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The Use of a Web 2.0 Tool to Meet Student Needs in Elementary Mathematics

Integrating Mathematics and Technology Keri Stoyle Kent State University, Spring 2011 ITEC-77450 Dr. Drew Tiene EPSY-77450 Dr. Christopher A Was . The Use of a Web 2.0 Tool to Meet Student Needs in Elementary Mathematics. Presentation Outline. Definition of Web 2.0 and Kidblog

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The Use of a Web 2.0 Tool to Meet Student Needs in Elementary Mathematics

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  1. Integrating Mathematics and TechnologyKeri Stoyle Kent State University, Spring 2011ITEC-77450 Dr. Drew TieneEPSY-77450 Dr. Christopher A Was The Use of a Web 2.0 Tool to Meet Student Needs in Elementary Mathematics K.Stoyle Spring 2011

  2. Presentation Outline Definition of Web 2.0 and Kidblog Demonstration of Kidblog Brief overview of Standards Example of Student Problems being Assessed Summative Assessment Conclusions Questions K.Stoyle; Spring 2011

  3. Web 2.0 Tools • Web 2.0 Tools: • Tools available online at little to no cost to the school district • Applications that are user friendly for both teacher and student • Tools easily accessible 24/7 online with proper hardware • Allows collaboration with small group or whole class • Peer feedback and problem solving • Constructivist learning platform • Kidblog is the Web 2.0 tool used for this study K.Stoyle; Spring 2011

  4. What is Kidblog.org? • KidBlog is … • a Web 2.0 tool • available free of cost • Available for elementary and middle school classrooms. • password protected for classroom use • Teachers can set up an entire classroom without individual emails • Allows students to post and take part in discussions in a safe environment. • Teachers maintain complete control over student Blogs • No advertisements • No overwhelming widgets K.Stoyle; Spring 2011

  5. About the Founders: • Kidblog.orgwas founded in 2007 • Based out of Minneapolis, MN. • Matt Hardy and Dan Flies are the founders • Matt Hardy is the lead developer • 12 years spent in web development • 6 years teaching 3rdgrade • He developed Kidblog.org to help with the work he was doing in his 3rd grade classroom. K.Stoyle; Spring 2011

  6. Creating New Students K.Stoyle; Spring 2011

  7. Create a Class for Free! K.Stoyle; Spring 2011

  8. Introduction • The Effects of Web 2.0 tools on the performance of 3rd grade students in the area of multiplication and division. • Both groups received a blend of Technology and Traditional instruction • 1x each week with technology • 4x week traditional • Group 1; n= 26 • Group 2; n= 27 • Constructivist Learning within the classroom transferred to an online learning experience through scaffolding methods. • Benefits of Web 2.0 tools on student feeling of preparedness for Summative assessment. K.Stoyle; Spring 2011

  9. Technology Skills Supported with the use of the Kidblog • Keyboarding Skills • Basic typing and keys used in math equations • Navigation of a Blog • How to comment on teacher and peer posts • How to create a post • Snipping Tool (Windows 7) • Creating and Array in Microsoft Word • Snipping and Saving Image • Uploading Image to Blog • Vocaroo • Recording voice • Downloading and uploading to Blog • Google Images • Copy/Paste K.Stoyle; Spring 2011

  10. Social Emotional Skills Supported with the use of the Kidblog • Multimodal Learning (Dual Coding) • Visual/ Spatial • Auditory • Communication and Collaboration • Peer Feedback • Critical Thinking • Reciprocal Teaching and Learning • Immediate Feedback K.Stoyle; Spring 2011

  11. Review of Standards • The Common Core Standards: • Standards are currently used by a school system that are aligned with state learning initiatives. • Common Core Standards will be effective in 2014-2015 when newly aligned assessments also will be implemented. • To date, all but 8 states in the United States have adopted the new common core math standards. • Current 2010-1011 3rd grade Ohio State Academic indicators were used for this study because they are identical indicators to the 3rd grade Common Core Standards. K.Stoyle; Spring 2011

  12. 2010 Spring OAA Results 3rd Grade Focus Discovery for Study K.Stoyle; Spring 2011

  13. 2010 Spring OAA Results3rd Grade District Need Target for Study K.Stoyle; Spring 2011

  14. 3rd Grade Ohio State Indicators controlled for in the study: NS-G11: Number Sense; Model and use commutative and associative properties for addition and multiplication. NS- L8: Number Sense; Model, represent, and explain multiplication with skip counting, repeated addition, etc. NS- L9& K12: Number Sense; Division (with and without remainders), explain and tell how a remainder will impact and answer in a real world situation. K.Stoyle; Spring 2011

  15. Common Core Standard for Mathematics Grade 3Instructional time should focus on four critical areas: (1)developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. K.Stoyle; Spring 2011

  16. Sample 3rd GradeOAA and Summative Assessment Questions NS-L8 K.Stoyle; Spring 2011

  17. Teacher Model NS-L8Kidblog Link to Question NS-L8 Repeated Addition NS-L8 Skip Counting K.Stoyle; Spring 2011

  18. Student PostNS- L8 K.Stoyle; Spring 2011

  19. Student Comments on Post NS-L8 Repeated Addition NS-L8 Skip Counting K.Stoyle; Spring 2011

  20. Sample 3rd GradeOAA and Summative Assessment Questions NS-G11 K.Stoyle; Spring 2011

  21. Teacher Model G-11 NS- G11 Inverse Property NS-G11 Commutative Property K.Stoyle; Spring 2011

  22. Teacher Model G-11 NS-G11 Commutative and Inverse Properties Verbal response of Commutative Property K.Stoyle; Spring 2011

  23. Student Post NS-G11 K.Stoyle; Spring 2011

  24. Student Post with Comments NS-G11 NS-G11 Commutative Property K.Stoyle; Spring 2011

  25. Sample 3rd GradeOAA and Summative Assessment Questions NS-L9 (&K12) K.Stoyle; Spring 2011

  26. K.Stoyle; Spring 2011

  27. Teacher Model NS-L9 NS-L9 Solved AND described what to do with remainder NS-L9 Used Inverse to solve K.Stoyle; Spring 2011

  28. Student Kidblog Post NS-L9 (&K12) K.Stoyle; Spring 2011

  29. Student Comments on Kidblog Post NS-L9 Divided with remainder NS-L9 Divided w/remainder AND described what to do with remainder K.Stoyle; Spring 2011

  30. Sample Exit Ticket (Student Metacognition) K.Stoyle; Spring 2011

  31. Results of Exit TicketUsing Likert-like Scale (1-5) • Experimental Groups by Homeroom Teacher • Group 1 Mean = 3.78 • Group 2 Mean = 3.64 • Experimental Groups by Solver or Creator • Solver Mean = 3.74 • Creator Mean = 3.68 • Experimental Groups by A.M. or P.M. Math • A.M. Mean = 3.78 • P.M. Mean = 3.64 K.Stoyle; Spring 2011

  32. 3rd Grade Multiplication/Division Summative Results (n=208) Three Indicators controlled in study K.Stoyle; Spring 2011

  33. Experimental Group 1; Summative Results (n=26) Three Indicators controlled in study K.Stoyle; Spring 2011

  34. All Students and Experiment Group 1 N= 208 (All Students) N= 26 (Experiment Group 1) K.Stoyle; Spring 2011

  35. Experimental Group 2; Summative Results (n=27) Three Indicators controlled in study K.Stoyle; Spring 2011

  36. All Students and Experiment Group 2 N= 208 (All Students) N= 27 (Experiment Group 2) K.Stoyle; Spring 2011

  37. All Students N= 208 (All Students) N= 26 (Experiment Group 1) N= 27 (Experiment Group 2) N= 27 (Experiment Group 2) K.Stoyle; Spring 2011

  38. References Kidblog Research Page (n.d.) Purdue University. Retrieved on April 14, 2011. fromhttps://wiki.itap.purdue.edu/display/INSITE/KidBlog+Research+Page Hardy, M. Flies, D. (2007) Kidblog.org K.Stoyle; Spring 2011

  39. Questions? Thank you for your time and critique! K.Stoyle; Spring 2011

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