Project Outcome - Since the proposed implementation of the plan did not turn out as originally intended due to scheduling and technology infrastructure issues, only results from the PM Class were collected.
The data shows the greatest improvement was in students who could not determine area on the pretest. Eight out of 9 students who calculated the area of a geometric figure wrong on the pretest, calculated the area correctly on the post test. However, there was one student out of 9 who calculated area correct on the pretest and did calculate correctly following implementation of technology resources.
Perimeter did not show as dramatic an an improvement as area, since 12 students answered correctly initially, and calculated perimeter incorrectly on the post test. Of the 7 students who did not determine perimeter correctly on the pretest, only 2 were able to answer correctly on the post test.
Conclusion - Because of the limited data set, and me being a very data minded individual, the improvements in scores on determining area and perimeter are inconclusive. However, the improvement in area calculation is very promising, and the positive reaction by students who were able to participate is extremely gratifying. I look forward to using both of the resources which were implemented in the remaining weeks for the benefit of the students. IImplementation of PaperSlide Videos will be extremely beneficial to the learning and retention process, and I will encourage the students to attempt to complete them at home as an extra credit project.
Recommendations for Improvement - I feel the technology available at this school made it difficult from the onset to implement a technology solution to address a learning problem. The lack of technology was further exacerbated by the lack of support from administration.
If I were to implement this project again, it would be beneficial to get the parents on board at the beginning of the year since that is when they seem to be most attentive. Mistakenly, I approached the project from the perspective of a person with a strong technology background, and was in the realm of those who either do not support technology, or are not as knowledgeable about it as I am. I feel it would be advisable in the future to distribute a survey at the beginning of the year, during the "getting to know you" phase, to learn more about what the students and parents know about technology. It seems participation and communication has dwindled as the year goes on, and the students and the parents are merely in survival mode.
Though there were many circumstances beyond my control, however, I think every student has the right to be given access to all resources available to learn and this situation has been an eyeopener for me with respect to being an advocate for underfunded schools.
I may not be able to convince this administration of the benefits, but my journey has connected me with stakeholders in the realm of technology in the district who can make a difference. I hope to educate and inform my colleagues, many of them first year teachers, regarding flipped classrooms and project based learning. I have seen the tremendous benefits in previous positions and through my coursework, and with proper planning, a strategy could be implemented to support student learning at home for these students.
In the 21st Century technology generation, it is disheartening to witness firsthand students in the close-knit group since kindergarten, demonstrate the concept of being taught to pass tests in math, and not necessarily understand the concepts they are learning. I am not giving up on these students, I have them 7 more weeks! Getting out of the book, and using technology, takes getting out of the box and letting the students do more than read about concepts; I will continue to encourage them to use the many technology resources available to them to experience learning whether or not they are at school.
