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

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

3. 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 indicated a weakness in this area.
K.Stoyle; Spring 2011

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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 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 rd 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

10. 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

11. 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

12. 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

13. 2010 Spring OAA Results 3rd Grade
Focus Discovery for Study
K.Stoyle; Spring 2011

14. 2010 Spring OAA Results 3rd Grade District Need
Target for Study
K.Stoyle; Spring 2011

15. 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

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

17. 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

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

19. 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

20. 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

21. 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),
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), doi: /s
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), doi: /j.resstr
K.Stoyle; Spring 2011

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