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Open Access. Powered by Scholars. Published by Universities.®

Technology

2018

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Articles 1 - 2 of 2

Full-Text Articles in Education

Using Google Forms To Inform Teaching Practices, Ha Nguyen, Eryn Michelle Stehr, Heidi Eisenreich, Tuyin An Jan 2018

Using Google Forms To Inform Teaching Practices, Ha Nguyen, Eryn Michelle Stehr, Heidi Eisenreich, Tuyin An

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Kay and LeSage (2009) conducted a literature review of research on use of student response systems in university courses (typically Science, Technology, Engineering, and Mathematics courses) and categorized benefits into classroom environment, learning, and assessment. The objectives of the proposed session are to discuss how using Google Forms will benefit those three above categories. Examples of Google Forms used to gather data, receive in-the-moment feedback to students and instructors, engage students’ learning, and assess their learning will be shared throughout the paper. Limitations of Google Forms will also be discussed. This session can be beneficial to all K-College educators.


Selecting, Sequencing, And Connecting: Using Technology To Support Area Measurement Through Tasks, Strategies, And Discussion, Eryn Michelle Stehr, Jia He, Ha Nguyen Jan 2018

Selecting, Sequencing, And Connecting: Using Technology To Support Area Measurement Through Tasks, Strategies, And Discussion, Eryn Michelle Stehr, Jia He, Ha Nguyen

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

This paper supports grades 3-5 mathematics teachers and considers how technology in the classroom can be used to support "low threshold, high ceiling" tasks and productive discussion. We present a description of a card-sorting task to support the “5 Practices of Productive Mathematics Discussions” focused on an online task designed to: be open to multiple levels of strategies, reveal misconceptions, and support students in developing more sophisticated conceptual understandings of area measurement. We present a sampling of strategies created by teachers (who were pretending to be elementary students) in past activities. We discuss approaches to connecting strategies for deeper understanding ...