the neurons in the brain are changing over the course of a human’s life span. Memory and learning are created through the connections of synapses in the brain. Brain Based learning states that the brain can be thought of like a dual processor computer. With Brain Based learning theory, learning is innate as the brain processes whole and parts separately. Learning engages the whole physiology and learning takes place best in spatial memory rather than rote. Learning Styles theory looks at how students are smart, specifically whether they are perceivers or processors. Attributed to Howard Gardener, there are 7 different multiple intelligences that affect how well students learn. Right Brain/Left Brain states that there are two sides to the brain, each controlling different functions of learning. Different learners will prefer different modes of learning associated with their preferred side of the brain. Communities of Practice states that people learn according to the community they belong to or identify with. As well, it states that by doing we learn. Control Theory is attributed to William Glasser, and it states that behaviour is affected by what people want most at the time. Teachers are classified as boss – using rewards and punishment to motivate students, or lead – motivating students with intrinsic values. Social Learning theory states that learning or behaviour is attributed to a model. The observer follows the models lead for a variety of reasons such as talent, looks, intelligence or power. Social Cognition is attributed to Lev Vygotsky. Children learn through the interactions they have with their surrounding culture. Vykosty’s zone of proximal development focuses on what a child can do on their own versus what they can do with help from an adult. (Funderstanding)

While many learning theories apply to my Field Study, particularly developmentalism, learning styles, brain based learning and right brain/left brain; this paper will focus solely on constructivism. In my view, Math in elementary school is in desperate need of accessing the emerging technologies that are becoming available in the 21st century. Math teachers need to start tapping into the social networking and collaborative features of these emerging learning technologies. My research shows that the crest of a new wave of methodology in teaching math is arriving and it is pointing towards students thinking like mathematicians by creating meaning amongst themselves and their teachers by engaging in mathematical dialogue through the use of web assisted collaborative technologies. (Thomas, David; Li, Qing; Knott, Libby)

Field Study Proposal
Banner Question:
1. How is knowledge constructed by students as they engage in course content and one another in mathematical discourse using web assisted learning to solve open ended questions?
A. Sub questions:
a. Are students communicating together constructively?
b. Are students improving their Mathcasts after watching others?
c. Can students explain what others have done correctly, differently, or incorrectly?
d. Can students explain what they are drawing on from others Mathcasts to improve their own Mathcasts?
Rational: Continuing my investigation into the use of tablet technology and screen capture to create Mathcasts. Next step is synchronous collaboration using Mathcasts.
Focus Group:
1. Whole grade 7 class will be collaborating using blogs and Screencast.
2. Focus on two or three students. (one high/ one low)

Tools used for Investigation: Jing, OneNote, Tablet, Blog, stroke recognition writing pads, laptops.
Methods of Data Collection:
1. Observation
2. Interview
3. Artifacts
4. Questionnaire

Setting and Context: Straight Grade 7 class in West Vancouver. They know about my project and are taking turns to use the detached stroke recognition pads with our laptops. We have a class set of laptops and while the L.A teacher is using them, we will use the three extra ones for math. The students are capable with the laptops. Overall, my class average in math would be roughly C+/B.
Teaching Strategies and Content: The content will be Integers, as we will be starting Algebra after spring break. We are currently wrapping up Integers. My constructivist teaching strategies will be trying to implement an open-ended collaborative learning environment, where students are posed with an open ended question, and students collaborate to take it further.

Visions and Hopes: My vision for my teaching progression and development is for me to continue to become skilled and knowledgeable in the area of using tablets and Mathcasts to enhance student learning of math in the classroom. My hope is for this investigation to continue long after TLITE is over.
Questions for Further Thought: How can students effectively use tablets in the classroom for math on a one to one basis? (One tablet per student?)

Observations and Data
A variety of different observations and data were used for my field study. Examples of the data used are; video artifacts, reflections on observations, and student questionnaires. My L.A.C teacher was also interviewed regarding my project. My observations are qualitative and anecdotal. These forms of observation and data collection were chosen as they naturally fit the nature of my field study. Obviously video artifacts would be used as my students are creating MathCasts to show their learning in Math. Two specific students were focused on in the process of creating MathCasts and being given questionnaires for this field study. One student was male, the other female and both were at least capable of a B in Math. These students were chose as they were higher achieving students this time, as opposed to my first field study where lower achieving students were chosen to focus on. This was done to see how far a capable student could take these tools in their learning, to observe the results of these tools with capable students.

In addition, my focus was directed toward my own self reflections more. After completing my first field study, the value of self reflection in connection to the field study and how it was affecting student learning became evident. Finally, the other type of data collected was from questionnaires. Examples of the questions posed to students were; how well did you and your partner demonstrate your understanding of integers in your MathCast, based on what you saw in others’ MathCasts, what might you change if you were to re-do your MathCast? These questions were satisfactory in attaining useful data for my field study. Most importantly, it was observed how the questions being posed to my students were all focused on students constructing knowledge by interacting with their peers while using mathematical dialogue.

It is very hard to be objective with interpreting the results of your field study. Obviously you are trying to show that the results you have support the answer you are looking for in your question. My collected student data was to show student learning is enhanced from constructivist approaches to the use of MathCasts. Having said that, it helps one to be objective by their inquiry question can not be answered with a yes or a no. If you can keep your original question in the back of your mind, this will always bring you back to being objective. What does my data show? Not just answering whether technology is good, but in what ways did it enhance or detract from the learning process? Look at the specifics of your data. Look at your sub-questions. As well, if you look at your field study not as a medium to prove the success of a technological learning tool, but as a way to show your growth as an educator, you will naturally be objective as the focus will no longer be on attaining the answer you want to your research question.

The advantage of having video artifacts is that your audience can see your data for themselves. Having video artifacts allows for objectivity from yourself and your audience. As well, the researcher can go over the data over and over again, gaining further insight after each review. Video artifacts allow for more insight and interaction with the thoughts and learning processes of your students. The benefit to having video artifacts is they give a more accurate and true representation of what you were doing in your classroom. The advantage of using questionnaires is that you can get student feedback to what you have been asking them to do. It is just another way to get feedback from students as to how they are learning and using the tools you want them to. Students need to reflect on what they have been asked to do by answering your questionnaire. This helps make your data more accurate and gives it more authority. You may also very well get back information that you may not have thought of. So you allow for an opportunity for the unexpected. If when you are reflecting on your field study, you also think about the readings we have done as part of class, what the various guest speakers and mentors have discussed with us and how your personal growth has relates to the capacities of the program, then self reflection will be very valuable to the completion of your field study. Self reflection with the aim of solidifying who you are as a teacher, what you believe in as a teacher and how you have grown as a teacher, put within the context of what your students are doing will be very valuable to your growth and the authority of your field study.

The disadvantages of questionnaires is that it is too easy to frame your questions in a way that will illicit the response you want from your students, rather than an unbiased response. As well, students may not be able to put to paper the thoughts they could verbalize. This would limit the information you get from certain students. The disadvantage of self reflection is that it takes time, and is subject to your own bias. Self reflection is naturally subjective, and as previously stated, it is hard to tie self reflections together with learning theories, guest speakers and the various readings we have done.
My reflections and student questionnaires are the parts of my field study that show my learning journey and the impact this program has had on me and my students. My reflections show my focus on student collaboration, constructivist approaches to learning and my new belief in the benefits of students creating understanding through the interaction between their peers and their environment. The questions posed by me to my students are focused on how they create meaning and how they use the new digital literacy. This is a new focus for my teaching, which is evident in my reflections. As well, my student artifacts which are their MathCasts, show a progression over last term whereby students engage in synchronous collaboration. Rather than having three students work in the hall to create MathCasts, half of my class created MathCasts in pairs and then halfway through the class we switched and the other half of my students created their MathCasts. This shows the progression taken by my teaching in just one term of field study.

Interpretation of the Data
My first question after reviewing my student data was, “is the data credible based on our readings?” My answer was based on a section of “The Reflective Educators Guide to Classroom Research” which states, “In teacher research, credibility refers to the compatibility between the teacher researcher’s inquiry findings and the reality that is lived out by students and teacher each day in that same teacher researcher’s classroom.” (Dana, Nancy; Yendol-Hoppey, Diane) This became a guiding statement for how my research was interpreted. Yes, my research is credible as my students are constructing learning with a partner and using web assisted learning tools every day in Math. Therefore, my data and observations supported my question of inquiry and proved that my students were doing real learning while collaborating. Looking at other aspects of the reading, “The Reflective Educators Guide to Classroom Research”, it is evident how my inquiry is credible in other ways. My inquiry is not a yes/no question. My inquiry is focused on my classroom practice. (Dana, Nancy; Yendol-Hoppey, Diane) As well, my findings support the academic journals and learning theories researched.

Reviewing my student data, a variety of themes emerged in relation to my inquiry question. Most students said making the MathCasts with a partner and looking at other groups MathCasts helped them understand the topic better and helped them internalize the subject matter better. Another theme was that this process was more enjoyable than working on your own with pen and paper and that this also made their brain “get going” as one student put it. Another theme was that they really had to know the topic to show their solution by writing and speaking at the same time. Many students said they found this to be beneficial and more enjoyable than regular pen and paper seat work. Students also felt like seeing the different ways other groups presented their learning was of great benefit. Students also said that it really helped their learning, not just regarding the concept but in relation to an effective presentation, to have a partner to bounce ideas off of and collaborate with. This was because students were participating in constructivist learning techniques that included; authentic tasks, role assignments and peer feedback through the use of web assisted learning. (Wu, Amy)

Some other comments that stood out that support my question of inquiry are; “making MathCasts is more interactive and fun”, “it’s kind of like acting”, “I can do more than one thing at a time and it’s fun compared to pen and paper”, “it really helped getting an idea of what other students are doing when I did something different”, “you could get ideas from other people on how to make your MathCast better”, “I learned more about Integers by making the MathCast”, “I learned more about Integers making the MathCast because I was learning from a kids perspective”, “it helps me learn more because I have to speak it and write it at the same time”. Reviewing the students’ data, one may observe how students were really thinking about what they were doing. From my perspective as the teacher in the classroom, it may not look like it at the time in the classroom, but students are really responding positively to constructing knowledge with a partner through web assisted learning. Overall, the data shows that students talked with each other to solve the problem and display their learning the best they could, benefitted from seeing other students MathCasts and reflected on how they could take what they learned from other students to make their MathCast better next time.
Triangulation is evident in data from student questionnaires, MathCasts, my observations of my class, self reflection journal entries, and interviewing my Learning Assistance Teacher. The specific data that led me to believe that my purpose was accomplished comes from my student questionnaires and my observations during class while students were making their MathCasts. A common theme from my observations and student questionnaires was that students could articulate how they collaborated to solve math problems and represent their learning using digital tools. As well, observing students create their MathCasts, one could see how they were enjoying the construction of learning with their peers through the use of web assisted learning tools. In particular, students often said that after creating a MathCast with their partner and subsequently watching someone else’s MathCast, they could articulate how they learned how to improve their MathCast. As well, they often said how creating the MathCast solidified their learning and that making it with a partner helped their learning. This tells me that in fact, students responded very positively to constructivist learning activities and one could see the ways in which they were constructing meaning collaboratively.

The last indicator of my inquiry being credible is how it has changed my teaching practice now and in the future. The actions being taking in my classroom are logical outgrowths from my inquiry. My school board will be asked to support me in the acquisition of 15 tablets for my students to use web assisted learning tools such as MathCasts. My teaching practices will continue the use of web assisted learning tools in my math class.

The difficulties experienced with my field study were from the technology itself. Not having enough writing pads at the start of the field study, more needed to be purchased. However, there ended up only being 7 in my class, which was roughly half of the amount needed to make the class go smoothly. Also we had trouble with the laptops not having enough memory to handle Windows 2007 and screen capture smoothly. Too often students would have to wait too long for OneNote to open or screen capture would freeze often. As a result, there were some behavior issues until I made the necessary adjustments. Students may not have been as focused on the task as they could be at times. Another issue may come from having partners not switch after more than two weeks together. More time to complete the field study would have helped me answer this question.

Reflections
Feb. 16, 2009
I realized today, that I need at minimum of 7 tablets rather than the 5 that I have been trying to use up until now. I purchased two more tablets today, after having my students work with the tablets and noticing the poor behaviour of my students in class. My initial thoughts after today’s class are that my project would work great if I had a class set of tablets. I am realizing that my project is the kind of project that needs a one to one ration of tablets to students. I am also realizing that my project will be a success, not from the results of the field study itself, but from what insights I gain from doing the Field Study.

Feb. 17, 2009
Today was a break through as far as how the Field Study is going. Things went much more smoothly as I had 7 tablets today. Having half the class work with the tablets allowed me to have the students use them for over 30 minutes, rather than 20 minutes. This seemed to make a big difference for the students to create their MathCasts, watch someone else’s, and make comments on it. I had students answer some more questions regarding how they perceived peer feedback and collaboration affected their learning through web-assisted learning. I think another contributing factor for things going more smoothly is that my students are starting to become more accustomed to making the MathCasts, and posting them to their blog and then commenting on other students MathCasts. I see how implementing new technology and methodology can take time to start going smoothly. Anyway, I was happy to feel like the Field Study was starting to take the shape I wanted it to.

Feb. 22, 2009
After attending Jason Ohler’s presentation, I left with a clear idea of what direction my teaching and professional development will be taking over the next 5 years. Also, I can see the changes in direction and progression in my teaching practices going forward in the next 5 years. My main objective that I took from his presentation was that I want to incorporate MathCasts as well as students physically acting out real world math questions to show their understanding of concepts. I really liked seeing him talk about the difference between the new digital literacy of today’s students and the traditional literacy of the printed word. My aim is to bring more opportunity for students to use the new digital literacy in our math classes. I will do this by continuing my use of MathCasts and next year I would like to have students create green screen movies of real world problems. Next year, I envision students combining tablet technology with green screen movies to demonstrate their understanding of the concepts covered in math. I foresee students portraying solutions to real world uses of math by setting up and acting out a scene using the green screen technology. Then, layered over the movie they will use tablet technology to write the algorithm that coincides with the problem they are demonstrating. This learning method is supported by my research on the positive effects of whiteboard math movies. (Hwang, W., Chen, N., & Hsu, R.)

As well, after seeing Jason Ohler, my beliefs in what I am doing in my classroom were solidified after hearing him speak about the following concepts. Explaining how students need to fuse both their right and left brains by explaining their learning orally and through writing simultaneously, underlies the beliefs in what I am doing having students create MathCasts. As well, he stressed students using the following modalities; digital, oral, art, and words. My MathCasts hit on the digital, oral and words but does not hit on the art. By combining both MathCasts and green screen movies, my students will hit on all modalities as well as express their learning through a story format. Finally, Jason Ohler stressed how students need to think, plan, do, reflect and repeat to make learning sticky. This also underlies the concepts behind what I am already doing with MathCasts.

Most importantly, what I left with from his presentation was a real concrete vision of where my teaching is going over the next 5 years and how educationally sound and cutting edge that direction is. I foresee the use of tablets and green screen as a regular part of my teaching. I see the growth and improvement of my teaching and my beliefs in what I do as a teacher. Six years ago, I started out as a very traditional teacher imparting curriculum in a top down fashion. It was fairly effective as I often received comments as to how well prepared my students were for grade 8 math. As well, we often scored very high on the F.S.A. I see how I have progressed over the past six years, incorporating more hands on learning activities, and now looking to incorporate on a regular basis emergent learning technologies for students to display their learning in math. I am becoming more focussed on student constructivism of their learning, students becoming more responsible for their learning. I am providing more voice and choice in the classroom for students to show their learning using emergent digital literacy and language skills.

I have always struggled over the past 6 years with answering the question, “what are your beliefs in education regarding methodology?” I always had vague feelings of what felt right regarding what I was doing in my class and when I saw it, I could recognize it. However, after my two years in T.L.I.T.E, I now feel I know what I believe in, can explain it clearly and will proceed in my teaching career accordingly. I feel Jason Ohler’s presentation was the catalyst to tie all my learning in TLITE together, creating a concrete vision of the course my teaching will take in the future.
My beliefs in education are as follows; students should be able to use the new digital literacy on a regular basis, students should be meshing their right and left brains through speaking and writing simultaneously as well as thinking, planning, doing, reflecting and repeating, and students need to be given the opportunity to make their learning relevant. This allows students and teachers to start using emergent learning technologies more readily in math class. This type of learning approach is lacking in most math classes today. (Betne, Prabha; Castonguay, Remi)

Feb. 23, 2009
Technical issues today, as usual. Our laptops are too slow to handle operating Jing and creating MathCasts. For this project to work effectively and smoothly I need to have 15 tablet laptops, creating a 1:2 ratio of students to laptops. I noticed today, that my students continued working on finishing their MathCasts, after their turn with the tablets was finished. This makes me think that they are very engaged with the project. I had a thought after today’s use of the tablets; what if I create a MathCast that is incorrect in its use of Integers and have the students make the necessary changes to make it correct? I will try this tomorrow.

Feb. 24, 2009
Gave the students a “test” where they had to show a solution to a word problem I posed. Half the class created the MathCast solution while the other half prepared for when they would have the tablets. This went very well, as far as what students produced. I observed students showing good solutions and thinking about and discussing their solutions with their partner. Unfortunately they are still progressing as far as most students being able to do a very good explanation of the concept. They are still now fully explaining their solution, although they are writing the solution accurately. With more time with the tablets I feel students would be explaining their solutions more thoroughly. As I saw in the academic journals I researched, although students need more access to technology in math class, when they are given these tools they also need time to adjust to using them and become proficient with them. Improvements and results may not be immediate. (Chung, Insook)
Today I asked my class for feedback as far as how it is going for them. The overall feedback is that they enjoy it, they are engaged and they like working with a partner. Next time, I need to ask my students to describe in which ways they are collaborating. I need to get some data on identifying which ways students are constructing learning with their partner and with their learning tools. Maybe I should just focus on one of these.

Feb. 25, 2009
I feel my learning has changed in this program and in my classroom in the following ways. At the start of the program I was adjusting to the self directed nature of the program. I also wasn’t used to the nature of coming up with an inquiry, and implementing it. I am feeling comfortable with looking at my progress as a teacher and what my students are doing. I feel really strong about myself as a teacher now after seeing what learning theories fit my field studies. This learning for me as a teacher has been significant. I feel it is a significant part of my progress as a teacher to know exactly what learning theories I believe in and am implementing in my daily classroom routines. That knowledge gives me great pride and satisfaction in what I do as a teacher. I think I have mentioned in previous reflections how my teaching has changed from to down instruction with a fair amount of hands on activity, to now encompassing a fair amount of constructivist techniques. I feel that the best teaching includes top down methods, hands on methods and constructivist methods. I feel my teaching with the use of MathCasts, where students have to represent their learning with pictures, words and symbols, reflects this now. (Wakefield, Alice P) My role as an educator has shifted to show this inclusion of the three types of teaching methods I have mentioned. I am now including more variety of teaching methods which I believe is best. My role is changing in other ways, particularly in that I am becoming more of a leader at my school and in my district. I see my role changing from just being focussed on what I do in the classroom to broadening my scope to include research and development of curriculum, methodology and web assisted learning tools.

March 1, 2009
Upon reviewing my student data, I was surprised at how positively students responded to using web assisted learning tools. As well, I am very happy with seeing my progression as a teacher who uses constructivist teaching methods. Up until now in my teaching career, I always had a hard time wrapping my head around how to effectively have students collaborating and doing group projects in math while being on task. I always felt that students would not be internalizing the subject matter effectively through the use of collaborative group work. Web assisted learning and MathCasts has been the breakthrough for me that allowed me to wrap my head around how to effectively use constructivist teaching methods in math class. This has given me a new insight into how students can and do learn collaboratively. It has given me a new insight into how I can motivate students and supplement traditional teaching methods as well as the hands on methods I already employ.

March 2, 2009
Today was an off day for most of my students. However, one group of a high achieving boy and girl was doing exceptional work as usual. They have been the most consistent group, doing very good things with the MathCasts. They have been collaborating excellently and creating very good MathCasts. I have observed that my students are getting much better and efficient at demonstrating their learning with MathCasts. Today I observed students collaborating by having one person write the solution on paper, while the other partner started the base solution on the computer. Often one student would assume the role of the main solver, while the other student assumed a secondary role, often being the scribe. Most groups were solving together equally. I observed groups where they assumed separate roles to create their rough draft and then when they were ready to start the MathCast they would work together in the making of it. This answers my inquiry question, wondering how students create meaning by collaborating with each other and through the use of web assisted learning tools.

My impression over the past few observations of students with MathCasts is that there is a palpable feeling in the room of student doing something of value. The mood in the room tells me that students are engaged, thinking about what processes they are undertaking, reflecting on their learning and collaborating in a meaningful way to express their learning.

The process of doing action research has shown me the benefit of action research. Not having done action research before TLITE, I was not aware of how it would actualize my professional goals and solidify my own beliefs in my teaching. I have become a more confident teacher after reading academic journals that support what I am doing in class. After exploring different learning theories I have become a true believer in constructivist methods and web assisted learning. Math is a topic area that is particularly lagging at tapping into the new generation of students’ digital literacy. As a result I have great respect for the process of action research and qualitative data. I see how action research has transformed my teaching. Action research has made me a better teacher. By conducting my field study I discovered how responsive my students were to working together with a partner to do Math. As well I was able to make sense of how students could collaborate in math without being unfocussed and off task. My opinion changed from expecting students to be unfocussed and not internalizing math concepts by collaborating, to seeing how collaboration enhanced their learning in math. This is also what I know about my students today, that I didn’t know five years ago. After completing my two field study inquiries I have a better understanding of what engages students and motivates them. I also have a better understanding of how to enhance student learning using technology, and I am most happy about that. Most importantly, I now have the skills to be able to conduct my own action research over the course of my career.

In answer to my question of inquiry, I observed my students collaborate in a variety of ways to solve their work and represent their learning through the use of emergent technologies. My students took on a variety of roles as they solved their work, sometimes taking the lead, sometimes not. Sometimes students would work together on a solution at the same time, sometimes they would take roles whereby one would take the lead in solving the question while the other would start creating the MathCast in preparation of recording it together. I observed students taking note of what others had done well in their MathCasts, and using that to enhance their work thereafter. Students could articulate how they enjoyed the chance to be the teacher, to learn from one another, how they were engaged in what they were doing, and how they enhanced their learning through the processes they were engaged in. I observed the variety of different ways students solved their word problems and demonstrated their understanding. Finally, I observed how student collaboration through the use of web assisted learning tools enhanced my students learning in math, and I will continue to use these tools and methods in my every day teaching.

March 5, 2009
I had my L.A.C teacher observe my class today while they were working on their MathCasts. I have included her notes she took while observing my class. She also observed what I was doing in the Fall with my field study. We spoke at the end of the day regarding what she observed. She had many great observations regarding how impactful the MathCasts were on student learning. In particular, what observed that related to my inquiry question was the power of peer formative assessment, positive social interaction amongst group members, the observation of divergent methods of solving problems as demonstrated by their peers, differentiated learning and multiple intelligences. She commented on how students assumed various roles to solve their work and represent their learning with MathCasts. She observed students collaborating by delegating and assuming roles whether they be speaking, writing, solving, reflecting or reworking. These all were the roles students had to assume to represent their learning and solve their work. After speaking together what we both felt was most evident from my students doing synchronous collaboration through the use of MathCasts was that that something very real and special was happening with my students learning and that it was of great value. Specific data related to my inquiry question was comments from my students saying they were collaborating by visualizing, speaking and writing together. What I found most poignant about my L.A.C teacher’s visit was that she was able to come into my class cold, without any prepping by me and was able to immediately see the value of what my students were doing, and that my students were able to clearly communicate to her exactly how they were collaborating effectively to represent their learning. My students weren’t feeding her what they thought she wanted to hear, like they might to me, as they don’t have any reason to give biased responses to her. Having another teacher like herself observe my field study and produce significant data that supports my inquiry after just one observation adds credibility to my inquiry and findings. Most importantly her visit added to my belief in the value of synchronous collaboration using web assisted learning tools for students to construct meaning in math.

Works Cited
1. Betne, Prabha; Castonguay, Remi. On the Role of Mathematics Educators and Librarians in Constructivist Pedagogy. Education, v129 n1 p56-79 Fall 2008.

2. Chung, Insook. A Comparative Assessment of Constructivist and Traditionalist Approaches to Establishing Mathematical Connections in Learning Multiplication. Education Vol/Issue: 125 (2), Date: Dec 22, 2004

3. Dana, Nancy; Yendol-Hoppey, Diane. The Reflective Educator’s Guide to Classroom Research. Corwin Press. Thousand Oaks, Ca. 2009

4. Funderstanding.com

5. Gulati, Shalni. Compulsory participation in online discussions: is this constructivism or normalisation of learning? Innovations in Education and Teaching International Vol. 45, No. 2, May 2008, 183–192

6. Hwang, W., Chen, N., & Hsu, R. (2006, February 1). Development and Evaluation of Multimedia Whiteboard System for Improving Mathematical Problem Solving. Computers and Education, 46(2), 105-121. (ERIC Document Reproduction Service No. EJ724513) Retrieved February 15, 2009, from ERIC database.

7. Thomas, David; Li, Qing; Knott, Libby. The Structure of Student Dialogue in Web-Assisted Mathematics Courses. Journal of Educational Technology Systems, v36 n4 p415-431 2007-2008.

8. Wakefield, Alice P. Teaching Young Children To Think about Math. Principal, v80 n5 p26-29 May 2001.

9. Wikipedia

10. Wu, Amy. Supporting Electronic Discourse: Principles of Design from a Social Constructivist Perspective. Journal of Interactive Learning Research, v14 n2 p167-84 2003.

S.F.U. TLITE 08/09

Toby Beck

Field Study #1 (Sept. through Oct.)

“What are the effects of using Screen-capture, Tablet Technology and E-Portfolios on students’ meta-cognitive experiences in Math?”

 

Introduction or Summary of the Paper (2 page maximum)

A.       What did you do?

I had students create Instructional Videos in Math using Jing and Tablet Technology and place them in an E-Portfolio. Students created a video that showed the mistakes they made at the start of the unit. (Data Analysis) They would then create a video of the same questions showing how they now do the work correctly. At the start of my Field Study I interviewed my three students, as part of my baseline data. The students I chose were: a higher student with regards to math and computer ability, and two lower students with regards to math skills and computer ability. I acquired three tablets and my school district happened to acquire a site license for Jing this year and had the program on our laptops.  I had to download the programs to certain laptops that my three chosen students would work on during class. I would give the students time during class to work on their videos and they would present their videos during class on Fridays. I had to set up class blogs on edublogs. This required registering 60 students, managing their passwords, setting up hotmail accounts for some of them, sending home internet release forms etc.

1.  
   • Questions for students:

1.      What I like about making the videos and posting them to my portfolio/blog?

2.      What is hard/challenging about making the videos and posting them to my portfolio/blog?

3.      In what ways did making the videos help my understanding of the topics?

4.      In what ways did seeing other students’ videos help my understanding of the topics?

5.      In what ways has using these tools improved or changed your attitude towards math?

 

B.     What did your students do?

Students worked on one of three tablet pads that plugged into our existing laptops. They created instructional videos representing their learning using OneNote and Jing screen capture. They then uploaded the best videos to their e-portfolios.

 

Learning Theories (2 pages)

• - What are the different learning theories and how are they related to your FS?

(1) constructivism, (2) behaviorism, (3) Piaget’s developmental theory, (4) neuroscience, (5) brain-based learning, (6) learning styles, (7) multiple intelligences, (8) right brain/left brain thinking, (9) communities of practice, (10) control theory, (11) problem-based learning.

The learning theories that relate to my Field Study are Piaget, Brain Based, Learning Styles and Multiple Intelligences.  The part of Piaget’s theory that I found relating to my study was his concrete operational stage (age 7-11) and his formal operations stage. (Age 11-15) I feel that my study is based on the reasoning that students in grade 7, at the age of 12-13, really are attuned to making videos and explaining things using their own voice. They are just entering the stage of wanting to express their own voice and love personalizing things in their own way. So I feel in connection with Piaget’s developmental stages, I as the teacher have selected developmentally curriculum, which allows for student experience, voice and cognitive structures. I have seen already after just two weeks the enthusiasm of my students to create their own video showing their learning. As well, last year when I had students create claymation movies with a handheld camera, I observed how well students took to making videos displaying their learning in math.

Regarding brain based learning, I feel my project allows students to consolidate and internalize their learning by actively processing it. I feel creating the videos with the opportunity to re-do their work until it is the way they want it, allows students more immersion into the topic. Hopefully, this will also eliminate fear in students as they can perfect their presentation before they share it.  Brain based learning states that the brain acts like a dual processor. Having students verbally explain a concept while they solve it on paper underlies this concept.

In Learning Styles, students learn based on their different learning style. I feel my project touches on the two prevalent learning styles, perceivers and processors. Perceivers learn through direct experience, or through reflecting on information. Processors learn by immediately using new information or reflecting on what they have just done. I feel my project hits on all of the above, when I ask students to create a video showing their learning process and allow them to demonstrate the skills we are learning early in the unit. In accordance with learning styles my project hits on experience, reflection, conceptualization and experimentation.

Multiple Intelligences states there are 7 different intelligences. I feel my project hits on three of them, verbal-linguistic, logical-mathematical, and visual-spatial.

 

FS Q’s (Procedures) (this is basically your proposal you gave me at the end of the first week of July)

• - context – I began by asking myself, what is meta-cognition and how is it related to the tools I am using. I asked myself, what is behind the technology I am doing. My answer was meta-cognition. Wikipedia defined meta-cognition as the following:

1.      Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning.

2.      Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor.  (Wikipedia)

Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. 

So from there I knew that I wanted to be working with meta-cognition and these tools that I saw great potential in. (Tablets, Screen Capture and E-Portfolios as a place to store it and have students interact with each other’s work.)

Over the course of my first year in TLITE I got into the idea of students doing math digitally. I was intrigued by the idea of storing digital representation of their work as a skill bank to store over the course of their High School years. As well, I got into authentic audience and students enhancing their knowledge by seeing and hearing what others are doing in a meaningful way. Also, I wanted to find a way for technology to help my boys who had terrible organization and messy notebooks that were not useful to them at a later date. I then came across tablet technology and screencast at the same time and a light went off. This could be the combination of tools that does that. The tablet would allow students to do their math digitally, creating a digital pen and paper. The screen capture would allow them to share their knowledge and learning process with myself and others. And the equation writer and journal/tablet technology could transfer their messy notes into word processed documents that are neat, meaningful and useful to the student at a later date. And now I am looking at what is behind these tools. The big picture is that these tools are a form of meta-cognition. This makes me happy as I always wanted to move my teaching into the area of meta-cognition, but my brain couldn’t find a way in that made sense to me, a way that worked for me.

• - Setting – grade 7 class, previous rank of no.1 on FSA math, traditionally high score in both math and L.A FSA. Capable class in math, with strong basics. Some students with holes. West Vancouver, affluent neighborhood, community school with a reputation for being solid, with good teachers. Students are remarked by parents to be well prepared for High School.
• - strategies
• - vision

Field Study Question:

                “What are the effects of using Screen-capture, Tablet Technology and E-Portfolios on students’ meta-cognitive experiences in Math?”

 

Focus Group:

                I will choose three students (all boys) with low motivation to do math, yet fair to good tech skills to be my focus group.

 

Technology Tools:

                Jing Software, Wacom Tablet (detached), Laptop, Microsoft OneNote, Journal and Education Pack.

 

 

Data Collection:

1.       Survey in September

o   how would you describe your attitude towards math

o   how would you describe your computer skills

o   do you enjoy using technology

o   how well did you do in math last year

o   how did you feel about your learning in math last year, the year before

 

2.       Interview in October

a)      How would you describe your attitude towards math now

b)      How has the use of the digital tools changed your attitude toward math (if at all?)

c)       How do you feel about your learning in math using the digital tools

 

3.       Interview  in November

a)      What did you enjoy about the project?

b)      What did you not enjoy about the project?

c)       How did the tools improve your learning in math?

d)      In what ways did these tools make you think about your learning in math?

 

4.       Observations from September to November

a)      Student engagement

b)      Student interest

c)       Student involvement

d)      Organization

 

5.       Artifacts of student work

a)      to be compared with last years marks

b)      to be shown to Grade 6 teacher ( I will set up collaboration time to go over student work from this year and compare to what teacher saw last year.)

 

Other Things to Consider:

a)      How does e-portfolio affect student organization?

b)      How does e-portfolio affect my marking?

c)       How does e-portfolio affect report card time for me? (informal reports, formal reports)

d)      How has my teaching changed? (Teacher directed to student directed?)

e)      How do I feel about the changes in my teaching?

f)       How has student behaviour/discipline/focus/responsibility in the classroom been affected?

 

 

Issues/snares to consider:

a)      How do I interpret the data?

b)      What do I attribute the data to? (How do I try to make sure I can attribute the data to my digital tools?)

c)       Will my district have the software/hardware that I need available for me to use right away in September?

 

Vision:

                I have sent a proposal to Lenovo and best case scenario is that they agree to provide my school with a class set of tablets for me to use with my students. I would be happy with them providing one or two tablets for my students to use. So my vision is that the tablets are a success with regards to student learning, collaboration and organization. I hope to also prove to myself that e-portfolios are a very positive learning and organization tool for students and that I will use them from now on. Ultimately, I hope my field study will prove that I can replace binders, paper and pens with e-portfolios and Tablets.

 

Observations and Data (3-4 pages)

• - What are the different types of observation? What are their limitations and advantages? video, observations, journal, photo, etc
• - Explain why you choose your mode of data collection
  • Give references
• - How does one be objective?
• - list ways you have collected evidence showing your learning and the impact of your inquiry on yourself and others (students)

I am interpreting the term “observations” as pieces of data that show me what students are doing, thinking and learning. As well, my own thinking and learning about myself as a teacher. All my observations are anecdotal, based on the data I am collecting from my three focus students and my class in general.  My data will be in the form of Journal reflections at the end of the day, student interviews and questionnaires, student journals and the instructional math videos my focus students will be making.

The limitation of using video for the purpose of creating math videos is that at times, the system is down. We all know the problem of using technology is the few times when it doesn’t work for whatever reason. Also, there was a significant amount of preparation that went into setting up the software, acquiring the hardware, researching the programs, learning how they work and orchestrating with my I.T. department to sett up the software. It also took some time to have my focus students learn the software and get accustomed to it. The first week and a bit of my students using the program, the student were obviously getting accustomed to the ins and outs of it. They still weren’t using the program at the level of efficiency that I had hoped they would. However, in the big picture, if students take three weeks to become proficient with software, I would say that is pretty good. The main disadvantage to having students create videos and collecting this as data is time consumption. It is a lengthy process, taking a week for a student to complete a video project.

 

The advantages of creating instructional math videos lie in meta-cognition, student organization and student motivation. When students go through the process of thinking in depth about how best to represent what they know and then are allowed the opportunity to have multiple opportunities to create their learning process before they have a final copy of their video, then they are using meta-cognition. As well, the context of how I set up the student videos is meta-cognitive. I had students create a before and after video. The before part is them showing and explaining how they used to do their math and the mistakes they made. The after part is them showing and explaining how now do their math correctly. Another meta-cognitive process lies in the mere fact that they need to process in their head what they are going to write, how they are going to write it, what they are going to say and when they are going to say it.

 

My journal reflections at the end of the day are useful representations of my interpretations of what students are doing and how they are learning using the tools I am giving them. I find these useful as they allow me to convey in a personal and meaningful way the environment of learning in my class as a result of students using the tools I am studying. I feel the biggest benefit of the reflection journal as opposed to cold hard data is that it gives a personal account of the results of your Field Study. On the other hand, reflection journals can be subjective and biased when compared to data facts. Another drawback with journals is with the busy schedule of a teacher, you sometimes forget or don’t have time to write your journal promptly and end up doing it at a later date.

 

Student interviews and questionnaires are a good way to get baseline data at the start of your field study. It is also a good way to check in with the progression of your students over the course of your field study. They also give you information in your students’ words and from the perspective of your students which is very valuable. Also, when your field study takes on a new direction, or you discover new ideas you want to explore when your field study expands, you can use a new set of interviews and questions for your students as a jumping off point. The downside to student interviews and questionnaires is coming up with the right questions, that aren’t biased or leading the student to the answer you want to hear. This is demanding of your time.

 

I chose my modes of data collection as I thought student surveys and questionnaires would be a good way to get baseline data in their own words and from their own perspective. My personal journal reflections are a way to express the results of what I am seeing in my classroom in a meaningful and personal way. It is my chance to convey to someone who is not observing my classroom, just what the effects are of my field study on my students learning. My collecting of student made instructional videos for math is a great way to observe the student learning process and is a result of the nature of my field study.

 

So far the evidence of my own learning, resulting from my field study, and how it has affected my students comes in the form of my reflection journals and is supported by the meta-cognitive instructional videos my students have created. In my reflection journals, I have stated how my field study has moved me in the direction of becoming more aware of student meta-cognition. My teaching style has moved more in the direction of the formative assessment and the learning process, as opposed to summative assessment and the focus being on final grades in a mark book.

Interpretation of the Data (3-4 pages)

• - Look at the tables, figures, and general information in the Data and Observation section. What did your data show?
• - How, what does it mean?
• - Does your data support what you wanted to measure
• - Is it credible? Dependable?
• - Did you use triangulation?
• - Discuss the specific data that led you to decide that the purpose was accomplished. Describe the logic that you used to reach these conclusions by listing the data, including actual information you recorded during the experiment, which support your outcome.
• - List any weaknesses, problems and difficulties you discovered in your field study design. Tell the reader how these problems may have affected the results

 

 

Stefan’s Evidence/Data/Artifacts

Interview        

After watching his initial interview which took place after his first few attempts at using Jing, the themes that stand out most for me are how he says he feels more engaged in doing math using the tablet and screen capture, how he feels the tablet has allowed him to improve in the area of mean and I especially like his comment about how doing it on the tablet gives him more time than with pencil and paper.

Videos

            In Stefan’s second video I particularly liked how he mentions that he is the kind of student that goes fast and makes simple mistakes on his adding. I like how he demonstrates how he could do things wrong. I especially like how he discusses his quiz scores and how he always gets range wrong. I feel this shows the tools he is using focus him on how he learns and what he is doing to learn.  What I notice as I watch the progression of his videos is how he becomes more accomplished at creating the videos and better able to express what he wants in his videos. I notice a distinct progression in his abilities using Jing and the Tablet tools. I also notice an improvement in his articulation of what he is learning and the progression of his learning. This could mean that the tools are forcing him to consider his meta-cognition. It does show his learning progress from the start of the unit to the end of the unit.

James’ Evidence/Data/Artifacts

Interview

            James’ interview depicts his increased enjoyment of math which he attributes to using the digital tools. As well, he talks about how using the tools allows him to internalize the subject matter better as he gets multiple chances to articulate his learning. He agrees that the tools are helping his ability is math overall.

Videos

In James first video, I noticed immediately the difference in James work from his demonstration of how he used to do work compared with how he now does his work correctly. I also see how James struggles with setting up a page neatly, but he does show progress. I wonder if knowing he has to present his video makes him try harder to set up his page neatly. What stands out are his attempts to verbalize and demonstrate his knowledge of the math concepts. I feel he is showing a level of understanding that is deeper than what he normally would with pen and paper.

Dakota’s Evidence/Data/Artifacts

Interview

What stands out most for me from Dakota’s initial interview is how he states that by hearing and seeing his explanation of the math concept, he can realize if he has done it properly and up to the standard he wants. As well when he says he is starting to see how he works, I feel that shows his meta-cognition.

Videos

What I notice about Dakota’s videos is his verbalization of the concept and his organization of the concept, such as the use of colour and graphs. He seems to progress over the videos into more thorough explanations of the concept. I like how he utilizes auditory and visual learning styles in his videos.

Overall I would say the data shows what I wanted to measure in that it shows the tools increased student learning through the use of motivation, reflection, clarification and mastery. Students get to be the authority and have an authentic voice.  I feel I can say that these tools do have a positive affect on student meta-cognition in Math. More importantly, I see the variety of ways it accomplishes this. Most important is the reflection students must go through. This is what is conducive to meta-cognition and also allows students to master a concept in their own time and using their own methods of representation. I feel the data is credible as I mostly used student artifacts. As well, almost all my data is in the form of video so the data speaks for itself and is authentic. I feel triangulation occurred as I used self reflection on what the students were doing; student made video artifacts and interviewed my L.A.C teacher.

The interview with my L.A.C teacher shed the most light on the success of my project. She was able to clearly and concisely explain to me the various ways the project was enhancing student learning in math. She stated how the process of planning what they would say and write, then doing it (writing and speaking), then reflecting on it, then thinking about if it is good enough, and then repeating until the desired outcome is achieved was exactly the skills I wanted to investigate regarding student meta-cognition.

The student instructional videos show the level of cognition that I was looking for. I feel the videos show a variety of meta-cognitive processes; planning, doing, reflecting, improving, repeating. As well students have to verbalize what they are doing as they are doing it.

Dakota’s interview was the most telling and I feel the best piece of evidence as he stated that when he hears himself on the video he can decide if it is “right”.  The process of using visual and auditory methods to represent his learning, as well as being able to review and re-do his work until it is right, allows him to show his learning in an authentic way. This answers my Field Study question so well, in that it shows the various effects on student meta-cognition.

Weaknesses in my field study were the time it takes for a student to make an instructional video. I only collected data for roughly four weeks. There were also some technical difficulties with students creating videos. They didn’t always turn it perfectly. One weakness I noticed was that a student like James can’t affectively explain himself through writing answers to questions on paper. This was one of his interviews. I would say the biggest weakness that I am aware of is the fact that students may not be able to explain themselves to me. However, I found that a solution to this was interviewing the school’s L.A.C teacher. James may not have been able to explain to me how the tools affected his meta-cognition but the L.A.C teacher sure was able to. So that data that my L.A.C teacher provided turned out to be extremely important in answering my question and to the success of my project. This leads to the question, “Is it meta-cognition if the student can’t describe it, but a teacher can clearly describe the meta-cognitive steps the student is doing?” I also wonder how far a student like James could take these tools? If I continue using him in my field study, how far could he take these tools to represent his learning? Rather than the L.A.C teacher clearly articulating the meta-cognition James was doing, could James be able to articulate his meta-cognition himself? Are there other forms of meta-cognition that could be explored using these tools? What if I use a Tablet PC as an instructional tool for my teaching?

 

 

Readings with links or Annotated Bibliography (3-4 pages)

 

 

1.      CITE Journal – Mathematics

Article for field study paper. elementary math class using tablets

This is an American journal at the elementary school level. The article discusses how the tools within tablet technology are useful for understanding topics presented and how students feel more engaged in a topic. CITE “Contemporary Issues in Technology and Mathematical Education” is an authoritative journal. The author is a faculty of education member at the University of South Dakota. The intended audience is users of technology at the elementary school level, and graduate students. This journal illuminates my field study topic by presenting data that supports my theory that the use of tablets by grade 7 students is useful to their learning.

 

2.      http://www.cs.utep.edu/vladik/2006/olg06-08.pdf

American school using tablets and proving tablets increased learning. Explains software choices as well.

An American study (2004) of Elementary School Student Teachers, from the University of Texas, El Paso. This journal is very significant to my field study as it uses control groups and compares test scores over the course of using tablet technology to prove with quantitative data that using tablet technology does create higher test scores and therefore enhances student learning. The intended audience is users of technology at the elementary school level and graduate students. The author, Olga Kosheleva, is an assistant professor at the University of Texas, El Paso and holds a PHD.

3.      Whiteboard math movies — Fahlberg et al. 26 (1): 17 — Teaching Mathematics and its Applications

http://teamat.oxfordjournals.org.proxy.lib.sfu.ca/cgi/reprint/26/1/17

White board math movies

A publication of Oxford Journals, this was published in 2006 by Tim Fahlberg, an American who pioneered math casts as early as 1997. This journal is significant to me as it supports my belief in the use of math casts to enhance student learning. I find it very interesting to see someone who came up with the same ideas as mine, only 10 years ahead of me. As the author states in the article, the ideas of mathcasts is to allow students to internalize the process, not just the results of doing math. Again, this supports my belief in this process as being meta-cognitive in nature. The intended audience is high school math teachers and users of tablets in the classroom.

 

4.      Funderstanding – Behaviorism

Explanations of the different learning theories

This is a very useful website that lists the various major learning theories and explains them. I used this website to complete the learning theories part of our field study.

5.      EBSCOhost Void

http://web.ebscohost.com.proxy.lib.sfu.ca/ehost/detail?vid=21&hid=3&sid=477d8cd2-1c2e-44b5-b27a-870716accaae%40sessionmgr9

Examples of qualitative research

6.      http://www.dpu.dk/Everest/Publications/medarbejdere%5Cmmi%5Cnorma%5Cshort%20oral/20080213153652/CurrentVersion/S-Amdal&Sanne(C).doc?RequestRepaired=true

Article for field study blog Void

7.      EBSCOhost

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/19/c4.pdf

tablet pricing tablet drawbacks tablet models Pine Crest School

Published in the journal “Learning and Leading with Technology,” from the International Society for Technology Education. This paper was published in 2005 by a group of teachers participating in their own research on the effects of tablets on the learning of their students. This article was useful to me as it describes the different ways their school went about implementing the use of tablets. As I am trying to get my school to purchase tablets, it was good for me to see how another school went through the process. The article even compares the features and prices of various makes of tablet pc’s.

8.      EBSCOhost

http://web.ebscohost.com.proxy.lib.sfu.ca/ehost/detail?vid=1&hid=22&sid=bd46f386-0c9f-432e-9eed-4770260a04eb%40sessionmgr2

Article on use of tablets  void

9.      EBSCOhost Void

http://web.ebscohost.com.proxy.lib.sfu.ca/ehost/detail?vid=1&hid=3&sid=c0a3e512-5df1-4dd1-93e8-b2c2a0ab12e7%40sessionmgr3

Article for tablets

10.  Fister; math instruction and the tablet pc

http://pdfserve.informaworld.com.proxy.lib.sfu.ca/996775_770885140_783987432.pdf

http://www.informaworld.com.proxy.lib.sfu.ca/smpp/content~db=all?content=10.1080/00207390701690303

http://dx.doi.org/10.1080/00207390701690303

 

paper on college use of tablets

This is an article published in the International Journal of Mathematical Education in Science and Technology. This paper is based on University students at Murray State University in Kentucky using Tablets, and its’ overall conclusion is that the students felt the use of tablets enhanced their learning. While the paper’s focus is on university level students, I feel its overall message is useful in supporting my field study.

 

11.  Tablet PC’s: The Write Approach

 

http://proxy.lib.sfu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=21550973&site=ehost-live

 

This article is by Jacob Milner, in the April 2006 edition of T H E Journal. (Technology Horizons in Education) It outlines a K-12 private school in California that uses a 1-1 tablet system. The overall message of the article is that the use of tablets increased student engagement. The intended audience is users of classroom technology and elementary to high school teachers.

 

12.   Atlantic Magazine:  “Is Google making us stupid?”

 

http://www.theatlantic.com/doc/200807/google

 

This article by Nicholas Carr in the July issue of Atlantic Magazine was very insightful as to reading on the internet may be rewiring our brains capacity for sustained, focused reading and deeper level analysis of what we read. This article is geared towards the general public as well as computer users specifically. Nicholas Carr has written numerous articles and books on the topic of media, most recently his book “The Big Switch: Rewiring the World, From Edison to Google.”  This article was useful to my field study as it gave me an alternate view regarding the use of technology in schools and the possible drawbacks it may have. I found it interesting that it took a physiological approach to how the internet may be re-wiring our brains.

 

13.   Mark Baurelein The dumbest generation

This book is about the cultural shift perceived by the author in American youth today. He talks about facts and figures showing how limited American youth are in intellectual culture, with basic historical facts, and how he feels today’s youth has a general intellectual malaise. As interesting as I found the book, I did feel it was over zealous. Mark Baurelein has a doctorate in English and teaches at Emory University. He has published numerous articles on literature. The intended audience is the general public and this article illuminated my field study by giving me a contrary perspective as to how technology influences the education of youth.

 

14.  Proust and the Squid

Interesting article on how the reading brain has developed over the history of mankind. The article asserts that reading does not come naturally to the human brain. The article looks at how the reading brain could be affected by the internet. I liked this article’s physiological approach to the question of how the synapses in the brain may be affected and re-wired differently than from reading books. Mary Anne Wolf is a professor of child development and director of the Centre for Reading and Language Research. The intended audience would be the general public as well as people interested in reading and language research.

 

Your Reflections (10-15 pages)

Oct.10

The students I have chosen to be in my study are very eager and excited to try the software and make the videos. The rest of the class is also eager to have their turn after the three students I have selected. The class really started to get interested after they saw the first few videos made by the first students I chose to focus on.

 

I have selected three students to collect data on for my field study. Student 1: A high functioning, successful in math, digitally capable student. Student 2: A student who is medium low functioning in math and in general, who has very messing printing and page organization. Student 3: a student who is medium to low functioning, with very neat printing and organization. So far after two weeks of working on the field study, only student 1 and 2 have had an opportunity to create the videos. Student three is eager to begin next week. Students 1 and 2 have taken to the videos very well, and tell me they very much enjoy making them and explaining them to the class.

 

On asking student 1 if he thought that the videos were helping him with his math, he could talk quite animatedly on the various ways that he thought it did help him. He explained how the video made him really think about the steps he needed to do. HE explained how it was engaging for him. Student 2 explained how he needed to improve his printing so that it was legible for presenting to the class, explained how the process of making a movie allowed him to review the concept at his own pace, allowing him to internalize the learning process. AS well, he was allowed to be successful as he could repeat the process as many times as needed until he got it right.

 

Oct.12

 

I am finding it very interesting that I am finding articles about schools in America using tablets to do math as far back as 8 years ago. The articles I find portray the use of tablets to do math in very positive ways. A recent article I came across talked about doing white board movies. It explained how a teacher came up with the idea 8 years ago, to create math tutorials for upper level high school students to increase his teaching efficiency. He explained how as technology increased, he moved into screen capture of a smart board. I found it very assuring to see that my project is educationally sound and relevant to students.

 

How am I changing as a teacher?

 

I feel that this Field Study is changing my methods in math in at least one way. This is the first time I have had students extensively use portfolios to store examples of their work. I feel this is a change in focus for me, a change away from being focussed on summative assessment, final marks in a mark book and top down teaching. I feel that my focus is changing slightly towards formative assessment and student meta-cognition of their learning process. Having to look at the educational theories that relate to my field study made me aware of how my project was heavily focussed on meta-cognition. I found this very interesting, as I always was interested in meta-cognitive teaching practices, but had a hard time wrapping my head around how that would work for me in the context of teaching in my classroom.

 

Oct. 13

 

Google Scholar is way easier to use!! It is more efficient, more user-friendly and has given me more relevant articles to my field study. Eric is becoming a waste of my time with my field study research.

 

Oct. 14, 08

 

After an I.E.P meeting regarding Dakota, I have discovered that he will be a very interesting study. We decided an adaptation for him would be to find a way to get his thoughts out onto paper and that he often gets “stuck” on things that he doesn’t understand. We thought that the opportunity to use the tablet might give him the opportunities to re-do his work until he gets it right. He may turn out to be the most interesting case study in that it will be a good measure of the ability of tablet technology and screen capture to move a students learning along the continuum of understanding.

 

Oct. 18, 08

 

The research process so far has been both fruitful and frustrating. I have found using EBSCO frustrating as far as not having a lot of articles. However, they are usually available and free. With using Google Scholar, there is a lot more articles, but you sometimes have to pay for the articles. I have really enjoyed seeing the looks of engagement on the faces of the students who are my focus group.

The reading “Finding your Findings”:

            Describe your data

                        What did you see?

                        What was happening?

                        What are your initial thoughts on the data?

            Sense Making

                        Organize data.

                        What sorts of things are happening in my data?

                        What do I notice?

                        How might different pieces of my data fit together?

                        What pieces of data stand out from the rest?

                        Does a story emerge in a chronological form?

What were my initial wonderings and how do these patterns inform it?

 How are these happenings connected to my teaching? My students? My classroom? The Curriculum?

What have I learned about children?

What have I learned about the larger context of schooling and schools?

What are the implications for what I have learned about my teaching?

What changes might I make in my practice?

What new questions do I have?

 

My initial thought after the reading is how does this reading relate to me doing a short field study with not a lot of data? I am also starting to feel overwhelmed. The paper sent me in the right directions with some thoughts as to how to do “Data”. But it also raised more questions than it answered. Mostly I am not sure where and how to start, and where I am going to end. When will it end? As my soccer coach (Keith Watts) at S.F.U would famously say, “Where does it stop?” “Where does it start?”

Initially, I definitely feel as if my field study has struck a nerve with my students. I would say based on initial observations that my students are engaged, excited and benefiting from the use of tablet technology and screen capture. And as we were instructed to ponder, the learning theory behind the technology is meta-cognition. This is what I would say is the difference in my teaching, resulting from my field study.

 

How did your learning and teaching change?

 

I would interpret this as, how did my learning about myself as a teacher and my ideas of what makes good teaching change. Previous to my field study I would say the predominant way I learned about teaching was through the interaction between me and my classroom. I would reflect on how things went, week by week, month by month, year by year. As much as it was good that I was regularly thinking about how I could do things better, and comparing what worked academically and socially from situation to situation, I can see this process was only one level of how I could improve my teaching. I feel my Field Study has changed my teaching in the following ways. My teaching focuses more on students’ meta-cognition, which is a very good thing. While my teaching still places importance on summative assessment and final marks, it now also focuses on my students learning process.

 

 

How has your role as an educator changed?

 

I would say I have continued down the path of trying to be on the side, rather than in front of the class, allowing students to get their hands dirty and try things. In Math, my Field Study has continued me down the path of having students regularly do hands on activities that try to explain the algorithms we are learning. So I would say my role has changed in that I am even more focussed on hands on activities and students making meaning for themselves. Also, my teaching has changed in that I am focussing more on formative assessment and the learning process for students being a valid way to assess students.

 

I used to do… now I ……

 

I used to put a fair amount of weight on to students summative marks and was only interested in the final result of students showing they can accurately show the knowledge and skills we have been working on. I didn’t put much emphasis on students presenting their learning as they progressed through a unit, instead putting the majority of my attention on their summative assignments, marks etc.

Now I see the validity of taking time to evaluate and value the parts along the way. I see how informative and valuable formative assessment can be. To be fair, I see how Math can be a subject where the teacher gets overly focussed on summative assessment tools. Math is a subject area where it is easy to only focus on quizzes and final exams.

I was also focussed on a lot of repetition to gain mastery, and I focussed on breaking skills down into basic steps for student to progress in a linear fashion. I was very linear and very top down. This Field Study highlights the progress I have made over the past 5 years, towards being less top down, and less drill and kill.

 

What did you discover in this process of Action Research?

 

I discovered that a lot of the teaching I was already doing was in fact good and educationally sound. I discovered to trust in my skills and abilities, to know that a lot of what I am already doing is very good for student learning. So I learned to have more confidence in myself.

 

What do you know about today’s student on how they learn, think and act differently from 5 years ago?

 

5 years ago student learning for me, was based in controlling the linear steps they took in their learning. If I broke down their learning into sequential, digestible chunks, then they would progress nicely towards mastery of the concepts we needed to cover. I now know that students need more hands on experiences and the ability to voice their learning as they progress towards their understanding and mastery of a concept. I know that learning is a messy proposition and that I don’t have to control that mess, that it is o.k. to have some mess along the way.

 

Where are you going next? i.e. your next FS

 

My next field study will continue with tools that allow for student meta-cognition and give students a way to express their voice regarding their personal learning journey. I want to continue with my use of tablet technology, screen capture and e-portfolios. I feel that 3-4 weeks of data collection for my first field study is not sufficient and I want to continue with my Field Study into the second term. I may tweak my Field Study question as I continue into the second term, pending the result of my current Field Study. I know that there is still a lot for me to discover with this line of inquiry.

Based on your results, suggest an additional question that could be investigated, to improve the quality of the conclusion presented. For example, if your data was not sufficient, you might recommend a different form of data collection or analysis to see if it gives you better insights into your inquiry question. If your findings don’t match what you find in the readings that’s ok, you might state why you think this is so for your context.

Did you gain a better understanding of your student’s perspectives on learning, motivation, etc?

Yes!