M. Dickey-Kurdziolek - Final Defense Presentation (Aug. 5, 2011)

8/6/2019 M. Dickey-Kurdziolek - Final Defense Presentation (Aug. 5, 2011)

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Classroom resources and impact on learning

Margaret Dickey-Kurdziolek

Friday, August 5, 2011



Resources

2




Model of Learning

Resources 3




Resources Are Enacted By Being...

• Arranged/Allocated

• Modied/Moved

• Attended to

• Interpreted

• Assigned Value

4




Project Motivation & Central Research Question

How do different approaches to resource use interactwith student access to learning in the case of SimCalc?

And what does this mean about prospects forclassroom change through/with technology?

5




• Resources are entities that can be arranged, allocated, modied, moved, attendedto, interpreted and assigned value.

• A potential resource becomes part of the classroom learning environment byenactment in one or more of these ways.

• Important variation in enactment is captured by two proposed constructs:

• socio-physical resource richness

• resource-use withitness (by students and teachers)

• Differences in enactment of resources can all be associated with learning as

measured on a (mathematics) test BUT we should also consider how differentenactments affect:

• preparation for being a “knowledge worker”

• motivation and personal relationship with learning

• experience with technological resources

• experience interacting with peers 6

Take Home Points




7

Overview of the Study Context: Scaling-Up SimCalc




Scaling-Up SimCalc is a large, randomized, controlled study investigating thehypothesis that a wide variety of classrooms can benet from the use ofSimCalc.

8




“Managing the Soccer Team”SimCalc Example9












Scaling-Up SimCalc

Study Timeline 10

Condition ear 1 ear

Immediate Treatment

Pre X Post Pre X Post

Delayed Treatment(Control)

Pre Post Pre X Post

X = Used SimCalc




Year One Mathematics Gains

• 95 teachers and 1621students in 7th grade mathclasses throughout Texas

• Treatment had a higher

gain score compared tocontrol

• p < .0001, e.s. 0.63


gain score on functionbased portion of testcompared to control

• p < .0001, e.s. 0.89

11




Year One Mathematics Gains

• 95 teachers and 1621students in 7th grade mathclasses throughout Texas


gain score compared tocontrol

• p < .0001, e.s. 0.63


gain score on functionbased portion of testcompared to control

• p < .0001, e.s. 0.89

11




SimCalc Implementation Variations:From Post-Unit Teacher Phone Interviews

• Degree of Administrative Support and Stability

• Type of Students/Class Assignment

• Number of Colleagues and Degree of Collegial Support

• Degree to which they felt comfortable using technology

• Degree to which they found the software (SimCalc MathWorlds) essential toSimCalc instruction

• Number and type of barriers to using technology in the classroom and school

12




Variation in Resources: Technology Set-Up

Computer Set-Up # of Teachers

Computer Lab 31

…with projected computer …6

Computers on Wheels (COWs) 10

…with projected computer …4

One Laptop with a Projector 5

Combination of Computer Lab & Classroom Computer 1

13Dickey-Kurdziolek, M. A. (2007). Educational Technology and Teacher Perceptions: How does the technology fare in the wild? , Masters Thesis, Virginia Tech, Blacksburg, VA.




14

Project Goals and Methodology




Resource Use in More Depth: Methods Used

• Goal: Capture and describe the specic details of how SimCalcresources are actually used

• Methodology: Case Study

• In-depth analysis of multiple cases chosen for their reportedtechnology-resource set-up

• Rich “thick” description of contextual use of learning resources

• Goal: Uncover and describe the patterns and social norms surroundinglearning resource enactments

• Methodology: Grounded Theory

• Uncovered regularities in the banal or normal occurrences of everydayclassroom activities

• Theory of student resource use and access grounded in data from theeld. 15




Case-Study Data

Video of small student group,video of wide classroom

focus, and eld notes

Teacher interviews:

daily post-class andend-of-unit

Artifacts: student

workbooks, teacherlogs, class diagrams,and pictures

16




Grounded Theory Analysis Process

17

time




18

Participant Selection & Case Descriptions




Observed Teachers’ Average Y1 Gain Scores

Pseudonym Computer Set-Up Y1 Avg. Gain

Teacher C Laptop Carts 5.63

Teacher B Laptop Carts 7.5

Teacher G Computer Lab 7.15

Teacher M 1 laptop + projector 4.5

Study-wideTreatment

5.8 ± 4.0

19










Study-wideTreatment

5.8 ± 4.0

19










Study-wideTreatment

5.8 ± 4.0

19


C t L b



Case Study Data

Four Teacher Participants

One laptop +projector

Teacher MKermit, TX

Computer Lab Teacher GMilano, TX

Laptop Carts Teachers C & BRound Rock, TX

(Austin, TX)

20




Teacher MOne Laptop + Projector

21




Teacher MOne Laptop + Projector

22




Teacher G - Milano, TXComputer lab (left) and Classroom (right)

23




Teacher G - Milano, TXComputer lab (left) and Classroom (right)

24




Teachers C and B - Laptop CartsTeacher C’s classroom (left) and Teacher B’s classroom (right)

25




Teachers C and B - Laptop CartsTeacher C’s classroom (left) and Teacher B’s classroom (right)

26




27

Results From Initial Coding




Initial Coding Scheme

• 30 codes total with 10 Categories of codes• Class, Technology, Discussion, Math, Instruction, Individual/Small Group

Work, Workbook, Materials, Camera, Note

Code Denition

TechnologyStudentInitiated

Any action taken by a student towards classroom technology, specicallycomputers and overhead projectors. Such actions may include using thetechnology or pointing at a screen. Also, any comment made by a student todirect attention towards classroom technology, such as, “Look at how fast I’vemade him run!” This does not necessarily include commentary about thetechnology or something seen on a screen, such as, “Wow! He’s fast.”

Technology TeacherInitiated

Any action taken by a teacher towards classroom technology or comment madeto draw attention towards classroom technology. Frequently, this involves theteacher directing students to log on or off, or to open up and run a le.

TechnologyDelay Start

The moment class instruction or activity is halted due to a technology relatedissue, such as computers lacking the SimCalc program, or an error or glitch in thetechnology that renders it inoperable. Technology delays can also be concurrentlycoded as Instruction Interrupted if they, indeed, interrupt ongoing instruction.

28




Average Actual Class Instruction

29

Teacher # Days Obsv. Scheduled Time

Avg. Actual

M 4 50 44.5

C 7 70/4 days45/3 days

5640.9

B 770/3 days45/4 days

62.843.2

G 11 45 38.2




Average Class Start-Up and Wind-Down Times

30

Teacher # Days Obsv. Avg. Start-Up Avg. Wind-Down

M 4 4.33 0.10

C 7 1.57 0.68

B 7 0.96 1.04

G 11 1.63 1




Number of Days Technology Was Used

31

Teacher # Days Obsv. # StudentsUsed Tech

# TeachersUsed Tech

M 4 0 4

C 7 6 4

B 7 6 6

G 11 7 6




Average Duration of Tech-Use: Students vs. Teacher

32

Teacher # Days Obsv. Avg. Tech Use:Students

Avg. Tech Use: Teacher

M 4 0.0 40.1

C 7 38.1 19.5

B 7 45.3 37.5

G 11 23.6 17.6




Number of Days Student Workbooks Were Used

33

Teacher # Days Obsv. # Students Used Tech

M 4 4

C 7 7

B 7 6

G 11 11




34

Constructs For Understanding Classrooms AndLearning Resources




• classroom technology “richness” - the ratio of students to technological resources or the number of

student use instances.

• “withitness” - teacher strategies and skills required toeffectively manage classroom behavior.

35

From The Literature: Two Constructs ForUnderstanding Resource Use & Management




How does this example t in “resource richness”?

[00:04:07.06] Teacher: "where should your hands beright now?"

[00:04:11.18] Multiple Students: "off the computers"

[00:04:13.15] Teacher: "off the computers, okay. A ratecompares quantities through division. See that in theworkbook?"

Teacher G - video 103006_Cam 1 36




socio-physical resource richness -the degree of student physical andsocial access to resources

37

Proposed Theoretical Construct For UnderstandingClassroom Resource Richness




Can a resource be an “it” to be “with” ?

[00:36:45.21] Teacher: “What else didyou see on this one?”

[00:36:47.21] Teacher: “Because lotsof you were using the step button .”

[00:36:52.04] Male Student: “Oh”

[00:36:53.27] Teacher: “What do you

think? What are some things that wecould add?”

Teacher C - video 112706_Cam 2

[00:36:57.22] Male Student: “Oh umKim, he went 5 meters per second.Like at meter 5 it would be 1second.”

[00:37:09.20] Teacher: “Okay, wait,say that again.”

[00:37:12.16] Male Student: “Whenyou hit the step button, he goes 5every....like he's on the line by vesevery time.”

38




resource use withitness - effectivestrategies for managing student accessto, attention to, and use of learningresources.

39

Proposed Theoretical Construct For UnderstandingIndividuals’ Strategies for Resource Management




40

The Enactment of Learning Resources


Cl S i



Classroom Socio-Physical Resource

Richness

Actors’ Resource UseWithitness

Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

41


Cl S i




Richness


Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

42




Learning Resources Are Arranged/Allocated

[00:13:56.00] Teacher: "We have him move the line, don't we?Very good. How are we going to move the line? Travis?"

[00:14:00.26] Teacher: "Oh look what he's doing! Look whathe's doing! Oh yes, now, see do you think it is possible to run

an 100 meter race in six seconds?"

[00:14:19.21] Multiple students say: "No"

[00:14:24.21] Clara (female student): "Maybe in ten seconds?"

---(Travis moves the line on the SimCalc simulation to haveNola win the race in 10 seconds.)---

[00:14:33.25] Teacher: "See he's showing off now, that’s good.He's learning all those little clicks. That's excellent."

43 Teacher M - video 091906_Cam 2Friday, August 5, 2011

Cl S i




Richness


Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

44




Learning Resources Are Modied/Moved -Example 1

45 Teacher B - video 120406_Cam 2Friday, August 5, 2011

d d d




[00:16:40.22] B: "can I borrow yourgreen one more time?"

[00:16:43.15] A: "no"...[00:16:49.27] (A puts the greencolored pencil down on the desk andreaches for the brown pencil in B'shand. B picks up the green coloredpencil.)

[00:16:52.12] B: "thank you"...

46

Teacher B - video 120406_Cam 2


L i R A M di d/M d




[00:17:15.10] B: "here is your stupid greenback." (B hands the green colored pencil to A.)[00:17:20.14] A: "you are calling my greenstupid."[00:17:21.25] B: "no I wasn't, I was sayingcupid."[00:17:25.25] A: "I'm not stupid."

[00:17:28.17] (B lunges toward the coloredpencils in A's hand. A moves the colored

pencils out of reach.)[00:17:42.20] (B lunges toward the coloredpencils again. She takes the brown coloredpencil.)

[00:17:45.24] B: "Ha Ha Ha. I got it."47

Teacher B - video 120406_Cam 2


L i R A M di d/M d




[00:50:16.05] (D puts a red coloredpencil on C’s desk. When C hasnished writing he looks up. D takes ablue colored pencil out of C’s hand. Cpicks up the red colored pencil on hisdesk. Both write in their workbooks.)

[00:50:27.21] (C nishes writing, andlooks up towards the front of the class.D puts the blue colored pencil on C’s

desk, and takes the red colored pencilfrom C’s hand. D goes back to writingin his workbook. C continues to looktowards the front of the class.)

48



L i R A M di d/M d




[00:50:34.12] D: "isn't this one fartherup?" (D motions to the laptop screen,and back to a line draw on C’s graph.) [00:50:37.16] (C shakes his head [no].)C: "its going 60."

[00:50:41.25] D: "and then he goes62." (D motions again to the SimCalcMathWorlds simulation.)

[00:50:42.10] C: "yup" (C points to a thegraph he has drawn in his workbook.)

[00:50:46.11] (D looks at where C ispointing, nods, and writes in hisworkbook.) 49



Classroom Socio




Richness


Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

50




Learning Resources Are Attended To

[00:15:33.12] E: "At four they are both at the samepoint."

[00:15:35.23] (F turns back to her workbook andputs her pencil (in her right hand) on a point onthe graph in her workbook.)

[00:15:39.07] F: "Let me see." (She puts her nger(left hand) on a point the graph in E's workbook.She then turns and draws a point on the graph inher workbook where her pencil was placed.)

[00:15:40.06] E: "Yea look." (E motions to thecomputer.)

[00:15:42.20] (F looks at E's computer screen,looks at where her pencil is being held on herworkbook, then looks at where her nger is on E's

workbook.) 51










workbook.) 51










workbook.) 51


Classroom Socio-




Richness


Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

52




Learning Resources Are Interpreted

[00:50:34.12] D: "isn't this one fartherup?" (D motions to the laptop screen,and back to a line draw on C’s graph.) [00:50:37.16] (C shakes his head [no].)C: "its going 60."

[00:50:41.25] D: "and then he goes62." (D motions again to the SimCalcMathWorlds simulation.)

[00:50:42.10] C: "yup" (C points to a thegraph he has drawn in his workbook.)

[00:50:46.11] (D looks at where C ispointing, nods, and writes in hisworkbook.) 53 Teacher C - video 120106_Cam 2


Classroom Socio-



Classroom SocioPhysical Resource

Richness


Arranged/Allocated

Modied/Moved

Attended to

Interpreted

Assigned Value

54




Learning Resources Are Assigned Value To

"So sharing their attention wassomething that I had to adjust tobecause I am like ‘okay, everybodylook at me, listen’ because I realize

that you can listen and kind of talk atthe same time but as a teacher I wanttheir attention. So sharing thatattention with the computer was Iguess an adjustment for me."

– Teacher G

55





[00:04:07.06] Teacher: "where shouldyour hands be right now?

[00:04:11.18] Multiple Students: "offthe computers"

[00:04:13.15] Teacher: "off thecomputers, okay…."

56

Teacher G - video 103006_Cam1







[00:24:19.08] Boy says to the girl onhis right: "you’re cheating"

[00:24:21.19] Girl to the left: "what?Its fun. ::mumble:: the simulation.

Look."

[00:24:25.21] The boy looks to the girlon his left, then back to the girl onthe right, then down to his workbook

in front of him. He puts his head onthe table.

58

Teacher G - video 103006_Cam2




59

Conclusions




Project Motivation & Central Research Question

How do different approaches to resource use interactwith student access to learning in the case of SimCalc?

And what does this mean about prospects forclassroom change through/with technology?

60






Design Implications

• Design and implement options for classroom arrangement limitations

• Physical arrangement exposes resource use withitness

• design for research : design spaces to expose this for study

• Some specic resource design ideas:

• support physical aspects of arranging, modifying, and attending toresources

• Some specic teacher professional development ideas:

• variated strategies for teachers dealing with different resourcearrangements

• using phenomenal aspects of the technology to provoke student thought

62




Thank you!Meg Dickey-Kurdziolek [email protected]

Acknowledgements:Committee: Deborah Tatar(chair), Roger Ehrich, Steve

Harrison, Manuel PérezQuiñones, Jeremy Roschelle

SimCalc Interview and VideoData and Analysis Team:

Michelle McLeese, Dan Dunlap,Ian Renga, Jessica Watahovich

POET and h.lab Members

Work funded by:NSF Graduate Research

FellowshipNSF Grant Rec # 0437861

(SimCalc)

63


mailto:[email protected]





Other venues where this work has been presented

• ATLAS Institute Speaker Series• Dickey-Kurdziolek, M. (2011) Technology for Learning. ATLAS Institute

Speaker Series, Spring 2011, Boulder, CO• Grace Hopper 2010 PhD Forum

• Dickey-Kurdziolek, M. (2009) Classroom resources and impact on learning,Grace Hopper Celebration of Women in Computing, Ph.D Forum, Tucson,

AZ• GROUP 2007 Doctoral Consortium

• Dickey-Kurdziolek, M. (2007) Teacher Choice and Effects of ClassroomResource Utilization in a Technological Intervention on Rate and Change,GROUP Doctoral Colloquium, November 3-8, Sanibel, FL.

• ICLS 2008 Doctoral Consortium• Dickey-Kurdziolek, M. (2008) Teacher Decisions and Student Access to

Resources, ICLS Doctoral Consortium, June 23-24, Utrecht, Netherlands.

64








Teacher G Computer Lab 8


Study-wide 5.23 ± 3.87

65




Teacher decisions about technology set-up

“Our computer lab is setup where all the computers are aroundthe walls so they're not facing a teacher. So, we ended upmoving it to my classroom and I just projected it onto the wallso that I could actually see them all. Otherwise, they were

doing whatever they wanted to whenever they wanted to andwe didn't have much control over it. We have the projector onthe ceiling that projects our laptop onto the whiteboard. So, Ihad a little bit more control in [the classroom]."

- Immediate Treatment Teacher

66




Scaling Up SimCalcStudy Timeline

67

Condition ear 1 ear

Immediate Treatment

Pre X Post Pre X Post

Delayed Treatment

(Control)Pre Post Pre X Post

Post-Unit Phone Interviews

Case Study Observations


Data



• Introduction to the class• “Hi everyone, my name is Meg and I am here to visit for a few weeks...”

• Two cameras

• one focused on a small group of students

• one focused, at a wide angle, on the whole classroom• Field notes

• date, time, period, lay out, # students, where students were sitting, studentgroups, and any outstanding points

• student to student dialog, teacher student dialog, references to workbook,references to technology, and other events

• After class, teacher interviews

• “How did this class go? Did it go as you expected it to?...”

DataObservation Procedures

68




The Educational Technology Design Problem

StudentExperience

TeacherExperience

69





StudentExperience

TeacherExperience

69

Design for StudentLearning

Design for Teacher-Computer Interaction





StudentExperience

TeacherExperience

70

Design for StudentLearning

Design for Teacher-Computer Interaction

Student & TeacherPractice


Resources Can Be Interpreted With Respect To



p pClassroom Goals

"They were in control of the laptop - of theprogram. I would read what the sectionwas about and kind of like guide them andthey were the ones that told me what todo, where to look, how to get it. And I

said, 'how do I do this?' and they wouldelaborate on it. And so, they're the onesthat were practically teaching themselves.Once they got into it, they were teachingthemselves and teaching each other andtelling me what to do, which was totallyawesome because that's what I wanted.But they had to have guidance - little bit ofguidance."

-- Teacher M post-unit interview,71


Resources Can Be Interpreted With Respect To



p pClassroom Goals

“You know I did do the lessons like Idid last year as a whole group classand the kids did it all. They wrote onthe overhead. I made transparencyof each page and the kids wrotedown the answers that theycollected. And they wrote down theiranswers and then I had a child on thecomputer because I projected on theprojector and they did it all, every bitof it. I just guided them to where they

needed to be. So it was almost likeself taught sort of.”

– Teacher M, post-unit interview, YearTwo

72




Secondary Coding Scheme

• Focused on identifying resources and change in access to resources thatcame to light after rst round of coding

• 13 codes nested within 3 categories: Physical resource properties,arrangement, and rearrangement; Teacher Action and Arrangement; Student

Action and Arrangement

Code Denition

Rearrangement of resources.Student

Whenever resources, such as the student desks or laptops (andsometimes students themselves) are rearranged in the classroomspace by a student.

Teacher discussingresource use

This code was used to capture instances in which teachersdiscussed the appropriateness or inappropriateness of usingcertain resources. For instance, a teacher saying, “You don’t needto use the computer for this.”

Student Resource When a student shows another student’s resources (such as theirstudent workbook) or gives a resource to another student this

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M. Dickey-Kurdziolek - Final Defense Presentation (Aug. 5, 2011)

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