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

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

1Presentation OutlineDefinition of Web 2.0 and KidblogDemonstration of KidblogBrief overview of StandardsExample of Student Problems being AssessedSummative AssessmentConclusionsQuestions

K.Stoyle; Spring 2011 2Web 2.0 ToolsWeb 2.0 Tools:Tools available online at little to no cost to the school districtApplications that are user friendly for both teacher and studentTools easily accessible 24/7 online with proper hardwareAllows collaboration with small group or whole classPeer feedback and problem solvingConstructivist learning platform Kidblog is the Web 2.0 tool used for this studyK.Stoyle; Spring 2011 3What is Kidblog.org?KidBlog is a Web 2.0 tool available free of costAvailable for elementary and middle school classrooms.password protected for classroom use Teachers can set up an entire classroom without individual emailsAllows students to post and take part in discussions in a safe environment. Teachers maintain complete control over student BlogsNo advertisementsNo overwhelming widgets

K.Stoyle; Spring 2011 4About the Founders:

Kidblog.org was founded in 2007

Based out of Minneapolis, MN. Matt Hardy and Dan Flies are the founders

Matt Hardy is the lead developer12 years spent in web development 6 years teaching 3rd gradeHe developed Kidblog.org to help with the work he was doing in his 3rd grade classroom.

K.Stoyle; Spring 2011 5Creating New StudentsK.Stoyle; Spring 2011

6Create a Class for Free!K.Stoyle; Spring 2011

7IntroductionThe 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 technology4x week traditionalGroup 1; n= 26 Group 2; n= 27Constructivist 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 8Technology Skills Supported with the use of the KidblogKeyboarding SkillsBasic typing and keys used in math equations

Navigation of a BlogHow to comment on teacher and peer postsHow to create a post

Snipping Tool (Windows 7)Creating and Array in Microsoft WordSnipping and Saving ImageUploading Image to Blog

VocarooRecording voiceDownloading and uploading to Blog

Google ImagesCopy/Paste

K.Stoyle; Spring 2011 9Social Emotional Skills Supported with the use of the KidblogMultimodal Learning (Dual Coding)Visual/ SpatialAuditory

Communication and CollaborationPeer Feedback Critical ThinkingReciprocal Teaching and LearningImmediate Feedback

K.Stoyle; Spring 2011 10Review of StandardsThe 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 112010 Spring OAA Results 3rd Grade K.Stoyle; Spring 2011

Focus Discovery for Study122010 Spring OAA Results3rd Grade District NeedK.Stoyle; Spring 2011

Target for Study133rd 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 14Common 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 15Sample 3rd GradeOAA and Summative Assessment Questions NS-L8K.Stoyle; Spring 2011

16Teacher Model NS-L8Kidblog Link to Question K.Stoyle; Spring 2011

NS-L8 Repeated AdditionNS-L8 Skip Counting17 Student PostNS- L8K.Stoyle; Spring 2011

18Student Comments on PostK.Stoyle; Spring 2011

NS-L8 Repeated AdditionNS-L8 Skip Counting19Sample 3rd GradeOAA and Summative Assessment Questions NS-G11K.Stoyle; Spring 2011

20Teacher Model G-11K.Stoyle; Spring 2011

NS- G11Inverse PropertyNS-G11Commutative Property21Teacher Model G-11K.Stoyle; Spring 2011

NS-G11Commutative and Inverse PropertiesVerbal response of Commutative Property22Student Post NS-G11K.Stoyle; Spring 2011

23Student Post with Comments NS-G11K.Stoyle; Spring 2011

NS-G11Commutative Property24Sample 3rd GradeOAA and Summative Assessment Questions NS-L9 (&K12)K.Stoyle; Spring 2011

25K.Stoyle; Spring 2011

26Teacher Model NS-L9 K.Stoyle; Spring 2011

NS-L9Solved AND described what to do with remainder

NS-L9Used Inverse to solve27Student Kidblog Post NS-L9 (&K12)K.Stoyle; Spring 2011

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Student Comments on Kidblog PostK.Stoyle; Spring 2011 NS-L9Divided with remainderNS-L9Divided w/remainder AND described what to do with remainder

29Sample Exit Ticket (Student Metacognition)K.Stoyle; Spring 2011

30Results of Exit TicketUsing Likert-like Scale (1-5)Experimental Groups by Homeroom TeacherGroup 1 Mean = 3.78Group 2 Mean = 3.64Experimental Groups by Solver or CreatorSolver Mean = 3.74Creator Mean = 3.68Experimental Groups by A.M. or P.M. MathA.M. Mean = 3.78P.M. Mean = 3.64

K.Stoyle; Spring 2011 313rd Grade Multiplication/Division Summative Results (n=208)

Three Indicators controlled in studyK.Stoyle; Spring 2011 32Experimental Group 1; Summative Results (n=26)

Three Indicators controlled in studyK.Stoyle; Spring 2011 33All Students and Experiment Group 1K.Stoyle; Spring 2011

N= 208 (All Students)

N= 26 (Experiment Group 1)34Experimental Group 2; Summative Results (n=27)

Three Indicators controlled in studyK.Stoyle; Spring 2011 35All Students and Experiment Group 2K.Stoyle; Spring 2011

N= 208 (All Students)

N= 27 (Experiment Group 2)36

All StudentsK.Stoyle; Spring 2011 N= 27 (Experiment Group 2)

N= 208 (All Students)N= 27 (Experiment Group 2)N= 26 (Experiment Group 1)37ReferencesKidblog Research Page (n.d.) Purdue University. Retrieved on April 14, 2011. fromhttps://wiki.itap.purdue.edu/display/INSITE/KidBlog+Research+PageHardy, M. Flies, D. (2007) Kidblog.orgK.Stoyle; Spring 2011 38Questions? Thank you for your time and critique! K.Stoyle; Spring 2011

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