## Technology Project Part One

**Introduction**

The technology selected for the current project is for an Audience Response System or “Clickers” from CIM Technology Solutions. "Clickers" are small handheld devices that allow students to answer questions individually and simultaneously while data is all stored and organized automatically. Educators are always looking for new and innovative ways to increase student engagement and performance. Having a set of class “Clickers” would allow this time happen on a regular basis.

**Needs of Target Population**

Students in the general education classroom are in constant need of feedback and engaging activities. Students need to know if they are understanding the concepts being taught and appropriately applying them. Additionally, students need to be constantly engaged as learners-be given reason to fully pay attention to lessons and participate. Through the use of clickers, students will be able to1221 receive immediate feedback and be engaged in lessons.

**Problems and Causes**

In a traditional classroom setting, students are faced with a few problems. First, students struggle to be engaged and involved with direct instructional time while teachers strive to find ways in which to engage students while still teaching imperative skills. Another problem faced by students and teachers is that of quality feedback given at the time of instruction. Students need to know that they are properly learning and applying concepts being taught, while teachers need to see how students are learning. The biggest problem here is that of time! A teacher simply cannot hold students’ attention, while checking the work of close to forty students. On the flip side, it’s difficult for students to progress through concepts without knowing that they are completing tasks appropriately.

**Solution to the Problem**

As discussed above, one problem teachers and students face is that of engagement and feedback. The solution to this problem is classroom clickers. First, the clickers will engage students during direct instruction. As a teacher is giving instruction, specific questions can be asked that students immediately respond to throughout the lesson. Students never know when they will need to respond, thus, will always be on their toes and excited to pay attention. Additionally, during a lesson, the teacher can ask questions to gauge student understanding. The clicker system will give automatic feedback on student performance. A teacher will then use that data to determine rather to reteach, continue, or expand of whatever the concept is that is being taught.

**Goals**

The goal of classroom clickers is to enhance student performance and increase the level of student engagement within the classroom.

**Organization Description**

This technology will be initially used in a fourth grade regular classroom setting. The school is located in a suburb of Las Vegas, Nevada. The class itself is comprised of seventeen female students and eighteen male students all between the ages of nine and eleven years old.

**Budget**

The cost of a set of 32 Pad CPSPulse Systems from CIM Technologies is $2,046.00; however, the class being spoken of has 36 students, so four extra clickers will need to be purchased at a price of $232.00. Additionally, there is a $32.00 shipping and handling feee. The entire system would be a total of $2,310.00

**Evaluation**

The process of evaluating the accomplishments of this technology will be two-fold. First, the classroom teacher will evaluate student engagement through observation. Are students’ heads on their desks during a lesson? Are secretive side conversations taking place? Or are all students engaged and paying attention to instruction? Secondly, the technology can be evaluated by student performance in regular classroom activities, classroom tests, and standardized tests. The teacher will be able to take previous year’s growth data without the use of clickers, and compare it with test data from the year with data.

**Plan for Implementation**

One of the biggest draws to the clicker technology is the ability for use in just about every lesson throughout the day. When using the clickers, the teacher decides on what questions should be answered and the types of questions. Then during instruction, the question is presented and students can respond.The clickers can be used in teaching math to quickly assess students ability to complete computation, in reading to evaluate comprehension, in writing to select appropriate ways to write sentences, and in science and social studies for data collection. Of course, these are just a few instances where the use of clickers would be used on a daily basis.

**Activities and Timeline**

Upon acquirement of the clickers, the teacher would first need to set up the system for classroom use. Next, teacher and students will learn to use different modes of the clicker system. Then teacher will create lessons and deliver lessons in each of the modes available. Students will learn to use the clickers throughout each of these lesson. Eventually, teacher will create a test and for students to complete. It should take about one month from the time the equipment is received to the time it is being fully utilized on a daily basis with complete understanding from teacher and students.

**Outcomes/Objectives**

Professional educators understand the importance of continuously improving education practices and keeping up with the advances in technology. As a result of using the clicker technology, teaching practices will better match the needs of students by using the clicker computer software to analyze and compile accurate student data. Additionally, the clicker technology will foster a love of learning and build a stronger classroom community. Further more, when teaching a wide variety of personality types, clickers allow every student to be engaged and active during practically every lesson taught. Students will see the benefit of identifying their lack of understanding or misconceptions and how we can work together to reach their learning goals. Students will be motivated by knowing that they have a voice in the direction classroom instruction is heading by answering various types of questions with the classroom clickers.

**Impact**

The impact of this technology will be exponential. It will affect every single thing each student in the classroom will learn all school year long. Directly, there are thirty-five students in the classroom that this this technology will be used in primarily. However, students throughout the entire fourth grade rotate into this classroom for three week periods throughout the school year for instruction in science. In total, the technology will be used by one hundred and seventy-five students per year. The help this technology will provide will expand throughout each and every subject and concept being taught. In all, the technology should raise student achievement throughout the entire school year for all students.

**Conclusion**

The technology selected for this project, the Audience Response System or “Clickers” from CIM Technology Solutions would be of great impact for the fourth grade students who would be using them. It is expected that through this technology, student engagement and achievement will be raised significantly.

## Technology Project Part Two-Lesson Plan

**Introducing “Clickers” to the Class**

**Objective:**

· SW use clickers appropriately

**Procedure:**

Introduction

o TW inform class that they have just received a new technology for the classroom called “clickers” and give general idea of what the clickers do

o TW inform students that the clickers can be used in class every single day for every subject

o TW show students a single clickers on the ELMO and point out key features

o TW give safety guidelines (can’t get wet, keep on desk safely, etc.)

o T&SW distribute clickers to class

o SW get to observe clickers and talk about them with peers for two minutes

Direct Instruction

o TW use ELMO to model show students each button on the clickers and information about what each button does

o SW follow along

o TW then conduct a math lesson-but incorporate the use of clickers

Guided Practice

o During typical “Guided Practice” portion of math test, SW use clickers to answer questions

o TW project graph of student answers

o TW review correct answers

o T&SW complete lesson

Independent Practice

o When students begin to do independent practice, they will work problems in notebook and enter answers into their clickers

Conclusion

o After students finished independent practice, teacher will review answers by showing graph made through clicker responses

**Evaluation:**

o SW complete a quiz using clickers

o TW show feedback to class

**Math Specific Lesson Plan**

**TOPIC 12: Understanding Decimals**

**Objective(s):**

- NF.C.7 - SW compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Justify the conclusions, e.g., by using a visual fraction model (number line).

**Focus/Essential Skills:**

- Fractions and mixed numbers can be associated with a unique place on a number line.

**Topic 12 Performance Task:**

- TOPIC 11 Performance Assessment (PG. 62 + PG. TE285B)
- Students design a clay coaster and determine how much clay is needed to make it (can be done anytime in Topic 12)
- Students work with fractions and decimals to complete the task

**Procedure(s):**

**T introduces and models the following:**

- Using models and place value charts to compare decimals to hundredths
- Review mixed numbers
- Using a number line to show where a decimal number is located in relation to other decimal numbers
- Understand that comparing decimals is only valid when referring to the same whole
- Comparing two decimals to hundredths by reasoning about their size and their position on a number line
- Justifying conclusions about the comparison of decimals using visual models (number lines)

**S understand and demonstrate the following:**

- Comparing decimals using a number line
- Ordering decimals using a number line
- Using models and visuals to compare and order decimals
- Relating decimals to whole numbers, mixed numbers, and other decimals
- S will take notes: write Lesson title, objective, vocabulary in their notebooks
- T and S will answer 2 practice questions on their whiteboards
- T and S will discuss the lesson
- S pair/share answers
- T and S will complete and discuss guided practice in textbook (model and practice - Answer Form B)
- S complete independent practice questions in their notebooks (practice the skill - Answer Form B)

**Notes/Lesson:**

**Activity/Engagement: (optional)**

- S break into pairs
- S are given decimal numbers and a number line
- S order decimal numbers on their number lines
- S compare number lines
- S answer “Interactive Learning” questions based on their findings (TE PG. 276B)
- S show answers on a number line
- S explain how they ordered the decimal numbers on the line and how they are related

**Material(s)**:

- Textbooks
- Notebooks (notes)
- Answer Form B (optional)
- Number Lines
- Colored Pencils or Markers
- Performance Task Activity (optional)

**Grouping:**

- Independent
- Whole Group
- Small Groups /Pairs

**Close Question(s):**

- How do we compare decimals using a model (eg. number line)?
- How are decimals and mixed numbers ordered on a number? (eg. smaller numbers on the left larger numbers on the right)

**Assessment(s):**

- Discussion
- Interactive Learning Paper Activity
- Performance Task (optional)

**Vocabulary:**

- mixed numbers
- decimals
- hundredths
- tenths
- visual models for decimals (grid paper, number line, base ten blocks etc.)

**Homework:**

- Practice 12.4
- Enrichment 12.4 (optional)

## Additional Resources for Use of Clickers

http://www.engaging-technologies.com/teaching-with-clickers.html#axzz2uSQlSpYk

http://cit.duke.edu/blog/2013/09/teaching-ideas-effective-use-of-clickers/

http://www.crlt.umich.edu/inst/clickeractivities

http://www.nea.org/home/34690.htmhttp://www.nea.org/home/34690.htm

https://blogs.commons.georgetown.edu/clickers_cop/files/deborough_critreasoning.pdf

http://cit.duke.edu/blog/2013/09/teaching-ideas-effective-use-of-clickers/

http://www.crlt.umich.edu/inst/clickeractivities

http://www.nea.org/home/34690.htmhttp://www.nea.org/home/34690.htm

https://blogs.commons.georgetown.edu/clickers_cop/files/deborough_critreasoning.pdf