Transcript Student Desk - New Mexico State University

EDLT 523 Presentation
JUSTIN GIGLER
DEBBIE SEEBOERGER
Instructional Goal (Design)
 Our goal is to have students utilize Camtasia to
create video tutorials to learn the proper usage of an
online graphing calculator. In doing so, the learner
will be able to visualize the actual equation and
solution, and manipulate and experiment the data so
different hypotheses may be explored.
Theoretical Framework (Design)
 The project began as a way for teachers to create tutorials
for students to better learn the proper usage of a
graphing calculator.
 It became apparent that this would only help critical
thinking skills on a minimal level.
 We modified our design to have students create the
tutorials when they were only given the website and no
steps on how to use the website.
 According to Salomon (1993) in Jonassen, the purpose of
this mindtool is “when learners use computers as
partners, they off-load some of the unproductive
memorizing tasks to the computers, thereby allowing
themselves to think more productively” (p. 21).
Target Audience(Design)
 The target audience for this project is high school
students (10-12 grade) currently enrolled in Algebra
II. Concepts of Algebra I and Geometry are
prerequisite courses to Algebra II and should already
be included within the knowledge base of the
students. These learners will be introduced to
complex algebraic concepts in the traditional class
setting and then assigned the video tutorial as a
homework assignment. The specific target group
includes twenty students of varying ability.
National Education Technology Standards
(Design)
 Based on NETS, the instruction entails critical-thinking,
problem-solving and decision-making standards by
giving the student the means to experiment with
concepts learned. By engaging the student visually, the
desire to “see what happens if…” may be heightened and
cause the student to spend more time trying to
understand.
 In addition, technology operations and concepts will be
used with the instruction since the use of Web 2.0
elements. The student will learn how to incorporate
technology systems as a tool for learning by selecting and
using applications such as Camtasia and the online
graphing calculator. This will expand their current
knowledge of new technologies.
Instructional Objectives (Design)
 Student must recall existing knowledge of prerequisite
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mathematics courses.
Instruction should provide guidance by demonstration so
the student understands what, how, in what order data
should be entered into the graphing calculator.
Student should apply what was learned from the tutorial
by entering the data to solve a given problem.
Student is then able analyze the outcome better by means
of a visual representation of the equation.
Student should evaluate the problem by determining if
the outcome is logical and correct
Technology Resources (Design)
 Camtasia
 Download @ www.techsmith.com/download/cantasiatrial.asp
 Online Graphing Calculator
 Download @ http://www.bluebit.gr/matrixcalculator/linear_equations.aspx
Development
 A tutorial on how to use Camtasia was needed to
better inform students on how to utilize this tutorial
tool.
Implementation
 Introduction
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Solve a matrix by row reduction 
Solve using a matrix in a graphing calculator 
 Main Activity
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Students will be given linear equations in two variables and ask to
reduce
Students will be given linear equations in three variables and ask to
reduce
 Conclusion
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Students will create a tutorial given one word problem and an
unfamiliar online calculator or the option of a traditional practice
Students will be quizzed the following day and assessed using the
NMSBA scoring rubric
Implementation
 The Problem
 John inherited $25,000 and invested part of it in a money
market account, part in municipal bonds, and part in a mutual
fund. After one year, he received a total of $1,620 in simple
interest from the three investments. The money market paid
6% annually, the bonds paid 7% annually, and the mutually
fund paid 8% annually. There was $6,000 more invested in the
bonds than the mutual funds. Find the amount John invested
in each category.
Evidence of Implementation
Critical Thinking
 Students were given a word problem that required
them to set up the three equations required to set up
a system. This skill is quite complicated and requires
a great deal of thought and consideration.
 Students were given the task to create a tutorial
where they were to utilize an unfamiliar tutorial
creator and an unfamiliar graphing calculator.
Students had to figure out how to use the tool in
order to utilize the tool for future assignments.
Evaluation
 Students were evaluated based on a rubric
 Students who chose the online tutorial option scored
from 100 to 40 percent
 We had a total of 4 students out of 20 choose this
option
Reflection
 I would rather see more participation in the assignment.
Given the diversity of my Algebra II class, I hesitated to
make this mandatory. However, in the future I would
like to use computer lab time and make this mandatory.
 Again, in the beginning our design was to allow students
to view our tutorials. However, we could see a more
relevant critical thinking opportunity to have students
mull over a problem and create their own tutorials.
 I made an assumption that more students would rather
answer one question and make a tutorial versus a twenty
problem practice assignment. I guessed wrong.