Friday, April 30, 2010
21st Century Educator
After completing this course, I feel as if I have better perspective of who I am as an educator. I believe (and hope) that I am open minded about new technology; however, I understand that technology is not a must nor is it the teacher. I do hope to continue my growth to becoming the best teacher I can possibly be. I want to be creative, engaging, and a team player. I look forward to continuing to use clickers, wikis/blogs, streaming, podcasts, webquests, SmartView, my InterWrite pad, PowerPoints, and various other forms of technology in my classroom. I plan on keeping up with technology and want to do more for my students than my teachers did for me.
Thursday, April 29, 2010
Summary of Blog Progress
While in this class, I have been able to explore the most innovative forms of technology and develop my knowledge of most currently available and applicable technology for education. Here is a short passage on the standards and objectives of this course as they translate to my personal progress in the course as demonstrated through this blog.
1. Evaluates or plans school programs, teaching-learning strategies, curriculum, and student assessment strategies that support the physical, social, emotion, moral, and intellectual development of their students within cultural and social contexts. (TEP Standards 2, 3, 10; NBPTS Propositions 1, 2, 3) I believe this can be demonstrated through my UBD which was created after properly assessing the students and included the 15+ forms of technology used, the incorporation of the WHERETO, and the six facets.
3. Reflects and responds to current educational research on effective school practices and thinks systematically about one’s own teaching in order to make decisions that demonstrate a commitment to optimizing learning for all students. (TEP Standard 9; NBPTS Proposition 4) This entire blog has served as a demonstration of reflection and response to the educational research. In the multiple topics we researched, several have been posted to display my findings.
6. Identifies, plans and evaluates instructional strategies, resources, curriculum, and programs that emphasize the use of a myriad of technologies to support learning, assess student learning, and enhance one’s own professional growth. (TEP Standard 6; NBPTS Proposition 3; ISTE Standards B, C) This can also be seen through the research on identifying learner characteristics. The questionnaires, assessments, and quizzes were very useful in the creation of my UBD. In addition, the Wordle is available to sum up all of my research on technology to support learning.
12. Demonstrates competency in utilizing research findings to interpret, analyze, and improve instruction and school practice. (NBPTS Propositions 4, 5) My annotated bibliography was designed to demonstrate the benefits of technology in the secondary mathematics classroom. I was able to investigate what research has proven to be successful and worth the effort of implementing.
13. Selects and uses technology to access, generate, manipulate information and data, conduct research, communicate and solve problems. (TEP Standards 8, 9; NBPTS Propositions 4, 5; ISTE Standards A, B, C) The research I did on student response devices clearly fulfills this objective. I now know that by using clickers in my classroom I can quickly asses the progress and comprehension of my students.
1. Evaluates or plans school programs, teaching-learning strategies, curriculum, and student assessment strategies that support the physical, social, emotion, moral, and intellectual development of their students within cultural and social contexts. (TEP Standards 2, 3, 10; NBPTS Propositions 1, 2, 3) I believe this can be demonstrated through my UBD which was created after properly assessing the students and included the 15+ forms of technology used, the incorporation of the WHERETO, and the six facets.
3. Reflects and responds to current educational research on effective school practices and thinks systematically about one’s own teaching in order to make decisions that demonstrate a commitment to optimizing learning for all students. (TEP Standard 9; NBPTS Proposition 4) This entire blog has served as a demonstration of reflection and response to the educational research. In the multiple topics we researched, several have been posted to display my findings.
6. Identifies, plans and evaluates instructional strategies, resources, curriculum, and programs that emphasize the use of a myriad of technologies to support learning, assess student learning, and enhance one’s own professional growth. (TEP Standard 6; NBPTS Proposition 3; ISTE Standards B, C) This can also be seen through the research on identifying learner characteristics. The questionnaires, assessments, and quizzes were very useful in the creation of my UBD. In addition, the Wordle is available to sum up all of my research on technology to support learning.
12. Demonstrates competency in utilizing research findings to interpret, analyze, and improve instruction and school practice. (NBPTS Propositions 4, 5) My annotated bibliography was designed to demonstrate the benefits of technology in the secondary mathematics classroom. I was able to investigate what research has proven to be successful and worth the effort of implementing.
13. Selects and uses technology to access, generate, manipulate information and data, conduct research, communicate and solve problems. (TEP Standards 8, 9; NBPTS Propositions 4, 5; ISTE Standards A, B, C) The research I did on student response devices clearly fulfills this objective. I now know that by using clickers in my classroom I can quickly asses the progress and comprehension of my students.
Saturday, April 17, 2010
New Technology Tools
New Technology Tools: Concepts and Resources
Student Response Systems for Secondary Mathematics
Description of Student Response Devices:
Student response systems, personal response systems, audience response systems, clickers, classroom communication systems, and classroom performance systems are a few of the names for a piece of technology where teachers can quickly assess or poll their students or even take attendance using a remote control device. These devices can use radio frequency, infrared, internet, and even cell phones.
With these systems, a teacher is able to use their computer and projector to display a question or series of questions for their class to respond to using a wireless remote with a keypad. Depending on the device and technology available, students can respond with numbers, letters, or even short phrases. The teacher can then collect the data and responses anonymously or even record the answers in their grade book.
In addition, teachers can utilize many different features depending on the program. Some features include displaying results immediately after each question, results immediately after completion of the assessment or poll, and a timer for each question. Even though systems like this have been available for many years, audience response systems became more popular in the education world with the introduction of interactive whiteboards.
Classroom Application of Student Response Devices:
I chose to research clickers since I have only received this piece of technology within the last two months. When I received a classroom set of clickers, I was extremely overwhelmed by the preparation required, the new software, the new hardware, and trying to train all of my students on the devices while avoiding malfunctions. However after reading and exploring about clickers, it has rejuvenated my desire and interest to use them in my classroom.
Some suggestions that I found to be extremely helpful was the use of polling and questioning in advance. These are two methods of using clickers without being tied down to the traditional two minute multiple choice or true false questions. I also found a website that would allow me to poll my students while they are at home through the internet or their cell phones. I also like the suggestions to use the data from the student responses to instigate class discussion. It is also helpful to know that many have found success while using the timer and more conceptual questions.
With all of these ideas and the many more I have discovered, I am excited to use clickers with my students, I am excited to promote their engagement and interest, and I am very excited to get immediate feedback on my students’ progress to help make me a better educator.
Resource: Articles
Bode, M., Drane, D., Kolikant, Y., & Schuller, M. (2009). A clicker approach to teaching calculus. Notices of the American Mathematical Society, 56(2), 253-256. Retrieved April 1, 2010, from http://www.ams.org/notices/200902/rtx090200253p.pdf.
Description: This article describes how the use of clickers in the math classroom increases motivation, interest, and retention. The authors encourage teachers to ask conceptual questions as well as parts of an entire problem. It concludes by listing out the advantages verses the disadvantages of using clickers to demonstrate that using student response devices is advantageous than not when it is available to the instructors.
Application: This article will be very beneficial to me while implementing clickers in my classroom. Previously, I have always given my students problems to solve, but by using more conceptual ideas in my assessment, I will get a more accurate view of them level of comprehension my students have of the content.
Marshall, C. (2009). Making math click: Handheld “clicker” devices popular in classroom. Retrieved April 11, 2010 from http://www.indy.com/posts/making- math-click-handheld-clicker-devices-popular-in-classrooms.
Description: This article investigates the use of clickers in several math classrooms at several schools in Indiana; most received a technology grant to fund the purchase of clickers. The teachers find them most beneficial when trying to quickly assess overall understanding of their students are specific standards. The teachers are able to quickly see if a given percentage of students miss a question and can then correct the problem before it builds and continues to hinder their learning.
Application: This research distinctly states that after each question the class percentage and results are displayed before moving on. This is an easy application that I can use in my classroom to inspire immediate reflection on my part as well as my students. By implementing the immediate percentage feature, I can easily provide everyone with useful information that will further the education of my students.
Walsh, K. (2010). Great education technology story: CPS student response system helps to improve FCAT scores. Emerging EdTech. Retrieved April 1, 2010 from http://www.emergingedtech.com/2010/03/great-use-of-ed-tech-story-cps-student- response-system-helps-to-improve-fcat-scores/.
Description: Walsh teaches math and has found that her FCAT (Florida state assessment) scores have improved from 80% to 97% over the past 6 years with the help of the classroom performance response systems (CPS) technology. The article states that by using the CPS the students are more engaged and eager to participate in their math class. This website also provides a video of the CPS being used correctly in a math class.
Application: I think every teacher wants their students to be eager to learn. So, seeing statistics like this really helps to reinforce my desire to use CPS in my classroom and that it is worth the effort. If providing quick and accurate feedback can improve scores by seventeen percent in one year, this data could and should be used to justify the use of CPS in the math classroom.
Beatty, I. & Leonard, W. (2005). Teacher learning of technology-enhanced formative assessment. University of Massachusetts Scientific Research Reasoning Institute. Retrieved April 11, 2010 from http://srri.umass.edu/tlt.
Description: This is a longitudinal study that examines secondary science and mathematics teachers’ use of electronic classroom response systems through interviews, surveys, and videotaping lessons. The research has shown that the teachers are able to reflect more frequently on how well the students are performing. However, it does take more than one year for the teachers to reach a point where they feel comfortable with the technology.
Application: I am so glad to know that the use of a classroom response system can take more than a year to acclimate your self and your classroom to. I will definitely keep this research in mind while I go through this adjustment period of using a new piece of technology. All my work and frustrations will be worth it if I can just stick it out long enough to fully benefit.
Resource: Journals
Cline, K. (2006). Classroom voting in mathematics. Mathematics Teacher, 100(2), 100- 104. Retrieved April 2, 2010 from http://www.carroll.edu/~kcline/Papers/Cline%20Math%20Teach%20100%20100. pdf.
Description: This article states that using clickers in the math classroom allows students to be active learners and not passive observers. The author says that in the upper level mathematics courses like calculus it is difficult to ask multiple choice problems that take small amounts of time to complete; so, it is valuable to use clickers as voting tools instead of tools for assessment. By allowing students to gather together, discuss the problem(s), formulate a solution, and choose what they believe to be the most appropriate solution; it encourages thought, discussions, and an increase in learning.
Application: Until doing the research for this class, I never thought of polling students in a mathematics class. I often get bogged down with idea of providing a grade for everything, but I think it will be a refreshing change to use clickers as a quick polling device as well.
Butler, M. (2005). What I learned from using a personal response system. Mathematical Association of America FOCUS, 25(3), 15. Retrieved April 1, 2010 from http://www.maa.org/features/021405wilperresp.html.
Description: In the article, Butler works in several Algebra classes to train the faculty and students; she also determined what kind of needed assistance the teachers and students would benefit from when using a personal response system (PRS). Butler stresses the importance of remaining calm while using new technology that is failing in the classroom. In addition, the article determines that students found it comforting to see the results from individual assessment questions using the PRS.
Application: Butler’s advice to remain calm will definitely be something I can take back to my classroom. So often it is easy to become frustrated with technology not working properly and to give up. However if I remain calm and patiently work to resolve the problem or glitch, I think the benefits will be worth it.
Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in calculus. PRIMUS, 19(3), 219-231. Retrieved April 7, 2010 from http://www.dillgroup.ucsf.edu/~alucas/iclicker_paper_final.pdf.
Description: This study investigates the effectiveness of peer instruction and i-clickers in several calculus classes. The instructor has the students complete pre-assessments using the student response devices, they would analyze the results obtained from the class’ data, the students would work collaboratively to understand and interpret there errors, and would then complete a second assessment using the i-clickers. The researcher videotaped, interviewed, polled, surveyed, and analyzed the scores of the students and found that by using the i-clickers that the students were able to quickly and accurately judge and observe their individual improvement and comprehension of the material which ultimately improved the amount of material the learned and retained.
Application: This study truly encourages me to try to implement the use of clickers at least twice a week. By doing so, I am able to give the students instant feedback and prevent them from getting behind. Also, it is always helpful when the students can see their mistakes individually instead of being blinded by the grade of an entire assignment.
Resource: Presentations
Hohman, D. & Hopkins, M. (2009). Student response system in a math classroom. IETC. Retrieved April 7, 2010 from http://www.slideshare.net/davehohman/student- response-system-in-a-math-classroom-ietc.
Description: This presentation walks the observer through obtaining a student response system, various uses of the system, and benefits as well as disadvantages. During the presentation the creators provide several slides with examples of questions and strategies to be applied in the mathematics classroom. The also suggest using them to determine group matching and activities for getting to know the system and each other.
Application: I really liked the suggestions and ideas provided. In a math classroom, students tend to try to group themselves with those who they believe are more capable and can do all of the work. Yet, they hate to be placed in groups by the teacher. Using the student response systems to match the students in groups will be a very fun and creative way for me to do it in my class.
Hofacker, E. & Ernie, K. T. (2008). Using clickers to encourage discussion and communication in mathematics. Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Madison, Wisconsin. Retrieved April 7, 2010 from http://www.allacademic.com/meta/p275409_index.html.
Description: This article, like so many others, suggests the use of polling on conceptual ideas. The work implies that by using clickers in the math classroom students are primed for group discussion on differing views and are more apt to do self reflection as well. In addition, the use of clickers breathes life onto material that the students thought they comprehended but, in reality, did not.
Application: This article suggests the use of clickers as a polling device instead of an assessment tool. In the math classroom, it can be difficult to encourage and maintain a class discussion that does not dissolve into a teacher led lecture. I appreciate the suggestion to use clickers as polling device to instigate debate in class.
Roth, K.. Clickers in the math class. Retrieved April 1, 2010 from http://www.juniata.edu/faculty/roth/teaching/clickersforNExT.ppt.
Description: This personal response system (PRS) PowerPoint presentation gives multiple uses for the PRS in the math classroom, benefits of using it, and suggestions for novice PRS users. In addition, Roth provides several examples of PRS questions in the form of multiple choice, simple response, and true or false.
Application: While observing this presentation, I realized that every time I use the PRS it does not have to be with multiple choice questions or polls. I have to keep in mind that I do teach math and can ask my students to give me their solutions through their remotes. This will be something I keep in mind and apply to my classroom.
Resource: Websites
Site: Clicker Lessons
URL: http://technology.usd259.org/resources/clickers/ClickerLessons.htm.
Description: This website offers multiple lessons already created that use classroom response systems (CPS). The CPS lessons apply to various levels and content areas with specific lessons intended for high school mathematics on logarithms, monomials, and exponents.
Application: In my classes, I teach logarithms, monomials, and exponents. So when it comes time to cover this material, I will definitely be using these resources in my classroom if not using them as a starting place to work from. It is always nice to have a baseline and another teacher’s viewpoint and suggestions when using new forms of technology.
Site: Poll Everywhere
URL: http://www.polleverywhere.com/
Description: Poll Everywhere is a free (and billed) website that offers polling without having the actual hardware of clickers. Students can answer by phone or website. Teachers can sign up for an unlimited number of classes with a maximum of 32 students. In addition, schools can purchase a site license.
Application: This is a fantastic resource available to teachers. Now, I will be able to use this free service to poll and assess my students without providing them with the hardware. I will definitely use this to survey them, and they can complete it online or with a cell phone.
Site: Interactive Math Activities
URL: http://www.engaging-technologies.com/interactive-math-activities.html
Description: This website provides a multitude of interactive quizzes and clicker games. They can also be used with the InterWrite pad. The content varies from kindergarten through twelfth grade.
Application: I can never get enough pre-made, ready to use resources. Even though I might need to adjust the content depending on the standards, it is really helpful to have a place to start and to get some ideas. Time is one reason I find myself not utilizing this resource. By using these quizzes and games, I can reduce the preparation time I have to put into it.
Site: K12 CPS Lessons
URL: http://sarahlowey.pbworks.com/K12-CPS-Lessons
Description: This wiki is run by the technology integration specialist names Sarah Lowery. Posted on the wiki is several helpful pages with various trainings on the use of clickers as well as specific content and grade level lessons, including high school math. The material gives a very in depth walk through of every step for the novice clicker user.
Application: As I am just starting my journey into the world of clickers, it is extremely helpful to see a step by step walk through on how to sync grades with excel as well as have access to high school math lessons involving clickers. Exemplars are always helpful when trying to incorporate a new element of technology. This is and will be one place I frequent for helpful material that pertains to my class.
Site: TurningPoint Clickers and Math
URL: http://hohmanprovement.wordpress.com/2008/03/12/clickers-and-math/
Description: Hohman teaches Algebra and Geometry. He provides 5 suggests for teachers implementing clickers in their math class: ask questions that can be answered within 3 minutes, provide long questions to the students to complete before the quiz, use clickers during presentations not just as a stand alone activity, assign partial credit to wrong answers, and use the timer to end questions.
Application: Receiving advice from other math teachers is always great. So even though I might not use exactly three minutes for all of my questions, it is nice to have a suggested place to work from. I also like the idea of providing students with the more lengthy questions and then asking the question again using the clickers. I would have never thought of that on my own, but I really like the idea. It reminds me of my homework quizzes I give to students now with pen and paper.
Site: Clickers: Teaching Ideas.
URL: http://telr.osu.edu/clickers/teaching/ideas.htm
Description: The Ohio State University has pulled together 18 websites that pertain to mathematics and physics. Many of the sites are dedicated to college education; however, many of them provide excellent sources of questions, suggestions, and tips for using clickers in a mathematics classroom.
Application: As I am just beginning my journal into the world of clickers, I am slightly overwhelmed with ideas and suggestions. I definitely plan on using this website as a resource to refresh my ideas and my plans as I grow in my knowledge and ability to use these with my students. It will be fantastic to already have a place to go when I need to freshen up my ideas or make my lessons a bit livelier.
Student Response Systems for Secondary Mathematics
Description of Student Response Devices:
Student response systems, personal response systems, audience response systems, clickers, classroom communication systems, and classroom performance systems are a few of the names for a piece of technology where teachers can quickly assess or poll their students or even take attendance using a remote control device. These devices can use radio frequency, infrared, internet, and even cell phones.
With these systems, a teacher is able to use their computer and projector to display a question or series of questions for their class to respond to using a wireless remote with a keypad. Depending on the device and technology available, students can respond with numbers, letters, or even short phrases. The teacher can then collect the data and responses anonymously or even record the answers in their grade book.
In addition, teachers can utilize many different features depending on the program. Some features include displaying results immediately after each question, results immediately after completion of the assessment or poll, and a timer for each question. Even though systems like this have been available for many years, audience response systems became more popular in the education world with the introduction of interactive whiteboards.
Classroom Application of Student Response Devices:
I chose to research clickers since I have only received this piece of technology within the last two months. When I received a classroom set of clickers, I was extremely overwhelmed by the preparation required, the new software, the new hardware, and trying to train all of my students on the devices while avoiding malfunctions. However after reading and exploring about clickers, it has rejuvenated my desire and interest to use them in my classroom.
Some suggestions that I found to be extremely helpful was the use of polling and questioning in advance. These are two methods of using clickers without being tied down to the traditional two minute multiple choice or true false questions. I also found a website that would allow me to poll my students while they are at home through the internet or their cell phones. I also like the suggestions to use the data from the student responses to instigate class discussion. It is also helpful to know that many have found success while using the timer and more conceptual questions.
With all of these ideas and the many more I have discovered, I am excited to use clickers with my students, I am excited to promote their engagement and interest, and I am very excited to get immediate feedback on my students’ progress to help make me a better educator.
Resource: Articles
Bode, M., Drane, D., Kolikant, Y., & Schuller, M. (2009). A clicker approach to teaching calculus. Notices of the American Mathematical Society, 56(2), 253-256. Retrieved April 1, 2010, from http://www.ams.org/notices/200902/rtx090200253p.pdf.
Description: This article describes how the use of clickers in the math classroom increases motivation, interest, and retention. The authors encourage teachers to ask conceptual questions as well as parts of an entire problem. It concludes by listing out the advantages verses the disadvantages of using clickers to demonstrate that using student response devices is advantageous than not when it is available to the instructors.
Application: This article will be very beneficial to me while implementing clickers in my classroom. Previously, I have always given my students problems to solve, but by using more conceptual ideas in my assessment, I will get a more accurate view of them level of comprehension my students have of the content.
Marshall, C. (2009). Making math click: Handheld “clicker” devices popular in classroom. Retrieved April 11, 2010 from http://www.indy.com/posts/making- math-click-handheld-clicker-devices-popular-in-classrooms.
Description: This article investigates the use of clickers in several math classrooms at several schools in Indiana; most received a technology grant to fund the purchase of clickers. The teachers find them most beneficial when trying to quickly assess overall understanding of their students are specific standards. The teachers are able to quickly see if a given percentage of students miss a question and can then correct the problem before it builds and continues to hinder their learning.
Application: This research distinctly states that after each question the class percentage and results are displayed before moving on. This is an easy application that I can use in my classroom to inspire immediate reflection on my part as well as my students. By implementing the immediate percentage feature, I can easily provide everyone with useful information that will further the education of my students.
Walsh, K. (2010). Great education technology story: CPS student response system helps to improve FCAT scores. Emerging EdTech. Retrieved April 1, 2010 from http://www.emergingedtech.com/2010/03/great-use-of-ed-tech-story-cps-student- response-system-helps-to-improve-fcat-scores/.
Description: Walsh teaches math and has found that her FCAT (Florida state assessment) scores have improved from 80% to 97% over the past 6 years with the help of the classroom performance response systems (CPS) technology. The article states that by using the CPS the students are more engaged and eager to participate in their math class. This website also provides a video of the CPS being used correctly in a math class.
Application: I think every teacher wants their students to be eager to learn. So, seeing statistics like this really helps to reinforce my desire to use CPS in my classroom and that it is worth the effort. If providing quick and accurate feedback can improve scores by seventeen percent in one year, this data could and should be used to justify the use of CPS in the math classroom.
Beatty, I. & Leonard, W. (2005). Teacher learning of technology-enhanced formative assessment. University of Massachusetts Scientific Research Reasoning Institute. Retrieved April 11, 2010 from http://srri.umass.edu/tlt.
Description: This is a longitudinal study that examines secondary science and mathematics teachers’ use of electronic classroom response systems through interviews, surveys, and videotaping lessons. The research has shown that the teachers are able to reflect more frequently on how well the students are performing. However, it does take more than one year for the teachers to reach a point where they feel comfortable with the technology.
Application: I am so glad to know that the use of a classroom response system can take more than a year to acclimate your self and your classroom to. I will definitely keep this research in mind while I go through this adjustment period of using a new piece of technology. All my work and frustrations will be worth it if I can just stick it out long enough to fully benefit.
Resource: Journals
Cline, K. (2006). Classroom voting in mathematics. Mathematics Teacher, 100(2), 100- 104. Retrieved April 2, 2010 from http://www.carroll.edu/~kcline/Papers/Cline%20Math%20Teach%20100%20100. pdf.
Description: This article states that using clickers in the math classroom allows students to be active learners and not passive observers. The author says that in the upper level mathematics courses like calculus it is difficult to ask multiple choice problems that take small amounts of time to complete; so, it is valuable to use clickers as voting tools instead of tools for assessment. By allowing students to gather together, discuss the problem(s), formulate a solution, and choose what they believe to be the most appropriate solution; it encourages thought, discussions, and an increase in learning.
Application: Until doing the research for this class, I never thought of polling students in a mathematics class. I often get bogged down with idea of providing a grade for everything, but I think it will be a refreshing change to use clickers as a quick polling device as well.
Butler, M. (2005). What I learned from using a personal response system. Mathematical Association of America FOCUS, 25(3), 15. Retrieved April 1, 2010 from http://www.maa.org/features/021405wilperresp.html.
Description: In the article, Butler works in several Algebra classes to train the faculty and students; she also determined what kind of needed assistance the teachers and students would benefit from when using a personal response system (PRS). Butler stresses the importance of remaining calm while using new technology that is failing in the classroom. In addition, the article determines that students found it comforting to see the results from individual assessment questions using the PRS.
Application: Butler’s advice to remain calm will definitely be something I can take back to my classroom. So often it is easy to become frustrated with technology not working properly and to give up. However if I remain calm and patiently work to resolve the problem or glitch, I think the benefits will be worth it.
Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in calculus. PRIMUS, 19(3), 219-231. Retrieved April 7, 2010 from http://www.dillgroup.ucsf.edu/~alucas/iclicker_paper_final.pdf.
Description: This study investigates the effectiveness of peer instruction and i-clickers in several calculus classes. The instructor has the students complete pre-assessments using the student response devices, they would analyze the results obtained from the class’ data, the students would work collaboratively to understand and interpret there errors, and would then complete a second assessment using the i-clickers. The researcher videotaped, interviewed, polled, surveyed, and analyzed the scores of the students and found that by using the i-clickers that the students were able to quickly and accurately judge and observe their individual improvement and comprehension of the material which ultimately improved the amount of material the learned and retained.
Application: This study truly encourages me to try to implement the use of clickers at least twice a week. By doing so, I am able to give the students instant feedback and prevent them from getting behind. Also, it is always helpful when the students can see their mistakes individually instead of being blinded by the grade of an entire assignment.
Resource: Presentations
Hohman, D. & Hopkins, M. (2009). Student response system in a math classroom. IETC. Retrieved April 7, 2010 from http://www.slideshare.net/davehohman/student- response-system-in-a-math-classroom-ietc.
Description: This presentation walks the observer through obtaining a student response system, various uses of the system, and benefits as well as disadvantages. During the presentation the creators provide several slides with examples of questions and strategies to be applied in the mathematics classroom. The also suggest using them to determine group matching and activities for getting to know the system and each other.
Application: I really liked the suggestions and ideas provided. In a math classroom, students tend to try to group themselves with those who they believe are more capable and can do all of the work. Yet, they hate to be placed in groups by the teacher. Using the student response systems to match the students in groups will be a very fun and creative way for me to do it in my class.
Hofacker, E. & Ernie, K. T. (2008). Using clickers to encourage discussion and communication in mathematics. Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Madison, Wisconsin. Retrieved April 7, 2010 from http://www.allacademic.com/meta/p275409_index.html.
Description: This article, like so many others, suggests the use of polling on conceptual ideas. The work implies that by using clickers in the math classroom students are primed for group discussion on differing views and are more apt to do self reflection as well. In addition, the use of clickers breathes life onto material that the students thought they comprehended but, in reality, did not.
Application: This article suggests the use of clickers as a polling device instead of an assessment tool. In the math classroom, it can be difficult to encourage and maintain a class discussion that does not dissolve into a teacher led lecture. I appreciate the suggestion to use clickers as polling device to instigate debate in class.
Roth, K.. Clickers in the math class. Retrieved April 1, 2010 from http://www.juniata.edu/faculty/roth/teaching/clickersforNExT.ppt.
Description: This personal response system (PRS) PowerPoint presentation gives multiple uses for the PRS in the math classroom, benefits of using it, and suggestions for novice PRS users. In addition, Roth provides several examples of PRS questions in the form of multiple choice, simple response, and true or false.
Application: While observing this presentation, I realized that every time I use the PRS it does not have to be with multiple choice questions or polls. I have to keep in mind that I do teach math and can ask my students to give me their solutions through their remotes. This will be something I keep in mind and apply to my classroom.
Resource: Websites
Site: Clicker Lessons
URL: http://technology.usd259.org/resources/clickers/ClickerLessons.htm.
Description: This website offers multiple lessons already created that use classroom response systems (CPS). The CPS lessons apply to various levels and content areas with specific lessons intended for high school mathematics on logarithms, monomials, and exponents.
Application: In my classes, I teach logarithms, monomials, and exponents. So when it comes time to cover this material, I will definitely be using these resources in my classroom if not using them as a starting place to work from. It is always nice to have a baseline and another teacher’s viewpoint and suggestions when using new forms of technology.
Site: Poll Everywhere
URL: http://www.polleverywhere.com/
Description: Poll Everywhere is a free (and billed) website that offers polling without having the actual hardware of clickers. Students can answer by phone or website. Teachers can sign up for an unlimited number of classes with a maximum of 32 students. In addition, schools can purchase a site license.
Application: This is a fantastic resource available to teachers. Now, I will be able to use this free service to poll and assess my students without providing them with the hardware. I will definitely use this to survey them, and they can complete it online or with a cell phone.
Site: Interactive Math Activities
URL: http://www.engaging-technologies.com/interactive-math-activities.html
Description: This website provides a multitude of interactive quizzes and clicker games. They can also be used with the InterWrite pad. The content varies from kindergarten through twelfth grade.
Application: I can never get enough pre-made, ready to use resources. Even though I might need to adjust the content depending on the standards, it is really helpful to have a place to start and to get some ideas. Time is one reason I find myself not utilizing this resource. By using these quizzes and games, I can reduce the preparation time I have to put into it.
Site: K12 CPS Lessons
URL: http://sarahlowey.pbworks.com/K12-CPS-Lessons
Description: This wiki is run by the technology integration specialist names Sarah Lowery. Posted on the wiki is several helpful pages with various trainings on the use of clickers as well as specific content and grade level lessons, including high school math. The material gives a very in depth walk through of every step for the novice clicker user.
Application: As I am just starting my journey into the world of clickers, it is extremely helpful to see a step by step walk through on how to sync grades with excel as well as have access to high school math lessons involving clickers. Exemplars are always helpful when trying to incorporate a new element of technology. This is and will be one place I frequent for helpful material that pertains to my class.
Site: TurningPoint Clickers and Math
URL: http://hohmanprovement.wordpress.com/2008/03/12/clickers-and-math/
Description: Hohman teaches Algebra and Geometry. He provides 5 suggests for teachers implementing clickers in their math class: ask questions that can be answered within 3 minutes, provide long questions to the students to complete before the quiz, use clickers during presentations not just as a stand alone activity, assign partial credit to wrong answers, and use the timer to end questions.
Application: Receiving advice from other math teachers is always great. So even though I might not use exactly three minutes for all of my questions, it is nice to have a suggested place to work from. I also like the idea of providing students with the more lengthy questions and then asking the question again using the clickers. I would have never thought of that on my own, but I really like the idea. It reminds me of my homework quizzes I give to students now with pen and paper.
Site: Clickers: Teaching Ideas.
URL: http://telr.osu.edu/clickers/teaching/ideas.htm
Description: The Ohio State University has pulled together 18 websites that pertain to mathematics and physics. Many of the sites are dedicated to college education; however, many of them provide excellent sources of questions, suggestions, and tips for using clickers in a mathematics classroom.
Application: As I am just beginning my journal into the world of clickers, I am slightly overwhelmed with ideas and suggestions. I definitely plan on using this website as a resource to refresh my ideas and my plans as I grow in my knowledge and ability to use these with my students. It will be fantastic to already have a place to go when I need to freshen up my ideas or make my lessons a bit livelier.
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