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Running Head: USING COMPUTERS TO INCREASE ASSESSMENT SCORES

Using Computers to Increase Assessment Scores

Description of the Capstone Experience and Results

Matthew Bryson

Spring 2016

Kennesaw State University

Instructional Technology

Dr. Dias


Setting

Gladden Middle School is a Title 1 school located in Chatsworth, GA and is a part of the

Murray County School System. There are approximately 550 students in the school which is

made up of 7th and 8th grade. The school is a predominantly Caucasian school with 88%

Caucasian, 10% Hispanic and 2% other. The school also has 95% of its students that qualify for

free or reduced lunch. Gladden Middle School recently received the Striving Reader Grant

which gives the school approximately $60,000 dollars a year over 5 years. The goal of this grant

is to not only ensure that students are literate, but are using 21st century skills as well. Gladden

Middle School purchased access to Learning.com in its first year to help our students with 21st

century skills.

Problem and Rationale

Gladden Middle School has technology throughout the building. Each classroom has a

projector, Smart Board, surround sound speakers, computer, internet access, and a CPS clicker

system. The school also has several computer labs and project rooms. A survey completed last


year by teachers expressed that less than twenty percent of teachers engaged students in

technology on a weekly routine. A new state test, Georgia Milestones, is arriving in April and

thirty percent of the school is supposed to be tested online. This will require those students to be

familiar with using the computer and typing their answers. Students will need extra time on the

computer to become familiar with using the computer in a setting where they will be required to

write in an extended response format. A 30-minute time period each week dedicated for these

students who will take the test online will help equip them with the familiarization needed to be

successful on the end of grade test.

Objectives/Deliverables:

The students will need a routine to be familiar with using the word processor that will be used on

the end of grade assessment.

• Identify a group of students who will take the end of grade test online.

• Identify a group of teachers who will be required to assess these students on the

computer.

• Establish best practices for students using a word processor.

• Set a schedule for students to practice using the word processor on a weekly basis.


PSC Standards

1. Visionary Leadership

Candidates demonstrate the knowledge, skills and dispositions to inspire and lead the

development and implementation of a shared vision for the effective use of technology to

promote excellence and support transformational change throughout the organization.

1.1 Shared Vision

Candidates facilitate the development and implementation of a shared vision for the use of

technology in teaching, learning, and leadership.

1.2 Strategic Planning

Candidates facilitate the design, development, implementation, communication, and evaluation

of technology-infused strategic plans.

2. Teaching, Learning & Assessment

Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate

technology into their own teaching practice and to collaboratively plan with and assist other

educators in utilizing technology to improve teaching, learning, and assessment.

2.1 Content Standards & Student Technology Standards


Candidates model and facilitate the design and implementation of technology-enhanced learning

experiences aligned with student content standards and student technology standards.

2.5 Differentiation

Candidates model and facilitate the design and implementation of technology-enhanced learning

experiences making appropriate use of differentiation, including adjusting content, process

product, and learning environment based upon an analysis of learner characteristics, including

readiness levels, interests, and personal goals.

2.6 Instructional Design

Candidates model and facilitate the effective use of research-based best practices in instructional

design when designing and developing digital tools, resources, and technology-enhanced

learning experiences.

2.7 Assessment

Candidates model and facilitate the effective use of diagnostic, formative and summative

assessments to measure student learning and technology literacy, including the use of digital

tools and resources.

2.8 Data Analysis

Candidates model and facilitate the effective use of digital tools and resources to systematically

collect and analyze student achievement data, interpret results, communicate findings, and

implement appropriate interventions to improve instructional practice and maximize student

learning.

3. Digital Learning Environments


Candidates demonstrate the knowledge, skills and dispositions to create, support, and manage

effective digital learning environments.

3.2 Managing Digital Tools and Resources

Candidates effectively manage digital tools and resources within the context of student learning

experiences.

3.5 Basic Troubleshooting

Candidates troubleshoot basic software and hardware problems common in digital learning

environments.

3.6 Selecting and Evaluating Digital Tools & Resources

Candidates collaborate with teachers and administrators to select and evaluate digital tools and

resources for accuracy, suitability, and compatibility with the school technology infrastructure.

3.7 Communication & Collaboration

Candidates utilize digital communication and collaboration tools to communicate locally and

globally with students, parents, peers, and the larger community.

4. Digital Citizenship & Responsibility

Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital

citizenship and responsibility.

4.2 Safe, Healthy, Legal & Ethical Use

Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information

and technologies.


4.3 Diversity, Cultural Understanding & Global Awareness

Candidates model and facilitate the use of digital tools and resources to support diverse student

needs, enhance cultural understanding, and increase global awareness.

5. Professional Learning & Program Evaluation

Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments,

develop technology-based professional learning programs, and design and implement regular and

rigorous program evaluations to assess effectiveness and impact on student learning.

5.2 Professional Learning

Candidates develop and implement technology-based professional learning that aligns to state

and national professional learning standards, integrates technology to support face-to-face and

online components, models principles of adult learning, and promotes best practices in teaching,

learning and assessment.

5.3 Program Evaluation

Candidates design and implement program evaluations to determine the overall effectiveness of

professional learning on deepening teacher content knowledge, improving teacher pedagogical

skills and/or increasing student learning.

6. Candidate Professional Growth & Development

Candidates demonstrate the knowledge, skills and dispositions to engage in continuous learning,

reflect on professional practice, and engage in appropriate field experiences.


6.1 Continuous Learning

Candidates demonstrate continual growth in knowledge and skills of current and emerging

technologies and apply them to improve personal productivity and professional practice.

6.2 Reflection

Candidates regularly evaluate and reflect on their professional practice and dispositions to

improve and strengthen their ability to effectively model and facilitate technology-enhanced

learning experiences.

6.3 Field Experiences

Candidates engage in appropriate field experiences to synthesize and apply the content and

professional knowledge, skills, and dispositions identified in these standards.

ISTE- Nets for teachers

1. Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to

facilitate experiences that advance student learning, creativity, and innovation in both face-to-

face and virtual environments.

1. Promote, support, and model creative and innovative thinking and inventiveness

2. Engage students in exploring real-world issues and solving authentic problems using

digital tools and resources

3. Promote student reflection using collaborative tools to reveal and clarify students’

conceptual understanding and thinking, planning, and creative processes


4. Model collaborative knowledge construction by engaging in learning with students,

colleagues, and others in face-to-face and virtual environments

2. Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments

incorporating contemporary tools and resources to maximize content learning in context and

to develop the knowledge, skills, and attitudes identified in the Standards.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit

leadership in their school and professional community by promoting and demonstrating the

effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of

technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared

decision making and community building, and developing the leadership and technology skills of

others

c. Evaluate and reflect on current research and professional practice on a regular basis to make

effective use of existing and emerging digital tools and resources in support of student learning


d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of

their school and community

Project Description

Gladden Middle School is looking to meet the state goal on the end of grade assessment. Thirty

percent of the school’s population is required to take the assessment online using a word

processor. The study will determine if the routine of using the word processor on a weekly basis

will make the students feel more prepared for taking the end of grade assessment.

Thirty percent of the school that take the end of grade assessment will be required to meet

weekly and practice writing on a word processor. The students will be monitored and assessed

before the assessment to see the readiness of each person. After the assessment a survey will be

conducted to see if the routine set for the students gave them the confidence needed to succeed.

Timeline

Component Objective/Deliverable Estimated Dates

Capstone Proposal Final Proposal completed January 2015

Introductory Meetings*Inform teachers of the students that will take the assessment online.

*Research proper techniques for using a word processor with middle school students.


*Design a team to monitor and implement a plan for thirty percent of the students to use on a

weekly basis. February 2015

Word Processing Implementation Selected students will use a word processor on a weekly

basis. February 2015-April 2015

Monthly Meeting with Team that Monitors Word Processor Use *Teachers meet to discuss

word processor use and strategies that need adjusting.

February 2015-April 2015

Evaluation *Ongoing evaluations conducted teachers who monitor word processor use.

*Survey conducted with students and teachers associated with word processor use.

February 2015-May 2015

Resources

• Selected teachers

• Thirty percent of the student population

• Student survey assessing use of project

• Teacher survey on effectiveness of project

• Learning.com to access 21st century skills test

• Meeting room for selected teachers

• Computers and internet access


Evaluation

An evaluation will be conducted every month leading up to the end of grade assessment.

Teachers that are selected to monitor the use of a word processor will meet to discuss progress

and to discuss what adjustments need to be made. The information collected will be shared

through email with the faculty of the school to gather feedback from teachers who are not

selected to monitor the focus group. The students will take the end of grade assessment and

complete a survey to see how the routine of using a word processor affected their testing ability

on the end of grade assessment that required them to use a word processor. When the scores from

the end of grade assessment become available they will be compared to previous scores. The

goal of this project is to equip thirty percent of the student population with the required skills

need to be familiar with using a word processor on the end of grade assessment. Students will

use a word processor on a weekly basis to prepare them and give them the experience needed to

perform and meet state expectations on the end of the grade assessment.

Appendix A

Sample Survey for teachers using technology

1. How many times a week is technology used in your classroom?

2. How many times a week is technology primarily used by students in your classroom?


3. How many times a week does lecture occur in your classroom?

4. How many times a week does student engagement occur in your classroom?

5. What specific strategies do you use weekly in your classroom?

6. How experienced with technology are you?

7. Are you willing to learn about new ways to use technology in your classroom?

8. How experienced do you think your students are with technology?

9. What skills must your students possess to be successful in a 21st century world?

Appendix B

Sample Survey for students using and accessing technology

1. How many times a week in your classes do you use technology?

2. How many times a week in your classes does the teacher use technology?

3. Do you have access to the Internet at home or at a relatives or neighbors?

4. How many hours a week do you spend outside of class using technology?

5. How experienced are you with technology?

6. What skills do you think you will need to be successful in the world today?

7. How often do you complete your Homework assignments?

Capstone Part B


The results of the capstone project showed that students did benefit from time each week

on the computer to prepare for the end-of-grade assessment. Students were not prepared to take

an assessment on the computer via the web. They need time to become acquainted with using the

keyboard, mouse, and software since they would be evaluated using a computer to complete the

assessment. The proposal was for students with disabilities to become more successful at taking

assessments using computers.

The time students were provided to work on the computer was mainly used as

intervention time to remediate the skills they needed to master grade-level standards. This

process gave students an opportunity to fill gaps in their learning while preparing them to take

the end-of-grade assessment. The students used various programs to improve their experience

with using the computer during assessments. Students used iXL.com, studyisland.com,

iReady.com, and Microsoft Word to answer constructive response questions. Students were

provided 30 minutes to one hour each week for time to work specifically on improving

assessment strategies on the computer.

A major barrier that came about was the bandwidth needed to equip 100+ students on the

web at one time. The first trial run with students on the same program via the web did not go

well. Later, a second trial run was given and was successful. The second largest barrier was the

testing schedule. The school was equipped with four computer labs with a maximum of 30

computers. The computers did not all work at the same time. Students had to be assigned to

different rooms which required more adult supervision. Students need to be exposed to the exact

procedures of the assessment to lessen any anxiety that comes with the testing atmosphere.

The evaluations completed via teachers and students showed that while teachers did not

enjoy another assessment for students and time away from instructions, teachers and students felt


better equipped to engage in a new assessment because of exposure to an intentional computer

assessment each week. Specific examples of teacher feedback included, “students should not

have to be worried about another assessment, they should be worried about learning.” Specific

examples of student feedback included, “I hate test, I love school but the test make everything

hard.”

A concept that was learned was that the technology facilitation needs a collaborative

effort. One teacher or administrator cannot be responsible for administering an assessment to all

students. A training can be held, but in order for a successful process to be carried out, buy-in is

required. Students can pick up on how teachers feel toward a given issue and will not put the

effort forth to progress if they do not notice teacher buy-in.


Discussion and Reflection

The results of the capstone project showed that students did benefit from time each week

on the computer to prepare for the end-of-grade assessment. Students were not prepared to take

an assessment on the computer via the web. They need time to become acquainted with using the

keyboard, mouse, and software for which they would be evaluated on. Seeing an idea in your

head and having it implemented in a middle school can leave many teachers thinking “What

went wrong?” After a few sessions of trying to implement a plan to better equip students with the

skills to be assessed on a computer, I was left thinking many things. Students had to be able to

access the computer in order to complete the end of grade assessment. They also had to know the

academic content in order to move on to the next grade level.

Consistency in implementation was a key to developing a high level of

integration. Each student had to be familiar with the processes of logging on to the programs to

having a user interface to operate. Obstacles arose with bandwidth and teacher preparation of

equipping the students with required items during the practice sessions. This was the most

important aspect of the proposal. It became evident that I needed to believe in the process and

have faith in my students that they would learn while becoming familiar with “clicking, typing,

and scrolling.”

A big, lonely feeling came over me when I saw something was not working and it needed

to be adjusted. I realized that this is what leadership is about. A technology leader not only can

make the tough decisions on the fly but also see how to integrate technological processes while

impacting student progress.


PSC Standard 3.1 Digital Learning Environments outlines the perceived outcomes

of the knowledge, skills, and dispositions to create, support, and manage effective digital

learning environments. In order to have full competency of a technology facilitator, one must

see that effective “digital” learning is taking place. Technology must not be presented for the

sack of technology but for the major purpose of increase student motivation, learning, and

academic achievement. Technology is the gateway to student learning. Students have a different

outlook towards lessons when a technological component is present.

I learned how to think and interact amongst myself and teacher leaders, but also

learned how to spike the students interest and motivation. The capstone project pushed me

outside of my comfort zone and forced me to grow and become aware of how to overcome

obstacles, not just identify them. I also learned the technology facilitation needs a collaborative

effort. One teacher or administrator cannot be responsible for administering an assessment to all

students. A training can be held but in order for a successful process to be carried out, buy-in is

required. Students can pick up on how teachers feel toward a given issue and will not put the

effort forth to progress if they do not notice teacher buy-in.

Discussion

The literature examined looked at alternative ways to increase achievement with

students with disabilities and students who are learning English as a second language. This was

my purpose from the perspective of assistive technology. I wanted students to be familiar with


the computer and gather skills that would lead them to show the knowledge gained throughout

the school year.

The outcomes tied closely with the literature that was reviewed. Many practices

and results were predicted but several were not. The outcomes lead me to make adjustments and

change my thinking during the project. Success will not happen if the same habits that fail keep

occurring.

My advice would be to gather the advice of others and make a thorough plan for a

project. Consider what could go wrong as what will go wrong. Always have a backup plan to

keep students engaged and on task. Make every moment productive. Students will try to get

away with behaviors that are not corrected immediately, but once norms are set they will try to

follow those if monitoring is occurring. Do not be afraid to admit your own idea needs adjusting

or dumping. Always evaluate your actions and the outcomes, but at the same time give your plan

time to work. A good rule is after 3-4 full opportunities a difference should be evident.


References

Johnson, Doug (2012). The Classroom Teacher’s Technology Survival Guide. Jossey-

Bass Teacher.

Pitle, Howard. (2012). Using Technology with Classroom Instruction That Works, 2nd

Edition. Association for Supervision & Curriculum Development 2nd Edition.

Alnahdi, G. (2014). Assistive technology in special education and the universal design

for learning. The Turkish Online Journal of Educational Technology, 13(2), 18-22.

Balmeo, M. (2014). Integrating technology in teaching students with special learning

needs in the SPED schools in Baguio City. The IAFOR Journal of Education, 2(2), 149-178.


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mbryson.weebly.commbryson.weebly.com/uploads/2/2/7/3/22733726/capston… · Web viewThe students will need a routine to be familiar with using the word processor that ... Candidates