The Effects of a Web 2.0 Tool on Elementary Math Achievement Integrating Mathematics and Technology Keri Stoyle Kent State University, Spring 2011 ITEC-77450 Dr. Drew Tiene EPSY-77450 Dr. Christopher A Was The Effects of a Web 2.0 Tool on Elementary Math Achievement K.Stoyle Spring 2011

Presentation Outline Introduction Research Purpose Indicators Controlled in Research Sample Population Method Results Conclusions Questions K.Stoyle; Spring 2011

Introduction The concept of basic multiplication and division knowledge is within the zone of proximal development for third grade students (Vygotsky 1962) . District Bold Indicator on pacing guide for 3rd Grade (Current Ohio Standards) Large Cluster in New Common Core Math Curriculum District Ohio Achievement Assessment (OAA) scores from Spring 2009-2010 indicated a weakness in this area. K.Stoyle; Spring 2011

Introduction to Research Constructivism Constructivist learning environments need to be created to prepare students for a demanding information-rich world (Woodard 2005) . By implementing a constructivist based math program through a Web 2.0 tool, will help student perceive knowledge as constructed rather than delivered from book or teacher (2005). A balance implementation of traditional and technological tools will help facilitate student learning. (Woodard 2005) K.Stoyle; Spring 2011

Introduction to Research Scaffolding Research proves the effective use of a scaffolding model will benefit the infusion of technology into the curriculum (Reid-Griffin 2004). The Cazden Model will be used for this study. K.Stoyle; Spring 2011

Introduction to Research Metacognition Vygotsky emphasized the importance of student interactions in the transmission of knowledge (1962). Interactions benefit a child when they are helped by a more knowledgeable child on a task. The “knowledgeable” child benefits from this interaction also by making their ideas more clear and external. Student creation of story problems for peers, as well as the solving of peer created story problems will benefit this transaction (Hildebrand 1999). K.Stoyle; Spring 2011

Metacognition Continued In measuring the students’ affect of the role of problem creator or solver, an exit ticket will be used. The exit ticket will also include a Likert scale measuring the students’ perceived preparedness for the summative assessment. When an exit ticket is distributed, students are prompted to reflect on their use of the Kidblog. K.Stoyle; Spring 2011

Research Purpose Why Conduct the Research? Can constructivist learning in mathematics be integrated with technology to support student learning with the use of proper scaffolding? Will collaboration using a Web 2.0 tool effect student performance? Is there a correlation between student perceived preparedness and performance? K.Stoyle; Spring 2011

Introduction to Research Standards Standards are currently used by a school system that are aligned with state learning initiatives. Common Core Curriculum 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 will be used because they duplicate the cluster area in the 3rd grade Common Core Curriculum. K.Stoyle; Spring 2011

3rd 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: Number Sense; Division, explain and tell how a remainder will impact and answer in a real world situation. K.Stoyle; Spring 2011

Sample Population The two experimental groups are 3rd grade students of mixed ability (n = 53). Four control groups will receive traditional instruction (n = 150). Students in experimental groups are grouped by pre-assessment. Experimental group will receive a blend of technology and traditional instruction for the duration of 6 weeks: 1x each week with technology instruction 4x week traditional instruction Group 1; n= 26 Group 2; n= 27 K.Stoyle; Spring 2011

Method State math indicators for multiplication and division with be used in developing classroom models for instruction. A pre-assessment will be given to assess prior knowledge of content. During six weeks of instruction in the traditional classroom and using a Web 2.0 tool, Kidblog; Students will develop problems based on models and post on Kidblog. Students will solve problems on Kidblog. At the end of six weeks, students will reflect on their experience through an exit ticket. Summative assessment over multiplication and division will be given to measure student progress. K.Stoyle; Spring 2011

2010 Spring OAA Results 3rd Grade Focus Discovery for Study K.Stoyle; Spring 2011

2010 Spring OAA Results 3rd Grade District Need Target for Study K.Stoyle; Spring 2011

Investigations by Pearson Math Curriculum The core curriculum used for math instruction Constructivist based and originally developed by TERC in Cambridge, Massachusetts. K.Stoyle; Spring 2011

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

Results of Exit Ticket Using Likert-like Scale (1-5) Experimental Groups by Homeroom Teacher Group 1 Mean = 3.78 Group 2 Mean = 3.64 Experimental Groups by Solver or Creator Solver Mean = 3.74 Creator Mean = 3.68 Experimental Groups by A.M. or P.M. Math A.M. Mean = 3.78 P.M. Mean = 3.64 K.Stoyle; Spring 2011

Overall Results of Summative Assessment (multiplication/division) K.Stoyle; Spring 2011

Conclusion Most students had strong technology skills, students were able to collaborate and teach each other, including the teacher, new skills. How to navigate from Blog to Blog How to import pictures How to import sound Differentiation and constructivist learning took place, because students were able to work at their own pace. Extensions and assistance was given when needed. K.Stoyle; Spring 2011

Conclusion Cont’d Students benefited from the use of a Web 2.0 tool, however the results were not significant. Issues with Technology working properly occurred on 2 separate occasions. One more day added per week with the use of the Web 2.0 tool in class may produce increased benefits. The exit ticket may need to be restructured. Allow students to predict their overall “score”. At the beginning of the unit, have a similar “entrance” ticket. Have student’s complete exit tickets after each lesson/week to increase student reflection. K.Stoyle; Spring 2011

References Hildebrand, C., Ludeman, C. J., & Mullin, J. (1999). Mathematics with Problem Solving. Teaching Children Mathematics. Hyun, E. (2005). A study of 5- to 6-year-old children's peer dynamics and dialectical learning in a computer-based technology-rich classroom environment*1. Computers & Education, 44(1), 69-91. Reid-Griffin, A., & Carter, G. (2004). Technology as a Tool: Applying an Instructional Model to Teach Middle School Students to Use Technology as a Mediator of Learning. Journal of Science Education and Technology, 13(4), 495-504. doi: 10.1007/s10956-004-1470-2. Vygotsky, L. S. Thought and Language. New York: John Wiley & Sons, 1962. Woodard, B. (2003). Technology and the constructivist learning environment: Implications for teaching information literacy skills. Research Strategies, 19(3-4), 181-192. doi: 10.1016/j.resstr.2005.01.001. K.Stoyle; Spring 2011

Questions? Thank you for your time and critique! K.Stoyle; Spring 2011