Data Collection & Analysis

As highlighted by Roblyer & Hughes (2019) in chapter 4, data collection and analysis tools are beneficial to both teachers and students in their ability to collect, analyze, and visualize data. Primarily, it greatly benefits the teacher in reducing the time it would take to collect, analyze, and provide feedback to students. This is also beneficial to students when they understand the process that is taken to create this data. I collect data from my students every day. For starters, I record their homework/test/quiz/and project grades in the online program Gradelink. In addition, I incorporate virtual activities that are assigned online such as google forms, Kahoot!, and teachers pay teachers digital activities. I love how easy it is to collect and analyze students individually, and comparatively. I agree with Burns (2015) when she states, “Locating the right tool, building data collection into your routine, and making a plan based on student understanding are important steps to follow” (Planning With a Purpose Section).

Furthermore, as a middle school math teacher, it is important for me to teach students how to manipulate and understand the numbers involved in data. On a basic level, I teach students how to calculate their grades from tests and how to interpret their feedback from state exams when they receive a level such as a 2. On a more in-depth level, I enjoy having my 7th grade students actually collect, analyze, and present data. There is a module dedicated to random samples where I have students sample other students in the school about a quantitative question that they are interested in learning, for example “How many states have you visited?” They then create dot plots as well as box-and-whisker plots that assist them in analyzing the data. They finish by presenting what they concluded about their random sample according to the data. This is always a great hands-on project that students enjoy, and it includes many uses of technology such as using surveying programs like google forms or survey monkey, and in recording the data using online tools to create both the data plots and presentations.

 

References

Burns, M. (2015, December 14). Empowering Teachers With Tech-Friendly Formative Assessment Tools. Edutopia. https://www.edutopia.org/blog/tech-friendly-formative-assessment-tools-monica-burns.

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: transforming learning across disciplines (8th ed.). Pearson Education, Inc. 





Comments

Post a Comment

Popular posts from this blog

Discussion Board 1

  Standards v. Individual Needs The thought of covering all state standards each year along with differentiating content, process, and product for students’ unique individual needs is a large task. While students need the foundational skills that they learn in school, they also need adults who know and care about them as people and learners. The greatest tool that we have at our disposal is each other. I have learned so much from mentor teachers and brilliant teachers on the internet. My student teaching mentor always reminded me that half the job of being innovative and exciting is copying from teachers that have had success with new or different methods than your own. There is so much room for differentiation when teachers share ideas and experiences with one another. As Roblyer & Hughes (2019) highlight under the Social conditions and implications for educators section, it is important that teachers “create ‘live’ technology plans to share accomplishments and needs withi...
Read more