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Connected Classroom Technology in Physical Science Classrooms: Preliminary Findings

Connected Classroom Technology in Physical Science Classrooms: Preliminary Findings. Karen E. Irving , Vehbi A. Sanalan , Melissa L. Shirley Ohio State University. Mid Atlantic ASTE Conference, Hawk’s Nest, West Virginia. September 13-15, 2007. Principal Investigators Douglas T. Owens

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Connected Classroom Technology in Physical Science Classrooms: Preliminary Findings

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  1. Connected Classroom Technology in Physical Science Classrooms: Preliminary Findings Karen E. Irving, Vehbi A. Sanalan, Melissa L. Shirley Ohio State University Mid Atlantic ASTE Conference, Hawk’s Nest, West Virginia. September 13-15, 2007

  2. Principal Investigators Douglas T. Owens Stephen L. Pape Karen E. Irving Louis Abrahamson Frank Demana Post doctoral researchers Vehbi Sanalan Consultants Christie Kim Boscardin Joan Herman Jeremy Roschelle Project Coordinator Mike Kositzke GRAs Sedat Ucar; Sukru Kaya; Melissa Shirley; Clare Bell; Ugur Baslanti; Sharilyn Owens; Hyesook Shin; Gonul Sakiz Project team

  3. Background • Economic performance depends on mathematics and science education, but students exhibit little motivation to learn these subjects (Cote & Levine, 2000) • International comparisons: U.S. high school students compare poorly, but U.S. elementary students perform comparably or better (NCES, 2003)

  4. Changing views of mathematics & science education • Conceptual understanding • Learning through problem solving and inquiry • Self-regulated learning • Oral and written communication • Connections • Representation • Reasoning and Proof

  5. The potential of the connected classroom includes… • Multiple interconnected representations • Conceptual development supported through activity-based learning experiences • Immediate, anonymous formative assessment • Public displays of class knowledge • Teacher identified critical junctures

  6. CCMS project overview • Interdisciplinary professional development and research project • Algebra I and Physical Science • First year algebra data • Classroom connectivity technology • Summer Institute – training • T3 conference follow-up

  7. Purpose & research questions • Purpose • To report preliminary findings on science teacher experiences in connected classrooms • Research Questions • How do physical science teachers implement connected classroom technology in their teaching? • Does connected classroom technology facilitate formative assessment?

  8. Formative assessment • The process used by teachers and students to recognize and respond to students’ learning in order to enhance that learning, during the learning. (Cowie & Bell,1999) • The gathering of assessment data & teacher use of assessment information to modify their work to improve their teaching effectiveness. (Black, 1995; Black & Wiliam, 1998).

  9. Formative assessment • Formative assessment correlates with increased student achievement • Analyzed over 40 studies on formative assessment • All of the studies reported significant and often substantial achievement gains with positive effect sizes ranging from 0.4 to 0.7 (Black, Harrison, Lee, Marshall, & Wiliam, 2003)

  10. Difficulties implementing formative assessment • Studies show formative assessment use by classroom teachers is one of the weakest aspects of teacher practice. (Daws & Singh, 1996; Assessment Reform Group, 1999)

  11. Participants • First physical science cohort: 9 teachers • Purposively selected 3 teachers for preliminary analysis • Criteria for selection • Success in implementation • Diversity of classroom situations

  12. School demographics *pseudonyms www.Greatschools.net

  13. Students *pseudonyms

  14. Participants - Tech skills & support *pseudonyms

  15. Data sources • Telephone interviews (audio & notes) • Autumn • Spring • Classroom observations (video & notes) • 2 days • 2 class periods • Post observation teacher interviews • Surveys and measures

  16. Data sources • Surveys & Measures • Demographic survey • Technology Use and Professional Development Survey • Still being analyzed • Student pre and post achievement data • Motivated Strategies for Learning Questionnaire • Student Views of Science • Student Perceptions of Instruction

  17. Formative assessment typology • Communicate task criteria • What has to be done • Quality criteria • Gather data • Questions • Observes • Interpret data • Critiques • Change instructional practice • Suggestions for improved practice • Supplies information/ corrects/makes counter-suggestion (Torrance and Pryor, 2001)

  18. Communicates task • Task description • Variety of inquiry related lessons • Assessment tasks • Example: Earth materials activity (Ms. Brown) • FOSS kit • Sand, soil, water • Take temperature readings every 3 minutes • Create & interpret graphs

  19. Gathering data – Earth materials activity • Data on student learning • Class review of aggregated data • Easily identify individual student data • Teacher prompted student to articulate what was wrong with her data • Class discussion of data

  20. Ms. Brown’s words… They were really analyzing what they were seeing, even comparing the soil to the sand. In the past that has been really hard for me to explain…why the soil can hang onto the heat a little bit longer because of the water element. (Ms. Brown, 3050.AuTI.2006)

  21. Data interpretation – student learning Connected classroom technology serves as a platform for science data collection and interpretation as well as pedagogical data collection and interpretation.

  22. Gathering data – questioning in the CC We were doing earth and sun relationships, and that dreaded revolution versus rotation….We did a learn check and … I didn’t put it up on the screen. But I was able to look on [my screen] and see who was making those mistakes still…. So it helped me because I could pinpoint, without embarrassing them, … who was still mixing those concepts up. (Ms. Brown, 3050.AuTI.2006).

  23. Formative assessment – knowing more about student learning I am much more aware … of who knows what’s going on and who doesn’t…. Where I think in the past, maybe I taught things and I thought they got it, so I just went on. I think when ...I had kids getting a D or an F, it was... what they could do. Now I think I am catching [on] a lot sooner, so I am definitely doing a lot of reteaching. (Ms. Brown. 3050.AuTI.2006)

  24. Formative assessment – knowing more about student learning It’s more communication between the teacher and the student, and you…can get to know the kids better. You get to know how their mind works better, so I think it increases [teacher-student interaction] because we are both working through problems together. (Ms. Dales.3026.STI)

  25. They didn’t know they didn’t know. You know I have taught for 18 years, and I have been in 7th grade science for about 15 of the 18…and there are things that I have always been really sure that I think kids have understood completely. Now I see what they are thinking, and I am like, whoa…I am just amazed. (Ms. Brown, 3050.STI.2007) I am surprised. I will give a quiz which I think, okay, they should know this. This is pretty basic stuff. And it comes back and some kids on one question, half of them got it wrong. And I am like, whoa. (Ms. Dales.3026.STI)

  26. Rapid feedback – knowing when you need to know It really opens my eyes and tells me that ok, they didn’t understand this. It really helps me quickly learn that I need to go back over a few things rather than move on. Cause usually when you give a paper and pencil quiz, and you get it back, and you grade it, it’s like a day before you realize they didn’t understand this question at all. It’s timelier on the feedback. (Ms. Dales. 3026. STI)

  27. They can get that instant feedback… From the student perspective, I feel like if they can get that instant feedback, instead of a couple of days later, when they don’t remember what they chose anyway, I feel like this way they really understand it a lot better and they can ask questions right away instead of that time lapse where they forget everything. (Ms. Jaffe 3064.POI.2007)

  28. CC Assisted Formative Assessment – preliminary findings • Assertion 1: Connected classroom technology supports scientific inquiry by facilitating data collection, aggregation and display. • Assertion 2: Connected classroom technology supports formative assessment by facilitating collection, aggregation and display of data related to student learning. • Assertion 3: FA allows teachers to make informed teaching decisions to facilitate student learning.

  29. Next steps… • Analysis of classroom video • Student achievement data • Additional surveys and measures • Year 2 data collection • Second cohort of science teachers • Review of data for other teachers

  30. Contact information • Karen Irving: irving.8@osu.edu • Vehbi Sanalan: Sanalan.1@osu.edu • Melissa Shirley: Shirley.37@osu.edu

  31. ASTE – workshop on CC technology • St. Louis ASTE meeting • Look for it on the program

  32. Connected Classroom Technology in Physical Science Classrooms: Preliminary Findings Karen E. Irving, Vehbi A. Sanalan, Melissa L. Shirley Ohio State University

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