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Excel in the Classroom: Teaching
Math & Science
Workshop Links
Excel’s
use in teaching math and science offers unprecedented abilities to manipulate,
extrapolate, and interpret numeric data. In this session, Nancy Slonneger will
show you how she mentors teachers in integrating Excel in the classroom as a
student tool to increase math and science concept awareness.
A brief outline of this session:
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Raison
d’être (Reason or justification for existing)
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Background
and history of my use of technology & Excel in particular
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Discussion
of Excel’s history and ties to popularity of personal computers
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Discussion
of ten reasons to use Excel in the classroom
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K-1
- Young students can utilize Excel templates created by the classroom
teacher. Whole class graphs are an excellent way to display data
gathered by these students.
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Gather
data about themselves and their surroundings to answer questions
that involve multiple responses
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Sort
and classify objects and organize data according to the attributes
of the objects
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Represent
data to convey results at a glance using concrete objects, pictures
and numbers
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2
-3 - Can use templates and begin creating simple charts using chart
wizard in Excel.
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Formulate
questions they want to investigate
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Collect
data using observations, measurements, surveys or experiments
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Use
graphs to analyze data and present it to an audience for in and
outside the classroom
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4
– 8 - Build and format charts
and graphs independently. They explore and make decisions on what
design best displays the information they have gathered.
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Formulate
multiple questions for an extended investigation
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Compare
and analyze representations to determine which aspects they should
be highlight or obscure
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Use
the data as a vehicle to formulate answers to questions and
hypothesis and design further questions to study and explore
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Look
beyond themselves and the classroom and investigate larger issues
and questions
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Middle
school students learn more about formulas and functions
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Examples
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Conclusion
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Research-based:
According to a North Central Regional Educational Laboratory (NCREL) document, Computer-Based
Technology and Learning: Evolving Uses and Expectations By Gilbert
Valdez, Mary McNabb, Mary Foertsch, Mary Anderson, Mark Hawkes, and Lenaya Raack,
“The extent to which teachers are trained to use computers to support
learning plays a role in determining whether or not technology has a positive
impact on achievement. In a meta-analysis, Ryan (1991) examined 40 comparative
studies and found that the amount of technology-related teacher training was
significantly related to the achievement of students receiving computer-based
learning. Students and teachers with more than ten hours of training
significantly outperformed those students whose teachers had five or fewer hours
of training.”
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