Something to subconsciously mull over

1. Something to subconsciously mull over • What is good integration of technology? • What is not? • Is it even important? • Why?

2. EDLF 345 I got you’re technology integration right here!

3. Objectives • To examine a variety of technologies used in the context of sound pedagogical and management practices • To foster problem solving and the ability to develop original materials or adapt existing materials

4. Excel Handheld Computing Power Point The Web Lesson Problem Let you solve it Discuss Options Present Alternative Give enriched activity Databases Calculators Pen & Paper Probes

5. Spreadsheets Easy like Sunday morning

6. What are the parts • Rows are numbered vertically • Columns are lettered horizontally • Where rows and columns intersect is called a cell • A sheet is made up of a set of rows and columns • An excel work book contains several sheets

7. What’s He Got Up His Sleeve? • A little Boolean Logic • A little problem for you to solve

8. IF loving you is wrongTHEN I don’t want to be right

9. IF-THEN Statements • If, Then, Else (a.k.a. Otherwise) • What is your procedure?

10. Sample Problem 1 • If a driver is going over 65 mph a speeding ticket should be issued.

11. Sample Problem 1 Speed > 65 Yes No Issue Ticket No Ticket

12. Nested IF-THEN Statements • What if you have a second condition? • IF(Cond, True ,IF(Cond, True, False))

13. Sample Problem 2 • If a driver is going over 65 mph or under 45 mph a speeding ticket should be issued.

14. Sample Problem 2 Speed < 40 Yes No Issue Ticket Speed > 65 Yes No Issue Ticket No Ticket

15. 1B 2A 2B 1A Let’s kick it up a notch!

16. Data Table

17. Procedure • Break the problem into steps and verbalize what you want to do with your partner. • Draw a flow chart that outlines your solution • Create your datasheet and perform the necessary calculations in stages

18. Reflection • How did you attack this problem? • What helped you in solving the problem? • Where did you get lost or stuck?

19. What was this activity about?

20. Problem Solving Step 1: What am I trying to find? Step 2: What information do I know? Step 3: What equation will I use? Step 4a: Do I need to solve for any other information? If No If Yes Step 4b: Pick equations to solve for missing variables. Will this work? Step 6: Display your answer and ask does this answer make sense? Step 5: Plug in all the information and crunch the numbers

21. Insert segway here

22. Are we educating teachers to be problem solvers or message delivers?

23. Problem Solving Elements • Content Knowledge: Does a person have a base knowledge that they can draw upon? • Transfer: How well can the person take their content knowledge and previous experience and relate it to their current situation. • Deciphering: Can the person decode the question? • Knowledge/Skill Acquisition: If you can identify a problem and tell what it is you need to do, can you get knowledge and skills that you do not possess. • Metacognition: Being able to plan and monitor one’s progress towards the goal is another important aspect. • Self efficacy and motivation: Does the person want to solve a problem or do they feel confident enough to solve a problem.

24. Problem Solvers Skill/Knowledge Transfer Base Knowledge Self Efficacy Problem/Challenge Identification Metacognition Skill Acquisition

25. Bloom’s Taxonomy

26. 1.Knowledge (finding out)  • 2. Comprehension (understanding) • 3. Application (making use of the knowledge) • 4. Analysis questions (taking apart the known) • 5. Synthesis (putting things together in another way) • 6. Evaluation (judging outcomes)

28. Unpacking The Activity From the peanut gallery

29. Student 1 • Hi Gerry,It was an interesting exercise and I was surprised that I was able to complete it.  However, I am still at the very low end of Excel competence and would really benefit from more basic applications.

30. Student 2 • Gerry,I thought yesterday's assignment was great...I liked it better than the mystery bottles one too.  The problem was very challenging and practical to a real life situation, which made the problem more interesting to try and solve.  I am not a fan of math at all but using the spread sheet to solve a real life problem interested me anyway.  

31. Student 3 • I like the track pac activity.  It is very useful, and the best application of boolean logic i've seen.  I took a logic course here, and they couldn't relate it to real life.  The IF Then statements are definitely tricky and to improve it i would give an example of an intersection.  Write the firstcondition out w/o embedding, and slowly say this is good, but what if... Hopefully, you see where i'm going with that. i figured i could handle this activity, and found it more challenging than iexpected.  

32. Student 4 • Pros.1.  Strong problem solving skills required with emphasis on Excel as a 'tool'.  2.  Lesson encouraged group cohesion and working with peers which allowed everyone to probe and investigate other people's ideas.  Extremely value added.3.  Creative lesson!!!4.  Extremely practical to real life applications - as all students can comprehend and appreciate the relevance of traffic patterns.  5.  Students achieved a goal - or end product - which led to a feeling of accomplishment during the class time. • Cons.1.  Could have used a few more hints to get started on the logic process.  2.  Did not have a 'culminating' activity or wrap up where all students exchanged their ideas with the class.  This would have allowed everyone to see different strategies of tackling the same problem and would be valued added.

33. Student 4 • I was confused if the lesson was intended to be more focused on logic or on using excel.  It seemed apparent that it was more of a logic lesson than an excel lesson.

34. The Big Question 4 U • Does this activity meet your requirements for technology integration? • Is this a good way to teach technology integration?