Productivity Software

A majority of productivity software is already provided by the district using eSchoolPlus+ (i.e. e-mail, grade book, attendance, etc.). However, that software is not necessarily the most user-friendly, nor is it the most efficient. For example, the attendance function keeps track of current enrollment and instantly submits student attendance as absent or tardy with a helpful feature for marking an entire class as present. Unfortunately, a report generator for daily attendance is not available which would make auditing attendance much easier. Another example is the software’s grade book function. This function also keeps track of current enrollment instantly submits students’ grades and conveniently calculates weighted grades easily; however, the process for “defining” assignments can be tedious, especially when creating assignments that are slightly different for different classes.

Also, district e-mail is provided for teachers via the internet using Microsoft Outlook Web App. Like many apps, the MOWA does not have the complete functionality of Outlook such as shortcuts, formatting, view options, etc. MOWA is certainly better than not having e-mail and offers more functionality than e-mail services such as Yahoo! mail, so for that I am thankful.

Although helpful productivity software is provided by the district, there are certain tasks that, as educators, cannot be avoided. Perhaps the most important and most time consuming task is communicating with parents. Of course, there are tools to simplify mass communication such as automated call systems and web sites for the district, the campus, and individual teachers. Still, communicating on an individual level is not so easy.

Policies require that teachers contact parents whenever a student is in danger of failing; attempting to contact parents does not satisfy that requirement. This policy is complicated by other policies that prohibit teachers from contacting parents on Fridays and Mondays.

Grading assignments and recording grades presents another important and time consuming challenge. Assessing students’ knowledge and understanding is a non-negotiable in education and tools are provided to assist with the workload. However, policies require that each student have 15 grade entries for each grading period, in addition to three exams and a final exam, no small task in today’s overcrowded education system.

            These tasks are further complicated by logistics. Secondary teachers are given 90 minutes with which to plan, grade assignments, record grades and complete a myriad of other administrative tasks including communicating with parents. Needless to say, the task is difficult, especially with 160 students. Even at three minutes per phone call or three minutes per assignment, it would require 480 minutes to grade every assignment. Multiply that by the required 15 assignment minimum and teachers are almost assured a night filled with homework.

Finally, teachers are faced with making copies. Whether for exams or worksheets, copies are a requirement. Considering the cost of technology (i.e. tablets, laptops, etc.), the price associated with going paperless, making copies is not going away anytime in the near future.

Technology-Integration Lesson

This lesson sets out to integrate technology into a 90 minute (block schedule) high school, geometry class. The topic of the lesson is writing linear equations. The learning goal is for students to be able to answer the essential question, “How do I write a linear equation passing through a given point?”

Background

Three concepts of writing linear equations will be the focus for this lesson. The first concept, slope, was introduced to students in Algebra I during their 9^th grade year¹. Students are taught multiple representations of slope such as rise over run, rate of change, and the notation “m”. During their 10^th grade year students use slope to prove that lines are parallel or perpendicular, this was covered in the prior lesson.

The second concept, slope-intercept form of a linear equation, was also introduced to students in Algebra I during their 9^th grade year². Slope-intercept form is a linear equation in the form y = mx + b, where “m” represents slope and “b” represents the y-intercept.

The final concept, standard form of a linear equation, is included in the state curriculum standards or Texas Essential Knowledge and Skills (TEKS) for Algebra I³; however, many students are not familiar with this concept. Standard form is a linear equation in the form Ax + By = C. Although standard form is another representation of the same linear equation, students find this concept more difficult to apply than slope-intercept because A, B, and C do not `stand for anything obvious like the slope (m) or y-intercept (b). This, therefore, is the source for the most common misconceptions associated with using standard form. Students assume “A” is the slope because it is the coefficient of “x” and they assume “B” is “b”, representing the y-intercept or they assume “C” is the y-intercept because it has no variable. As with the other concepts, this adversely affects students’ interest in the concept.

Lesson Components

The technology that will be utilized in this lesson include Promethean ActivBoard, Promethean Activote devices, Promethean ActivInspire software, internet access, weblogs, and CompassLearning’s Odyssey website (See figure 1). The lesson will be presented as an ActivInspire flipchart. Each page of the flipchart is merely the skeleton of an outline. This is done intentionally to make the entire presentation interactive.

         Figure 1.

The lesson will begin by introducing then defining new vocabulary. Key vocabulary is listed and illustrated with a diagram (See figure 2). Students are asked to describe each vocabulary word using observations of the illustration and their prior knowledge of Algebra concepts. Examples are demonstrated step by step and include multiple methods for solving each problem (See figure 3). Again this is done intentionally to assess prior knowledge, to identify and clarify misconceptions, and to build on their prior knowledge (the essence of constructivist learning theory). In addition this keeps students engaged in the lesson and includes them in the learning process.

                         Figure 2.

                                                         Figure 3.

Learning and comprehension assessments for procedural knowledge are built into the flipchart and are accomplished using Promethean ActiVote devices (See figure 4). Pedagogically, students are provided immediate feedback which clarifies their misconceptions and reinforces their learning. Also, they always enjoy using the devices.

                                                         Figure 4.

This assessment feature incorporated into the technology is helpful with the clerical tasks associated with teaching.  Grades are instantly provided and can be exported as a spreadsheet (See figure 5). This makes grading and entering grades much easier and communicates each student’s progress instantly.

                         Figure 5.

To assess conceptual understanding, students are required to post weblogs, as a homework assignment, answering the essential question for the lesson. Students are given freedom to personalize their blog site which fosters ownership for their learning. As seen in the examples below, students incorporate images and videos into their blog posts (See figures 6 – 8).

                                                         Figure 6.

                         Figure 7.

                         Figure 8.

For students that require remediation, CompassLearning’s Odyssey website allows teachers to create assignments that students can access from home (See figure 9). Each assignment provides students with an actual lesson (See figures 10 & 11) and closes each lesson with a quiz to assess student understanding (See figure 12).

                         Figure 9.

                         Figure 10.

                         Figure 11.

                         Figure 12.

Endnotes

¹   State curriculum standards, also known as Texas Essential Knowledge and Skills (TEKS), for Algebra I require that students “understand the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations,” and be able to “graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept” (Texas Education Code §111.32.b.6.D).

²   State curriculum standards, also known as Texas Essential Knowledge and Skills (TEKS), for Algebra I require that students “understand the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations,” and be able to “graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept” (Texas Education Code §111.32.b.6.D).

³   State curriculum standards, also known as Texas Essential Knowledge and Skills (TEKS), for Algebra I require that students “understand the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations,” and be able to “graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept” (Texas Education Code §111.32.b.6.D).

flickr slideshow

Technology-Integration Lesson Template

Lesson Plan Template

Title/Topic: Writing Linear Equations                                               Grade level: High School       

Subject:  Geometry                                         Total Timeframe: 90 minutes (block schedule)       

Before the Lesson:

TEKS/Student Expectation/Key Understandings: 

Content TEKS:

• G.7.A – use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures
• G.7.B – use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons
• G.7.C – derive and use formulas involving length, slope, and midpoint
• G.9.A – formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models

Related TEKS:

• A.1.D – represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities
• A.5.C – use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions
• A.6.D – graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept
• A.7.A – analyze situations involving linear functions and formulate linear equations or inequalities to solve problems

Assessment Strategies:  How will you know the students learned the required tasks?

• Activote quiz – students will answer five questions to assess their procedural knowledge of writing and graphing linear equations.
• Individual blog – students will post a blog answering the lesson’s “essential question” to assess their conceptual knowledge of writing linear equations.

Vocabulary of Instruction: What vocabulary will be introduced and reviewed for this lesson?  How and when will this take place during the lesson?

• Linear equation – an equation whose graph is a line
• X-intercept – the point where a graph touches the x-axis; the y-coordinate is always zero at the x-intercept (x, 0)
• Y-intercept – the point where a graph touches the y-axis; the x-coordinate is always zero at the y-intercept (0, y)
• Slope-intercept form – a linear equation written as y = mx + b; where m = slope and b = y-intercept
• Standard form – a linear equation written as Ax + By = C

Materials/Resource/Tools: 

• Promethean IWB
• Promethean Activote devices
• Promethean ActivInspire software
• Internet access
• Compass learning odyssey website

Advance Preparation:  What needs to be done before the students arrive?

• Activote devices must be registered to IWB
• Create Compass learning assignment and assign students

During the Lesson:

Essential Question – How do I write a linear equation passing through a given point? (Take students through attached presentation)

1. Introduce and define new vocabulary
2. Demonstrate solving example problems
3. Assess procedural understanding/quiz (using activote devices)
4. Assign group work to be completed in class
5. Assign blog assignment to be completed for homework

After the Lesson:           What worked?  What did not work?  What changes need to be made before the next lesson?

Ideas for Using Podcasts in My Classroom

I teach high school geometry. Therefore, I would use video podcasting only. For example, ActivInspire software has a video capture function which will allow me to record lessons and post them as video podcasts. This will be very helpful for students that need extra help after school hours or students that miss a class for whatever reason. Also, there are several video podcasts that are already available to provide assistance to students needing additional help.

The following video podcasts are examples of how ActivInspire’s video capture function can be used to create video podcasts. However, I would explore ways of including audio in the podcasts.

http://itunes.apple.com/us/podcast/3.4-equations-of-lines

http://itunes.apple.com/us/podcast/4.1-classifying-triangles

http://itunes.apple.com/us/podcast/4.3-congruent-triangles

You can subscribe to this podcast at http://itunes.apple.com/us/podcast/hs-geometry-a

Podcasting in Education

What is Podcasting?

Podcasting in the Classroom

            Critics of podcasting, especially when used in education, argue that making “lecture” available for download will promote student absence in the classroom (Blaisdell, 2006; Bongey et al., 2006). In fact, an article in The Chronicle of Higher Education states that ‘‘…many professors remain wary of the technology… that it will lead to empty classrooms or a crutch for late-sleeping students’’ (Read 2005, p. A39).

            However, if all I do in the classroom is lecture then why not create a podcast that will allow students to listen at their convenience? As an educator, my class time can be utilized much more effectively if I did not have to lecture. Imagine your students listening to the lecture before your class meets. Every class could be entirely interactive with students actively engaged in learning rather than passively being “taught at”. Classroom time could be spent involving students in collaborative projects or activities that create a sense of ownership for their learning.

            A critic of podcasting contested that if the lecture is going to be available for podcast downloading, why then should students bother coming to class (Blaisdell, 2006)?  My challenge to this thinking is if all you do in class is lecture, why then should students bother coming to class? If critics oppose podcasting because of its effects on an antiquated method of teaching, then there are bigger problems in our education system than the absenteeism of students.

Podcast - Philosophy of Teaching

Technology-integration Lesson Design

Subject, grade level, and lesson topic

10^th grade Mathematics – Geometry

Learning goals

Students will able to write equations of linear functions in standard form and slope-intercept form.

Technology/rationale

Promethean ActivBoard Interactive Whiteboard technology*

Promethean ActivInspire software*

Promethean ActiVote Learner Response System technology*

CompassLearning Odyssey*

Blogger.com

Wikispaces.com

* this technology is presently available in my classroom

Scenario and assessment

IWB technology will be used to present the lesson. I will interact with the presentation so that the lesson is more dynamic than a simple PowerPoint presentation; this will help keep students engaged. ActiVote devices will be used for a quiz to assess students’ understanding.

Students that fail the quiz must complete a lesson module on CompassLearning Odyssey for remediation. The grade they receive will replace their failing quiz grade.

Students will post a blog entry answering the essential question of the lesson “How do I write a linear equation passing through a given point?” I will read each student’s blog to determine their level of conceptual understanding.

Students will use a wiki to work in groups and solve a single problem. I will check each group’s wiki to assess the group’s conceptual and procedural understanding writing linear equations and to see how much each student participated in the problem solving process.

Students will then post another blog sharing their solution to the problem and an explanation of how they found the solution. I will again read each blog post to determine if each student’s explanation demonstrates individual understanding.

Coming Soon

High School Geometry Technology-integration lesson design.

My hope for the technology-integration lesson design project is to create a lesson that I will use in the classroom. In fact, I hope to be able to evaluate the lesson and discuss what worked and areas of improvement. 

I have already determined to use Promethean IWB (Interactive White Board) and Activote technology, as they are presently available in my classroom. My challenge will be to integrate the Web 2.0 tools learned this semester (i.e. blogs, wikis, Google docs, etc.) into the lesson so that all students will have equitable access.