Next Steps
At the end of the technology training sessions each of the academy participants were provided with sample resources and information about the TI-Nspire and a free 30 day downloadable CD for the Inspiration tool InspireData. The academy will use these resources in the future to teach participants about working with graphs and data. The tools will be used in developing learning products and conducting experiments during the program. Additional technology training sessions will be added to the schedule to provide participants more opportunities to use the technologies. This is so that when participants enter the classroom they do not feel intimidated by new technology tools. These two tools, TI-Nspire and InspireData are powerful tools that can serve the students throughout their education. They both provide groundwork for critical thinking and data literacy. Furthermore, as shown by the opinions of the academy participants, the tools motivated students because they enjoyed using technology. The importance of increased student motivation cannot be overemphasized. We hope the students will continue to be motivated to learn and that these technology tools will be a factor in their success such that the students will apply these tools to more specific problem-solving activities in science and mathematics.
The positive comments from the participants and survey data indicate that the technology sessions were a “hit.” The students enjoyed working with the technologies and indicated that they wanted to use the tools again. Future plans are scheduled to provide additional sessions using the tools and to have each participant use the tools in their final math-science- technology project. One possible implication of using these technologies is that they present an innovative approach to keep students thinking creatively while they learn how to create, transform, and interpret graphs and data. TI-Nspire and InspireData are “cutting edge” technologies that will help train our future mathematicians and scientists.
About the Authors
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Angelia Reid-Griffin is an Assistant Professor at the University of North Carolina- Wilmington. Her research interests include using technology as a tool in science and mathematics and minority teacher shortage. She also serves as the director of the Watson School of Education Junior Seahawk Academy.
Email Angelia Reid-Griffin |
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Kelli Slaten is an Assistant Professor at the University of North Carolina-Wilmington in the Mathematics and Statistics Department. Her research interests include the use of multiple representations in student learning and increasing student interest in careers in math and science.
Email Kelli Slaten |
References
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Courtnage, M., Cuff, C., & Reynolds, R. (2007). Developing Data Literacy with InspireData TM Inspiration Software, Inc. Beaverton, OR.
Electronic Education Report. (2006) Inspiration Launches InspireData For Data Analysis by Students. 13 (13), 5-6.
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Inspiration Software, INC (2007). InspireData TM . Retrieved October 12, 2008, from http://www.inspiration.com/productinfo/inspiredata/index.cfm .
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Konold, C.,& Higgins, T. (2003). Reasoning about data. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 193-215). Reston, VA: National Council of Teachers of Mathematics.
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SRI International (2006). TI-Nspire math and science learning handhelds: What research says and what educators can do. Retrieved July 20, 2007, from http://education.ti.com/sites/US/downloads/pdf/research_nspire_handhelds.pdf
Junior Seahawk Academy (2008). Watson School of Education Junior Seahawk Academy website. Retrieved October 20, 2008, from: http://www.uncw.edu/ed/jrseahawk
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Appendix A: TI –Nspire images shared during technology session
TI-Nspire |
Example of Grab-and-Move Feature |
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Appendix B: Inspire Data Lesson
Question 1: How can we use InspireData to interpret temperature variations among cities in different geographic locations?
Question 2: Using the U.S. Cities Climate database, the average monthly rainfall can be compared for all 6 US cities. How do the average monthly rainfall amounts for U.S. Cities compare to one another?
Questions 3: Are there surprising patterns? What geographic or climatic factors might explain the patterns in this data?
City Climates Student Example
City Climates Picture
