I really enjoy finding trends in data. I think the most valuable thing I learned in this class was how to make charts and graphs to graphically represent data. When I was breaking down the data for Lake Forest Elementary School (LFES), I began to see something interesting in the data. I was able to isolate that information and show it on a line graph so that it was clear to anyone who looked at it. Then I was able to go back through four years of data and show that same pattern. At that point, I could make a claim and support that claim with data. That’s powerful.
Now I can go back to LFES in the fall and show them the data. I can make recommendations on how we can use technology to affect change based on that information and collect data to track progress. Being able to read data gives me a power tool in my tool bag! Now I can align data driven learning strategies with school specific data to show school leaders, teachers, parents, and other stakeholders how technology can impact learning. As I create technology plans with LFES and its teachers, there may be some challenges along the way. As our demographics change, some people may say our data is not valid. Others may balk at having to change long-held teaching habits. Some teachers may struggle with technology integrations. Nevertheless, with data backing changes and decisions in instructional decisions we can back up our recommendations with data-driven strategies and interventions.
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Ana HaleHula Hoop Champion, 1980 Crestwood Middle School (I can't believe I peaked in the '80s) Archives
November 2017
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