edet 780 group research
TRANSCRIPT
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Technology in Common Core State Standards
May 30, 2013
EDET 780
Group Research Project
Abigail Magaro
Koshon Mitchell
Susan Moore
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TOPIC
The Common Core State Standards (CCSS) are academic standards that school
systems across the United States are adopting in order to better prepare students
for our current progressive, competitive society. As of 2010, CCSS have developed
standards for mathematics and English language arts. The Standards in both contentareas focus on common themes, such as coherence and collaboration. In addition,
the CCSS will require a deeper, thorough, and rigorous understanding of limited
skill sets, or broad topics, instead of scraping the surface of numerous smaller
topics. These skill sets are then re-examined and the content is built upon, creating
progressive, ladder-like building blocks that continually investigate topics.
CCSS was created to join all 50 states in a functional unit of instructional standards
to unify the content and skills that are taught throughout the country. Before the
creation of the CCSS, each state followed their own set of standards, which meant
that requirements varied for each grade across the nation. CCSS was also developed
to better appease the federal mandate of No Child Left Behind, and to correct themisalignment between the standards and college and career requirements... With
the unified adoption of the CCSS, the state standards are no longer dysfunctional,
and the performance of students in Maine will be able to be accurately analyzed in
comparison with the performance of students in Oregon.
The standards of CCSS were developed after careful and extensive research of other
high-achieving countries and with the expertise of educational leaders (Parks,
2013). These standards have an interesting background, as they were designed
backwards experts decided on the content and skills that students should have
acquired upon graduation, and then worked backwards grade level by grade level to
determine how the content and skills are learned and developed along the way.
All in all, the CCSS strive to properly ready students for college, workforce training,
and life in a technological society. The CCSS will meet these goals by engaging
students in learning and practicing comprehension, evaluation, synthesis, and
research. Woven throughout the standards is the mention of technology. In fact,
according to Amber Parks article in The Learning Project, it is imperative educators
teach students how to effectively utilize technology, from typing to evaluating the
accuracy of web content. This command reflects todays society: if the CCSS seeks
to prepare students to be global citizens, these new standards must prepare
students not only to become familiar with, but how to utilize technology in almost
every aspect.
Technology is currently utilized today for much more than simple desk jobs.
Today, citizens depend on technology for communication, collaboration, creativity,
and critical thinking. Technology has made it possible for someone in Oklahoma to
communicate and see someone in China, almost instantly. Tasks are now done on a
simple hand-held cell phone that once took an entire building and days at a time to
complete. Children are no longer playing board games, but virtual simulation games
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on mobile tablets. Technology is constantly evolving on a daily basis, and the CCSS
desires to mold successful students that will not only keep up in this society, but aid
in the continued advancement.
LITERATURE REVIEW
Plenty of research has been conducted and numerous articles and essays have been
written in response to the dynamic rise in technology in society, along with the role
it is beginning to play, or should play, in education. It is clear that as our
environment is changing, so should our educational system in order to remain up-
to-date. However, search results narrow immensely when searching for the topic of
technology and CCSS. This is strange as technology should be a vital portion of CCSS,
and should be intertwined in the classroom on a regular basis. The following
literature examines technology in CCSS, as well as Common Core mathematics and
the relation between and technology in general, to accurately reflect the research
problem and questions that follow.
Tucker (2012) discusses technology in CCSS as the key to collaboration. He claims
that collaboration, in turn, is an essential skill to success beyond high school.
According to Tucker, the Common Core Standards require students to "use
technology, including the Internet, to produce and publish writing and to interact
and collaborate with others." In addition to collaborating online, students must
"prepare for and participate effectively in a range of [real-time] conversations and
collaborations with diverse partners, building on others' ideas and expressing their
own clearly and persuasively." While this might relate directly to English language
arts, one could very easily find the correlation between collaboration and
mathematics, as students should build on others ideas and express their own inmany mathematical situations. Collaboration means that students are actively
involved in their own learning process, which is a key principle of the Common Core
Initiative. The article continues to list examples of specific programs that teachers
and students may utilize in class to aid in their collaboration.
Ohler (2013) criticizes the CCSS due to their lack of certain competencies and
understandings that are tied to creativity and technology. Ohler recognizes the
importance of technology in the CCSS, but does not believe that the Initiative was
successful in incorporating four of the most important skills and principles: artistic
skill, new media grammar, the interrelatedness between creativity and critical
thinking, and the instruction, encouragement, and opportunities of students to valueinnovation. Students should be encouraged to use critical thinking (blending
creativity and critical thinking), and should learn to be problem solvers as well as
problem finders. He recognizes that creativity has a much different definition today
than it did in the past, and now involves creating something new that demonstrates
some kind of media. The challenges faced by 21stcentury students could lead to the
finding of extraordinary solutions that will better society as a whole, and Ohler
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concludes that these solutions will only be produced through the use of creative
ideas.
Killion (2013) identifies a few basic yet vital characteristics that technology must
possess in order to lead to success. He states in his article his belief that technology
creates opportunities for more professional, focused learning, which is the keyingredient to CCSS. Technology should be utilized to address issues of
personalization, collaboration, access, and efficiency. Technology-based learning
should include practice, feedback, and support to develop and deepen learning.
Technology definitely has the potential to increase the productiveness of CCSS and
prepare students for the global economy by making learning personal, easy to
access, and effective.
Cosmah and Saine state in their article Targeting digital technologies in common
core standards that many teachers are giving their students pieces of technology
but not really implementing it into their lessons. A student who uses a laptop in the
classroom to complete an assignment is not an example of a teacher implementingtechnology. That article states without receiving proper training of technology
integration and support, teachers are left to learn by trial and error in a time where
accountability is at the forefront of determining success. This is something that we
have been looking at for a long time now. Teachers who know how to use
technology in their lessons and are comfortable in doing so will use the technology
they are given. Technology cannot be cast upon teachers with the expectation that
teachers will have the time to learn how to use it on their own time while also
preparing lessons for their classes. If a district is going to make the investment
towards technologies in the classroom, the investment in teachers education in
technology is necessary.
Mathis states in The Common Core Standards Initiative that For career-ready,
the requirements for a pipe-fitter are not the same as for a salesperson or anaccountant. Thus, while college- or career-ready standards are touted as high
standards, in reality, the skill levels within this open-ended phrase are very diverse.
While teachers can implement as much technology into their lesson as they can, the
fact still remains that some students will not necessarily need that knowledge for
their future careers. I think that it is also part of the teachers jobs to encourage
students to dream bigger with the hopes that with this new knowledge of 21st
century technology, they will pursue active careers that require the use of this
technology.
The Common Core Standards are becoming the national academic standards for K-
12 schools in the United States and have now been adopted by 45 states. This makes
them the pre-eminent source of what is being taught in the vast majority of public
schools in America. Since theyre only available for English-Language Arts and Math,
its difficult to get a full picture for how they will impact public education. Schools
across the globe are disrupting the traditional educational model through the
incorporation of technology into instruction.
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With common core standards becoming the future of teaching, the integration of
technology is becoming more prevalent. Teachers need to be prepared with the
new technologies that states will be putting into their schools. Hew and Brush
states that lack of specific technology knowledge and skills is one of the common
reasons given by teachers for not using technology. If teachers lack the necessary
skills needed to use these technologies, they will not use them and our students willbe at a loss.
RESEARCH PROBLEM
The CCSS claim to want to develop global citizens and prepare them for future
success in college and career, yet there is limited inclusion of technology, which
seems to be one of the more prominent skills of a global citizen. In specific, math is
easily overlooked when adding technology into curriculum. In order to prepare ourstudents effectively for success in school as well as success in society, we must find a
way to include the teaching and utilization of technology in the mathematics
standards of CCSS.
Research QuestionsStating the Research Questions (discuss each) (Koshon)1. Will technology in CCSS promote creativity in mathematics?2. Does technology allow for more self-motivation in mathematics?3. Will the use of technology increase learning for students who already have
self-motivation and a desire for future learning?
4. Is the use of technology in the mathematics classroom preparing our youthfor the mathematics field?
RESEARCH DESIGN (Koshon)
METHODS
Setting
Our research will be conducted in a high school setting using chronically low
performing students to assess the impact of technology on their End of Course Test
Scores. The data will be collected from 200 students enrolled in Math II, Accelerated
Math II or Math II support at TW Josey High School divided into twelve classroomsat the 10th grade level in a predominantly low income school (98% free or reduced
lunch). The school is entering its second year of implementation of their school
improvement plan. Recent funding has allowed the school to be wealthy in
technology, but lack training by some staff members due to high teacher turnover.
Classrooms and labs have promethean boards, active vote devices, active
expressions and math classes are equipped with TI-nspire Calculators. The school
has 6 computer labs with 4 designated for math first. The media center has 4
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portable laptop labs that can be checked out and the entire school has Wi-Fi access.
The student population is 98% African-American, 1% Hispanic, 1% White/Other.
Participants
The participants in this are not only the students in the mathematics classes, but
also the teachers. All of the students enrolled in the support classes have not metstandards on their Math 1 EOCT but received 70% or above in the course. The
participants in this group will include 4 math teachers and their students (n=160). Two ofthe teachers are in their first year and one is in a program for alternative certification, the
other two teachers have been in education for more than 5 years. Not included in our
control or experimental group are students from a neighboring school that have receivedthe same funding but decided to direct their resources on professional development and
not as much on technology, data will be compared to theirs for additional assessment of
effectiveness. It is important to understand the students opinions and views of using
technology specifically in a mathematics classroom. The teachers beliefs in
technology being used in their mathematics classrooms are also an important part
of this research. The technological experience is an important aspect of the studythat the researchers need to know.
Design
Prior to taking the exam the students in our control group will complete tasks using
the Carnegie learning software created by Carnegie Learning collaboratively with
the Department of Education. Standards addressed in the software are aligned with
standards addressed on the EOCT. The research will be conducted over a 33 week
period beginning at the start of the school year and ending after the exam. Student
skill mastery and participation will be tracked throughout in order to align or
hypothesize additional correlations between technology usage, mastery and
performance outcomes on their EOCT. In order to eliminate bias and increase thevalidity of our research all the factors that play a role in the effectiveness of any
technology, this study will include both qualitative and quantitative methods to
obtain data. Before beginning the research study, the teacher and student
participants will be administered a survey. The teachers survey will determine (1)
Does technology in the lesson increase your students creativity, (2) Does using
technology increase your students motivation, (3) Is the technology being used
preparing your students for their future careers, (4) Is the technology being used
preparing your students for their future careers, and (5) Would you be interested in
workshops devoted to implementing technology in a mathematics classroom? The
students survey will determine their perceptions of technology in the
classroom. The surveys ask students (1) Does your instructor use technology inyour mathematics classroom, and (2) If technology is being used, do you feel it is a
vital part of the lesson? The research will be conducted over a 33 week period
beginning at the start of the school year and ending after the exam. Student skill
mastery and participation will be tracked throughout in order to align or
hypothesize additional correlations between technology usage, mastery and
performance outcomes on their EOCT. The software allows teachers adjust the
placement of students and create customized lessons to accommodate students that
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may require additional examples or in some instances they may demonstrate
mastery of particular standards. Students will have access to utilize the software
away from school because it is an online module. We decided to include an
additional variable to manipulate the impact of the software usage. All students will
be considered a novice, but 1 of the teachers using the software has received 8hrs of
professional development on utilizing the software including data tracking, studentplacement and customizing lessons to include or exclude examples as needed.
Student Survey
Question Answer Choices
Does your instructor use technology in
your mathematics classroom?
a) Yes, everydayb) Yes, a few times a monthc) Not at alld) Not applicable
If technology is being used, do you feel itis a vital part of the lesson?
a) Yes, without it the lesson couldnot go on
b) No, the instructor would be finewithout it
c) Not ApplicableDoes the technology enhance your
learning experience?
a) Yes, I am learning more becauseof the technology
b) Yes, although I would not bestruggling without it
c) No, I would succeed just the samed) Not Applicable
How motivated are you to learnmathematics?
a) Very motivatedb) Somewhat motivatedc) Not motivated at all
Does using technology increase your
self-motivation?
a) Yes, absolutelyb) Yes, somewhatc) Not at all
Do you feel as though you will use the
information learned in your
mathematics class in the future?
a) Yes, for my careerb) Yes, for college classesc) No, I will never use this
information
Do you feel comfortable using
technology?
a) Yes, very comfortableb) Yes, somewhat comfortablec) No, not comfortable at all
Teacher Survey
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Question Answer Choices
Does technology in the lesson increase
your students creativity?
a) Yes, very muchb) Yes, somewhatc) Not at all
Does using technology increase your
students motivation?
a) Yes, very muchb) Yes, somewhatc) Not at all
Is the technology being used preparing
your students for their future careers?
a) Yes, very muchb) Yes, somewhatc) Not at all
Is the technology being used preparing
your students for their future careers?
a) Yes, very comfortableb) Yes, but I would like more
practice
c) No, but I would like to learn mored) No, I am doing just fine
Would you be interested in workshops
devoted to implementing technology in amathematics classroom?
a) Yesb) No
DATA ANALYSIS
Once the survey, observation and test data are collected, the data will be put into
charts so it can analyzed systematically using a one-way analysis of variance to
determine the effectiveness of the technology: The data will determine whether
technology is being implemented on a regular basis in a mathematics classroom.
The data will also let researchers know how the technology is affecting learning and
if it is a beneficial tool based on the results of the survey.
1) Types of instructional strategies used with students and degree of frequencyoutside of the lab setting.
2) Professional development opportunities provided to teachers and number of
hours of professional development.
3) Student perceptions of the e-learning environment and perceptions of their own
performance.
4) Formative assessment data from EOCT scores noting progress from both groups
of students.
10th Graders Using E-
learning Software
10th Graders not using E-
learning Software
EOCT Math scores Before
EOCT Math Scores After
(Same Standards)
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From the data analysis, it should be easy to determine if seminars and workshops
should be put in place so that teachers know a) how to use the technologies they are
given and b) how to incorporate these technologies into their lesson plans.
After the workshops and seminars and the teachers have had some time toimplement the new technologies, the students and teachers will be given the survey
again. The data from the previous survey and the new survey will be compared to
one another to determine if educating teachers in technology promotes the
implementation of technology in the classroom.
CONCLUSION
The results of this study will help inform educators and assist in the creation of the
most effective curriculum and related lesson plans. Technology is a main aspect of
our entire society, and we must find a way to educate our students accordingly.Technology must be used as a vital supplement to the Common Core State Standards
in order to properly prepare our students for any college path or career available.
The Common Core State Standards provide a consistent, clear understanding of
what students are expected to learn, so teachers and parents know what they need
to do to help them. The standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in
college and careers. With American students fully prepared for the future, our
communities will be best positioned to compete successfully in the global economy.
This topic yields a variety of options for further research. For one, different levels of
education could be investigated, such as technology in the primary and elementarysetting. In addition, a variety of subjects could also be explored, such as CCSS English
language arts. One could even choose to research a more specific aspect of math,
such as accelerated math or even math geared towards students with special needs
and abilities. Examples of the way technology can disrupt the traditional educational
model can be seen in tools like I-Books and I-Tunes-U. With I-Books, students can
interact with text by writing notes and sharing those notes with their peers and
teachers. They can define unfamiliar words as they read them or even have the
pronunciation of those words spoken to them. It is clear that our students will have
to apply the same higher order thinking asked of the Common Core to an on-line
assessment.
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REFERENCES
Brush, T., & Hew, K. (2007). Integrating technology into k-12 teaching and learning:
current knowledge gaps and recommendations for future
research.Association for Educational Communications and Technology
Killion, J. (2013). Tapping Technologys Potential. Journal Of Staff Development,
34(1), 10-14. Retrieved from
https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=86180081&site=ehost-live
Cosmah, M. Saine, P. (2013). Targeting Digital Technologies in Common Core
Standards: A Framework for Professional Development, 48(2). Retrieved
from
https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx
?direct=true&db=eft&AN=86427470&site=ehost-live
Mathis, W. J. (2010). The Common Core Standards Initiative: An Effective
Reform Tool? Boulder and Tempe: Education and the Public Interest Center
& Education Policy Research Unit. Retrieved [date] fromhttp://epicpolicy.org/publication/common-core-standards
Ohler, J. (2013). The Uncommon Core. Educational Leadership, 70(5), 42-46.
Retrieved from
https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx
?direct=true&db=eft&AN=85177950&site=ehost-live
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Parks, A. (2013) Understanding the central themes of the Common Core Standards
and the need to develop digital literacy and 21stcentury skills in todays
classrooms. The Learning Project. Retrieved May 27, 2013 from
http://daleadershipinstitute. com/sites/daleadershipinstitute/files/Digital-
Literacy-Common-Core-white-paper-121029.pdf
Tucker, C. (2012). Common Core Standards: Transforming Teaching with
Collaborative Technology. Teacher Librarian, 39(6), 30-37. Retrieved from
https://pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx
?direct=true&db=eft&AN=82862808&site=ehost-live
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