2.8 Data Analysis
Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (ISTE 2h)
Artifact:
dataoverview2.pptx | |
File Size: | 607 kb |
File Type: | pptx |
Reflection:
The Data Overview assigned by the ITEC 7305 Data Analysis and School Improvement course will serve as the artifacts for Standard 2.8. The purpose of the Data Overview was to gain the knowledge skills and dispositions of a technology leader to utilize data, identify Georgia Connections Academy (GACA) school improvement needs and make informed decisions to initiate change. For this assignment, I researched, compiled and analyzed school related data from multiple sources and interpreted my findings into a Data Overview presentation.
Standard 2.8: Data Analysis, established the expectations that the artifact explains how I model and facilitate the effective use of digital tools and resources to collect, analyze, and interpret student achievement data. It also should also explain my ability to model and facilitate the use of digital tools to and resources to communicate the findings and the ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning. In order to complete the Data Overview, I collected information from my school administrators and various sections of the Governor’s Office of Student Achievement (GOSA) website. I then analyzed the data in Microsoft Excel and summarized my interpretation of the demographic and student achievement data in Microsoft PowerPoint. I modeled and facilitated the use of Adobe Connect, PowerPoint and Poll Everywhere digital tools and resources to communicate the findings of the Data Overview presentation during the GACA middle school faculty meeting. During the presentation I used Adobe Connect to synchronously share the PowerPoint presentation and I used Poll Everywhere to include an interactive component to the staff allowing them to predict or summarize and provide feedback on the data during the presentation. I also modeled and facilitated the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning during the action plan questions at the end of the presentation.
While completing the Data Overview, I learned how to collect information from multiple sources including school administrators and the various sections of the GOSA website. I learned from the ITEC 7305 class how to analyze the data I collected in Microsoft Excel. I also learned how to use Poll Everwhere to engage the faculty during the faculty meeting Data Overview presentation. The faculty members were delighted, intrigued and pleased that my presentation was not a “sit and get” session because they were able to interact with me and the data. In order to improve the quality of the artifact or process, I would have included an identifier component to the Poll Everywhere portion of the presentation. There was data I could have analyzed regarding misperceptions faculty members had of student trends which could have been addressed in targeted manner during follow-up meetings.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because my colleagues learned about school data trends during the interactive Data Overview presentation. The impact on faculty development was assessed during the presentation via Poll Everywhere.
Standard 2.8: Data Analysis, established the expectations that the artifact explains how I model and facilitate the effective use of digital tools and resources to collect, analyze, and interpret student achievement data. It also should also explain my ability to model and facilitate the use of digital tools to and resources to communicate the findings and the ability to model and facilitate the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning. In order to complete the Data Overview, I collected information from my school administrators and various sections of the Governor’s Office of Student Achievement (GOSA) website. I then analyzed the data in Microsoft Excel and summarized my interpretation of the demographic and student achievement data in Microsoft PowerPoint. I modeled and facilitated the use of Adobe Connect, PowerPoint and Poll Everywhere digital tools and resources to communicate the findings of the Data Overview presentation during the GACA middle school faculty meeting. During the presentation I used Adobe Connect to synchronously share the PowerPoint presentation and I used Poll Everywhere to include an interactive component to the staff allowing them to predict or summarize and provide feedback on the data during the presentation. I also modeled and facilitated the use of digital tools and resources to implement appropriate interventions to improve instructional practice and maximize student learning during the action plan questions at the end of the presentation.
While completing the Data Overview, I learned how to collect information from multiple sources including school administrators and the various sections of the GOSA website. I learned from the ITEC 7305 class how to analyze the data I collected in Microsoft Excel. I also learned how to use Poll Everwhere to engage the faculty during the faculty meeting Data Overview presentation. The faculty members were delighted, intrigued and pleased that my presentation was not a “sit and get” session because they were able to interact with me and the data. In order to improve the quality of the artifact or process, I would have included an identifier component to the Poll Everywhere portion of the presentation. There was data I could have analyzed regarding misperceptions faculty members had of student trends which could have been addressed in targeted manner during follow-up meetings.
The work that went into creating the artifact impacted faculty development and student learning. Faculty development was impacted because my colleagues learned about school data trends during the interactive Data Overview presentation. The impact on faculty development was assessed during the presentation via Poll Everywhere.