Technology in the Classroom
Project Overview
Minneapolis Public Schools Information and Technology Services and Curriculum and Instruction have implemented the Middle Years Laptop Pilot to motivate and engage the middle grades teachers and students. The program focuses on expanding students in poverty’s access to technology. With criteria of free/reduced lunch, schools have been targeted to receive classroom laptop carts equipped with 20 – 30 computers with an internet gateway to increase student experience and knowledge of digital media, word processing, web 2.0 tools, and general functional skills with computer use. The mission of the program has been to have every 8th grade student computer literate by the end of 8th grade.
I applied to be part of this program for the 2010/2011 and 2011/2012 school years with the focus of moving toward a more digital classroom. Science MCAIII test is now an online test, and I felt that students with limited access to technology would not be as proficient as students that have access. Using both installed, and online tools such as Google docs, Moodle, and Bubbl.us students have been using modern tools to enhance their learning.
In Winter 2011, I ran in to an interesting point with assessing learning when I gave a test that was in the traditional multiple-choice format too familiar to the traditional science classroom. Only a disappointing 50% of the students had passed the test. Reflection on the exam led me to my research question.
Research Question
What impact does the use of technology have on assessing content knowledge?
Process and Data Collection
Using Moodle classroom, I set-up the same test questions as the written counter part. My goal was to see if there was a difference in the accuracy of answers. I used the same groups of students. Students were not allowed access to the answers or their original test scores and informed they would retake the test digitally. So while question stems would seem familiar, there was no reteaching or answers that were given by myself, in order to limit the change in variables between the two exams.
Reflection
What I found was worth closer examination. Students that had been successful on the written exam failed the computer exam, and visa-versa students that did well on the computerized exam, did not pass the written one. There seemed to be an inverse relationship on the success rate depending on the assessment tool. This was quite concerning since Math and Science state assessments are now both computerized.
With this in mind I interviewed several students about their success using the traditional test vs. the computerized one. Statements like “computers are easier”, “I find it hard to read on the computer”, and “I don’t trust computers” were responses I found that are worth closer analysis.
It has become clear to me, that since high-stakes testing has moved toward the use of technology, then our classrooms should also be moving toward that direction. As a result, I build multiple technologies in the classroom, and frequently use the technology to build student confidence in these tools.
Due to my findings in the research, I have included many uses of technologies. Examples of technology used include: Moodle classroom and labs, use of Mind Mapping software, collaborative online presentations using Google Docs, the development and implementation of a webpage and blog system middle school wide using Weebly.com, and many other software applications.
The implementation of multiple and frequent technology use is telling as I now hear students commenting about the content found in the test and not the tools used to take it. Students have developed a comfort level in using technology, and are able to trouble shoot issues that arise with less stress and more success. My continued use and participation in the Middle Years Laptop Pilot is vital in order to ensure the success of my students, and my plan is to continue my participation in this valuable program.
Minneapolis Public Schools Information and Technology Services and Curriculum and Instruction have implemented the Middle Years Laptop Pilot to motivate and engage the middle grades teachers and students. The program focuses on expanding students in poverty’s access to technology. With criteria of free/reduced lunch, schools have been targeted to receive classroom laptop carts equipped with 20 – 30 computers with an internet gateway to increase student experience and knowledge of digital media, word processing, web 2.0 tools, and general functional skills with computer use. The mission of the program has been to have every 8th grade student computer literate by the end of 8th grade.
I applied to be part of this program for the 2010/2011 and 2011/2012 school years with the focus of moving toward a more digital classroom. Science MCAIII test is now an online test, and I felt that students with limited access to technology would not be as proficient as students that have access. Using both installed, and online tools such as Google docs, Moodle, and Bubbl.us students have been using modern tools to enhance their learning.
In Winter 2011, I ran in to an interesting point with assessing learning when I gave a test that was in the traditional multiple-choice format too familiar to the traditional science classroom. Only a disappointing 50% of the students had passed the test. Reflection on the exam led me to my research question.
Research Question
What impact does the use of technology have on assessing content knowledge?
Process and Data Collection
Using Moodle classroom, I set-up the same test questions as the written counter part. My goal was to see if there was a difference in the accuracy of answers. I used the same groups of students. Students were not allowed access to the answers or their original test scores and informed they would retake the test digitally. So while question stems would seem familiar, there was no reteaching or answers that were given by myself, in order to limit the change in variables between the two exams.
Reflection
What I found was worth closer examination. Students that had been successful on the written exam failed the computer exam, and visa-versa students that did well on the computerized exam, did not pass the written one. There seemed to be an inverse relationship on the success rate depending on the assessment tool. This was quite concerning since Math and Science state assessments are now both computerized.
With this in mind I interviewed several students about their success using the traditional test vs. the computerized one. Statements like “computers are easier”, “I find it hard to read on the computer”, and “I don’t trust computers” were responses I found that are worth closer analysis.
It has become clear to me, that since high-stakes testing has moved toward the use of technology, then our classrooms should also be moving toward that direction. As a result, I build multiple technologies in the classroom, and frequently use the technology to build student confidence in these tools.
Due to my findings in the research, I have included many uses of technologies. Examples of technology used include: Moodle classroom and labs, use of Mind Mapping software, collaborative online presentations using Google Docs, the development and implementation of a webpage and blog system middle school wide using Weebly.com, and many other software applications.
The implementation of multiple and frequent technology use is telling as I now hear students commenting about the content found in the test and not the tools used to take it. Students have developed a comfort level in using technology, and are able to trouble shoot issues that arise with less stress and more success. My continued use and participation in the Middle Years Laptop Pilot is vital in order to ensure the success of my students, and my plan is to continue my participation in this valuable program.