using technology to think with data across the curriculum
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Using Technology to Think with Data across the Curriculum. Mark van ‘t Hooft, Karen Swan, & Annette Kratcoski Kent State University Research Center for Educational Technology eTech Ohio Conference, Columbus Ohio February 2008. Overview. Outline: Why Data Literacy? Project Background - PowerPoint PPT PresentationTRANSCRIPT
Using Technology to Think with Data across the Curriculum
Mark van ‘t Hooft, Karen Swan, & Annette KratcoskiKent State University
Research Center for Educational Technology
eTech Ohio Conference, Columbus OhioFebruary 2008
• Outline:– Why Data Literacy?– Project Background– Unit Background: Thinking with Data– Digital Tools and Thinking with Data– Combining Content and Tools
Overview
This material is based upon work supported by the National Science Foundation under Grant No. ESI-0628122.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Why Data Literacy?
Why Data Literacy?
“We use data every day—to choose medications or health practices, to decide on a place to live, or to make judgments about education policy and practice. The newspapers and TV news are full of data about nutrition, side effects of popular drugs, and polls for current elections. Surely there is valuable information here, but how do you judge the reliability of what you read, see, or hear? This is no trivial skill—and we are not preparing students to make these critical and subtle distinctions.”
-- Andee Rubin
Project Background
Develop a modular, interdisciplinary middle school unit, consisting of a series of four subject area modules that:
support deep student understanding of standards-based content & processes in four disciplines: Social Studies, Mathematics, Science, & English Language Arts.
use real-world data across the disciplines, allowing students to engage in key aspects of data literacy both within & across the disciplines.
are based on recent & robust findings in cognition & instruction, & specifically address the notion of transfer across the curriculum (PFL).
Integrate digital tools to support learning across modules.
Create a set of assessments that measure student growth in data literacy as well as unique disciplinary approaches to it.
Goals & Objectives
SS standards (NCSS)
math standards (NCTM)
science standards (NSES)
ELA standards (NCTE)
Formulate and answer data-
based questions
“Formulate historical questions, obtain data, question & identify gaps in data, & construct sound interpretations”
“Formulate questions, design studies & collect data about characteristics of populations”
“Identify questions that can be answered through scientific investigations; refine & refocus broad & ill-defined questions”
“Conduct research on issues & interests by generating ideas & questions & posing problems”
Use appropriate
data, tools, & representations
“Use appropriate geographical tools such as databases, charts, graphs & maps to generate, manipulate & interpret information”
“Select, create & use appropriate graphical representations of data; understand correspondences between data sets & representations”
“Use appropriate tools & techniques to gather, analyze & interpret data, guided by the question asked & the investigations designed”
“Gather, evaluate & synthesize data from a variety of sources to communicate discoveries in ways that suit their purpose & audience”
Develop and evaluate data-
based inferences & explanations
“Encourage increasingly abstract thought as learners use data & apply skills in analyzing human behavior in relation to physical & cultural environments”
“Use observations about differences between two or more samples to make conjectures about populations, & formulate new questions & studies to answer them”
“Formulate questions, design & execute investigations, interpret data, use evidence to generate explanations& critique explanations & procedures”
“Use spoken, written & visual language to accomplish purposes (e.g. learning, enjoyment, persuasion & exchange of information)”
Real-World Data
Water Access and Use
75.42
213.60
26.2637.53
19.95
42.70
0.00
50.00
100.00
150.00
200.00
250.00
Iraq Syria Turkey
country
cub
ic k
m
1. Total w ater access (incubic km)
1. Total w ater use (in cubickm)
Pedagogical Approach: PFL
preparing students to learn in one curricular context (SS),
with formal learning occurring in another (Math), &
extending the PFL approach to include application (Science) &
communication activities (ELA).
Preparation for Future Learning
English Language
Arts
Social Studies
ScienceMathematics
preparation application communicationtelling
Unit Background: Thinking with Data
Fostering Data Literacy Across the Curriculum
Requires:•input from across the disciplines, allowing each teacher to remain a content expert•but not imposing responsibility for teaching a new discipline (data literacy) on teachers
Our approach:•Investigate a complex, engaging, real-world problem•Social studies sets the context•Math is used for quantitative analysis•Science investigates the context from a scientific perspective, building upon analyses conducted in math•ELA has students explore issues emerging from the data and communicate positions regarding these
Common types of data-based questions asked in social studies:
•How can you compare the economies of France, China, and the U.S.?
•What western country has the highest standard of living?•How can you determine an equitable distribution of water across Turkey, Syria, and Iraq?
Commonalities•Requires comparisons across entities of wildly different sizes•Requires the creation and use of complex measures•Answers often take the form of proportional measures
Our Focus: Context through Social Studies
Student notions of fairness are complex and context-dependent
• Students look for fair processes• Students look for fair allocation/outcomes
Fairness is a productive hook for moving students away from raw numbers, and to account for size of entities.
Fairness: An Anchor for Making Comparisons
Transform data to account for size
Determine appropriate transformation
Use proportional reasoning, specifically• Transform from raw data to normed data• Creation of unitizing measures, to allow
comparison of any two similar entities
Links with key ideas in middle school, including fairness (Social Studies and ELA), unit rate and scaling (math), and dilution (science).
Math: How to Compare Such Entities
Per capita is used to:• Compare unlike entities (per capita water use)• Predict future states (if the population grows to x and
per capita use remains the same, how much water will this country require?)
Percent is used to:• Compare unlike entities (what country is more
agricultural? More urban?)
Dilution (ppm) is used to:• Compare against a standard (is this water source
dangerous to drink?)
Specifics of TWD’s Proportional Reasoning
Thinking with Data andDigital Tools
Technology and Data Literacy
Knowing how to use digital and connected technology has become an ever-increasing part of being literate, as technology has become the “pen and paper of our time, … the lens through which we experience much of our world”
-- Warlick, 2006
Large generalizations about ‘digital kids’ and their affinity for new styles of learning have a pernicious consequence – they can blind us to the actual literacy gaps that exist in children’s use of digital media. If using digital tools well actually places cognitive demands on children that they need help with, we’d better attend to and address them…. We are beginning to recognize that the literacy demands of common media tools vary according to the purpose to which they are put.
--Tally, 2007
Use of Digital Technology in the Modules
What we could/should use vs
What the reality of school imposes
How do we deal most effectively with this tension, without shortchanging learners?
How much choice can/should we provide as part of the basic unit? Or should this just be a consideration for module extensions?
What are the literacy demands that the use of digital technologies for learning puts on students?
Use of Digital Technology in the Modules
Social Studies Word Processing
Spreadsheets (Excel, TinkerPlots
Internet
Digital Maps and Stories
Math Double Ruler Tool (Java)
Spreadsheets (Excel, TinkerPlots
Science Word Processing
Ppt for Content Delivery
Internet
ELA Word Processing
Internet
Emphasis on simple tools (for a variety of reasons, including access and scalability)
Combining Content and Tools
Unit Context: World Water Issues
Water Use in the Tigris-Euphrates Basin(SS, Math, Science)
and in the United States (ELA)
Unit Context: World Water Issues
"The Earth, with its diverse and abundant life forms, including over six billion humans, is facing a serious water crisis. All the signs suggest that it is getting worse and will continue to do so, unless corrective action is taken. The crisis is one of governance, essentially caused by the ways in which humans have mismanaged water.”
-- World Water Development Report (United Nations, 2000)
Social Studies
Purposes:• Create context for the water issue in the Middle East• Set students up for the math module (the ‘P’ in PFL)
Big Ideas:• Water is an essential element of life, but distributed
inequitably• Regional water issues transcend national boundaries• Context must be considered when studying an issue
Social Studies
Data Literacy:• Understanding the relationship between data and
context (being able to ask good questions)• Using appropriate data, tools, and representations (to
create a data-based argument)• Understanding the relationship of claims to evidence
(interpreting data-based arguments)Assessment:
• Data-based briefing (text and graphs)• Water agreement• Individual written reflection
Social Studies
Digital Tools:
Web-based digital stories example
Social Studies
Spreadsheets to collect, manipulate, analyze, and draw conclusions from data.
Digital Tools:
Social Studies
Water Access and Use
75.42
213.60
26.2637.53
19.95
42.70
0.00
50.00
100.00
150.00
200.00
250.00
Iraq Syria Turkey
country
cub
ic k
m
1. Total w ater access (incubic km)
1. Total w ater use (in cubickm)
1. Total w ater use (in cubic km)
42.70
19.95
37.53
Iraq
Syria
Turkey
1. Total w ater access (in cubic km)
75.42
26.26
213.60
Iraq
Syria
Turkey
Graphical representations of data to compare water access and use among countries
Digital Tools:
Social Studies
Word processing documents for answering questions, higher level thinking, simulation documents, and reflection
Digital Tools:
Mathematics
Purposes:• Students learn key aspects of data literacy; e.g. the
importance of proportional reasoning in “fairly” comparing entities of different sizes & dealing with very large numbers.
• Students are set up to apply these understandings in science class.
Big Ideas:• Many “real world” numbers are large beyond
comprehension, but can be simplified by using representations and comparative measures.
• “Equitable” situations do not mean exactly equal, but some important aspect of the situation (e.g. a proportional measure) should be nearly equal.
• One can use proportional measures to predict possible future states.
Mathematics
Data Literacy:• Students understand that there are instances in which
data should be aggregated, summarized, etc.• Students recognize that data may be transformed to
create a more useful measure• Students understand how data does (or does not) fairly
describe a situation (including noticing that important data is missing)
Assessment:• Pre- post-test of mathematical understanding• Formative assessments
Mathematics
Digital Tools: Tinkerplots to explore scaling
Mathematics
Digital Tools:
Cubic meter animation
Science
Purposes:• Students apply proportional reasoning to better
understand important scientific concepts • Students understand that appropriate technology can
help to solve important problems.
Big Ideas:• The water cycle is a closed but dynamic system,
resulting in a fluctuating geographic distribution of water • The water naturally entering a country is finite, so as
population increases water availability per person decreases.
• Humans can greatly impact the natural quality, flow, availability, and ecosystems of water.
Science
Data Literacy:• Using data to construct and test explanations• Understanding that different types of representations
are useful for different types of data
Assessment:• Performance in a lab • Scoring students on the extent to which they draw
reasonable conclusions based on supporting evidence from data
• Scoring students on the extent to which they can convert data to enable fair comparisons across different cases/observations
Science
PowerPoint to present content for class discussion and individual/group work
Digital Tools:
Comparison: Cleveland, OH: 48 cm
Science
Flash animations to explore changes in data over time.
Digital Tools:
English Language Arts
Purposes:• Students will apply data representations to support
persuasive arguments surrounding water-related issues • Students will communicate their findings using digital
communications mediaBig Ideas:
• Persuasive arguments consist of a position statement supported by arguments supported by evidence
• In today’s world, persuasive presentations effectively integrate multiple media formats to fairly represent & communicate ideas
• In today’s world, it is important to make sense of vast amounts of information in a variety of media formats
English Language Arts
Data Literacy:• Understanding the relationship between data and
context (being able to see patterns in data)• Using appropriate data, tools, and representations (to
create a data-based argument)• Understanding the relationship of claims to evidence
(developing fair representations of evidence in multiple media formats)
Assessment:• Formative assessment• Rubric for final product
English Language Arts
Digital Tools:
Tools for publishing multimedia presentations (Word, PowerPoint, Excel)
Work in progress …
Conclusions
• Data literacy is a part of all aspects of our lives, including education. It is important to teach, but not easy to do.
• Teaching it across the curriculum may help in this matter.
• Integrating digital tools creates opportunities for rich experiences and data literacy (variety of resources; data manipulation in multiple formats; media creation).
• Integrating digital tools creates challenges (students’ technology literacy levels).
http://www.rcet.org