Numbers 4: Intimidation vs. Interpretation

This week, our task was to interpret a set of data and  form a null hypothesis and alternate hypothesis for the data. A null hypothesis suggests there is no significant difference between two groups being compared. I liked the comparison to the grumpy old man...very stubborn.  An alternative hypothesis  for a set of data suggests there is a difference between the sets.  For this set of data, the following 2 hypothesis' are listed:

Null: There is no difference in race/ethnicity in 8th grade Reading Test scores in 2013.

Alternate: Race/ethnicity has an effect on 8th grade Reading Test scores in 2013.

After viewing Dr. Pierce's Screencast about how to perform a T-Test through Excel, I jumped right in. No more intimidation for Excel assignments for me. I used the data analysis tool to t-test White/Hispanic, Hispanic/Black, and White/Black scores on the 2013 8th Grade NAEP Reading Test. A simple process in itself was supported by the easy-to-follow screencast. Here's a look at my 3 T-Tests:

Each P value was less than .05 or 5%, which allows us to say with 95% degree of certainty that if these samples of student populations were tested again, the test would yield similar results. I am wondering if this t-test analysis proves a test's reliability? From what I understand, reliability is the sample tested will show very similar results.

This activity is relevant to teachers today because we are modeling digital age work(NETS 3a) using relevant statistics, especially when it comes to discussing Title 1 Services vs. Ethnicity/Demographics/Etc. These T-tests could also be used to collaborate with peers(NETS 3b) considering the scores between each classroom based of female/male, hours spent in instruction, etc.

Bottom Line: This Excel stuff is really growing on me.

Numbers 3: Describing Descriptive Stats...and some other stuff

It's getting easier! Excel and I are slowly building our relationship. This is now the 3rd time I've used the average, standard deviation, maximum, and minimum formulas. It's very comfortable to use and paint these functions into other columns and sheets. I also noticed we were able to download the spreadsheet from a App known as Dropbox. From what I understand and have heard from other people, this is a great way to share files. And it seems to be slightly less complicated than a Google drive. Something I'd like to look into a little more.

I am also familiar with using a data sort function with my spreadsheets. My school is using Excel to progress monitor our students throughout the year. We have a spreadsheet for reading and math. Using the data sort tools we can easily identify the lower half, 10%, etc. of our students in report card grades, unit tests, or any other data point we use. This has been a very helpful way to promote discussions between teachers about struggling students and interventions being used. That being said, I still had a few difficulties when creating my scatter plot. Take a look below:

You'll notice my X-axis has a numerical value for the state names. It took me a minute to figure out why it happened-the program used the cell number to identify the states. I tried various ways to alter the design, layout, and format tabs with Excel charts, but still could not figure out how to have the state names show up. Anyways, Virginia is #27. Dead average between the states. This was fascinating to me because I've always considered Virginia's schools, most notably, NoVa's school systems, to be up and coming and very good. Average is certainly better than below average, but knowing this is going to have an impact on my decisions for my future. I am a young teacher who does not have my own family to consider when moving. However, theses statistics could impact my choice of a possible new state to move. I've been really pulled towards North Carolina, but unfortunately, this state has a reputation of poor school systems, poor teacher benefits, etc. This spreadsheet lists North Carolina at #40...significantly lower than most.

This activity addresses ISTE's 1b:Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. This spreadsheet lists NAEP scores on reading tests for 8th graders and the assignment asked us to consider the difference in male and female averages as it relates to testing. I also felt I met 3a,c,d and 5d with this activity. Self renewal in the teaching field sometimes requires a move...system within the state...or perhaps a new state altogether.

Numbers2: IF function is true, then IF function is...

Excel, we meet again. And how fascinating are your intricate formulas. The IF function is a formula that allows the spreadsheet creator to check and see if certain conditions are true or false within the data. You can see my work below(using a screen capture through Jing) or click on this LINK to my Google doc drive.

As I was researching ways to easily enter this function (via Youtube and Excel Help), I was really interested in using this assignment with my students. Now, I do teach third grade, so this would be a HIGH level of technology development, but using the If Function is a great way to connect "cause/effect" and numbers within the classroom. When entering the formula, the teacher can describe the formula as follows:

=IF(I17>89,"A",IF(I17>79,"B",IF(I17>69,"C",IF(I17>59,"D","F"))))

Students as low as second grade can understand the definition of the < and > symbols. They've known it as comparing numbers alligators in my classroom all year. How practical for an elementary student to begin using Excel...not that this technology may be vintage by the time they enter the work force, but useful nonetheless.

FCPS uses a program called Gradequick to document and analyze student grades. This program automatically calculates each average by term and yearly total. This assignment made me realize that perhaps not every school district I choose to work in will have this luxury(although most have a gradebook-type system) and this function is extremely helpful.

Completing this assignment addressed the following 3 ISTES for teachers: 3a, 3d, and 5c. I feel I most benefited from 5c-making effective use of existing and emerging digital tools to develop student learning. I think my students would truly benefit from a "Calculate Your Own Grade" activity using Excel.

numbers 1..a battle won against excel

<----Self portrait take 2. These past two weeks have blind-sided me. (read absolutely exhausted me). I've been playing catch up with many things, my blog included! Here's some thoughts about my Excel experience:Take 1.

I know that this Excel program is meant to make calculating values (averages, ranges, etc), but unless you know the shortcuts, it's a miserable and tedious task. This in itself, especially in our "must-have-now" generation, is enough to turn Excel users away. I took a course this fall regarding basic statistics(terminology, application, etc) and some Excel formatting. This class was a great introduction to copy/paste formatting, labeling, and creating formulas within Excel. 

My personal experience has been if I don't continue to practice something, read something, etc...I will eventually forget. I did have to reteach myself using Dr. Pierce's Jing movies, but was able to pick up skills quicker the second time around. Here's my Excel Spreadsheet. As I was uploading my document to Google Drive, I chose to share this spreadsheet only with people who have the link. That being said, all who view this blog post will be able to view my spreadsheet.

I think this activity allowed me to re-familiarize myself with Excel as a way to transfer my current knowledge of the technology in a new situation, such as my classroom(NETS 3a, 2c). Using Excel and its formulas also allow me to model effective use of Excel to my peers and share/open the possibilities to use the technology(NETS3d).

Jing Screencast

Jing screencast and me. What an adventure! This tool is just as easy to use as the original Jing screen capture, but does take practice to make it run smoothly. If you've already installed Jing, you've got the capabilities to create a screencast video. The Jing sun will act as your Jing home tool that will allow you to capture your images, videos, etc, edit them, view your saved images, and learn more about other tools and features with Jing.  At first, I selected a small screen area to record my screen capture. This did not capture all the different things I was doing on my screen, so I had to start over with a larger recording area. You select your recording area the same as you would for a screen capture single shot.

Jing Screencast will give a countdown to 3 before it begins recording your actions. You will also need to select if your microphone will record as well. For my first time, I chose to have a muted video. I want to make sure I have a script together if I'm sharing this with staff or students. After you have completed your video, you are automatically prompted to save(to your Jing history) and it will also give you an address to access your Jing video online. Check out my video on how to create a World word cloud using VDOE SOLs required for third graders.

As I tried uploading my screencast video to my blog, Blogger was experiencing trouble processing my video. I looked on my document drive and the file is saved as a .png file. I'm curious to see if this is what is causing my issues. Otherwise, I'm pretty sure a screencast movie is a .swf file.

Since my video had some issues, here is the LINK to my screencast video URL. 

I think this will be a great tool to use in the classroom. This will also help share new technology with staff-especially those staff members who have been around a while and are interested in learning new ideas, but are having trouble navigating. If you have a substitute that can play a video, no need to worry about adjusting tech-heavy lesson plans if you're absent. By creating a Jing screencast, you are sharing relevant information with students, parents, and peers addressing NETs T 3c standard.