Week 8 Data analysis
During our web meeting, Dr. Graham mentioned that working
with the data could be a time consuming process. I’m discovering the truth in that
statement. I’m used to dealing with
spreadsheets and graphs as organizational tools but putting that to work with
qualitative data is proving to be somewhat challenging. Much of my data is based on observations and
interview questions that are not associated with numerical scoring. This limits the types of graphs I am used to
using. One idea I had was to create
basic balloon diagrams displaying responses I received when talking with
students and parents. I’m finding this
is a good way to avoid focusing on numbers and focus instead on the answers to
my questions.
Sample
student responses
In what ways did
technology help you understand the lesson?
How was the technology a distraction?
With the data that has numerical values assigned, simple
column graphs work well.
Sample Parent responses
What am I finding so far?
1. Technology adds interest, focus, depth, and better
retention of information.
2. Students can adapt
quickly to deeper thinking skills required by smarter balance assessment
questions despite their unfamiliarity.
3. Interactive
response systems increase participation with students who are typically quiet
or withdrawn.
4. Rich graphics displayed on an interactive white board
help visual learners comprehend lessons and promote deeper thinking.
5. Graphing
calculators speed the learning process of basic graphing and effects of changes
in equations.
