References


 * Annotated Bibliography **

1. ** Ainsa, P., & Awalt, C. (2010). Videoconferencing in the early childhood constructivist classroom. (cover story). //National Social Science Journal//, 33(2), 1-5. Retrieved from EBSCO//host//. **

In this technological and modern world, communication is no longer restricted to traditional means and not limited to the field of education. During this study, videoconferencing virtual aquarium and zoo curriculum including manipulative and constructivist activities were provided to a group of graduate class of elementary educators to use within their own classrooms. Ainsa and Awalt (2010) reflected on previous research where videoconferencing technology, constructivist in nature, amplifies student motivation, inquiry, and critical thinking skills (Andrews and Marshall, 2000).

The process involved one author going to each setting and working with staff for the video web conference, while others navigated information online. Interaction was possible as a result, where many participants have never experienced the beach or ocean environment and have never been to a zoo. The authors found when participants were provided with both material from the facilities websites and live interaction, more involvement occurred. This is indeed a “low cost, low maintenance solution to geographically or economically restricted students and classrooms” (pg. 3). Videoconferencing provides both students and educators with opportunities to visit and interact with others in places other than their community. It is important to not assume that all students have had equal experiences, or even traveled far out within their own community. Our project will be utilizing this technology to communicate and connect with other classrooms. Although all participating classrooms are located in the metro Atlanta area, we cannot assume that each location is alike in climate, geography and population. Through the use of video conferencing and the internet, all students will be able to view, discuss and share about where they live while participating in this project.

**2. Bakula, Nora. Science Scope, v34 n1 p37-43 Sep 2010. **

Formative assessment measures students’ progress throughout the unit before a final assessment if conducted. Formative assessment often consists of the teacher informally assessing students through question and answer, teacher- student conferences, peer evaluation, checklists, and other similar tasks. Bakula (2010) explains “Class work and homework are beneficial to all my students, but are not always a true reflection of what they have learned because students often obtain help from peers or family members.” (p. 37). She continues to explain that formative assessment is a great way to find and eliminate misconceptions. Through formative assessment, teachers can determine what concepts are still troubling students and re-teach the material to those students in need. Without formative assessment, many students would fall behind. If teachers only use the end of unit test to determine student achievement, the teachers have missed opportunities to help raise students’ comprehension (Bakula, 2010).

Formative assessment is important in collaborative units. Students will be working together to complete assigned tasks relating to an interdisciplinary unit. As Bakula (2010) pointed out, students will be working in collaborative groups; therefore, they will receive help from their group members. There might be a student who does not fully comprehend the material but it will not be evident to the teacher through the summative assessment, the multimedia presentation. Through journal reflections and other various formative assessment, the teacher can see which students need further explanation.

**3. Banerjee, R. K. (2010, May 6). Bright Hub. Retrieved January 3, 2011, from Teacher Medthodologies: [|http://www.brighthub.com/education/k-12/articles/70619.aspx.] **

Most students learn by doing and formulating their own understanding of a concept; this is based on the constructivist theory of learning. Collaborative learning aligns with these principles. Students need to work out why and formulate a reasoning of their own instead of being told. Dr. Banerjee (2010) explains that “instead of giving them the knowledge, we have to give them the tools of finding it and understanding it and explaining it to others” (p. 1). With collaborative learning students are constantly explaining their understanding to other group members; this allows each group member to contribute. The teacher provides the necessary materials to understand and gain a deeper understanding and students are the ones sharing their thoughts. The students essentially become the teachers and the teacher simply serves as a facilitator (Banerjee, 2010).

Students will be given the materials needed to complete the assigned task as part of a multimedia project. Teachers will serve as the facilitator and not the giver of information. The students will work together to solve the problem and reach the desired goal. It is important for teachers to let go of the role of teacher and let the students lead. In the multimedia project, students will complete real life application problems outside of the classroom; it is important for students to be independent thinkers when solving the problems. By creating their own understanding, student are working towards becoming more independent thinkers and less reliant on the teacher.

**4. Bennett, Kristin Redington; Cunningham, Ann C.. Journal of Computing in Teacher Education, v25 n3 p99-105 Spr 2009. **

Bennett and Cunningham (2009) discuss using technology as a formative assessment tool. Hand-held computers were used when teachers conducted a formative assessment. The hand-held computers had collected and analyzed data for teachers. The teachers used the data analysis to determine if students were on track to meeting the final goal. The teachers in the study reviewed the collected data each week as an assessment of students. Participating students consisted mostly of special education students or students who were at risk of not meeting a state standardized test. The teachers reported the formative assessment to be beneficial for students, but there were some technology issues with the devises. In the math section of the collaborative unit, the teacher will use student response devises as a means of formative assessment. The teacher will check prior knowledge of content before students begin the field research. It is important for students to understand procedural math before they begin an in depth project. The student response devises are a great way for the teacher to quickly assess the students. The student response devises are technology tool similar to a hand help computer. The devise will provide instant feedback on each student. The teacher can quickly see where each student is in relation to the project. 5. **Dysai, H.M., (2006). Celebrating diverse minds: using different pedagogical approaches. In J. Rhoton & P. Shane (Eds.) Teaching science in the twenty-first century (pp.65-80). National Science Teachers Association. **

In the book //Teaching Science in the Twenty-first Century//, Hubert Dysai takes a look at how all students can benefit from science instruction. Taking into account the diverse cultural, economic, and academic differences of the students in our schools, quality pedagogical approaches are essential for science instruction to be successfully implemented (Dyasi, p. 66). In recent years, school systems and state departments of education throughout the United States have seriously reorganized their science curriculum, often increasing science requirements for students on all levels. Inclusive science pedagogy through inquiry can strengthen student interest by connecting the curriculum to personal events and experiences as well as strengthen teacher’s strategies for implementation. Teachers are able to better monitor student growth and understanding through the use of collaboration and active discussions. Evidence based formative assessment plays an important role in the inquiry based classroom as well through providing teachers with information and data to influencing the design and structure of lessons and activities.

Throughout my teaching career, I have worked not only in the field of special education, but also with economically and culturally diverse populations. This year is much different, where my current school’s population is not only culturally diverse, but predominantly academically gifted. Being the only special education teacher with very few students requiring specific services, I am able to work in the inclusion environment where my students interact and are taught with their grade level peers. As a result, instructional activities are regularly based on not only the curriculum, but the needs of the students through assessment, inquiry and regular monitoring. The capstone project will also integrate authentic pedagogical practices. Each participating classroom will contribute data unique to their location and compare and contrast similarities and differences.

6. F **isher, D. (2007). Checking for understanding:formative assessment techniques for your classroom.Association for Supervision and Curriculum Development. ** <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Assessment is an important part of education. Students are continuously assessed on material they are expected to learn. Formative assessment is a great tool to check student understanding on a concept without formally testing the student. In Checking for Understanding: a Formative Assessment Technique for your Classroom, Fischer (2007) explains how to use projects as a formative assessment of student knowledge. He emphasizes that the project needs to be more than a fun reward for finishing a unit. The project must challenge the students to expand their thinking and add to previous knowledge of a topic. Fisher continues to discuss the importance of the teachers carefully design projects to ensure that students are reaching their full ability through the project. He talks about four aspects that must be met for the project to be successful as a formative assessment. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be assessed throughout the unit on the <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">ir understanding of concepts related to the project. Fisher helps the instructor form a valuable lesson project that students will add to their previous understanding and extend their knowledge. In order for students to make growth in their understanding, the project must challenge each student’s intellect. This chapter is helpful to the instructor to come up with the best practices for formative assessment through a project; the instructor must make sure the project has quality problems to solve and is not serving as only a fun reward.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">7. Foote, C. (2008). //See me, hear me: Skype in the classroom.// School Library Journal, v54n1 p42-43 Jan 2008. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In this article, Carolyn Foote (2008) describes how her students were able to talk with author Cynthia Leitich Smith through Skype. The author also describes how Skype can be used for recording podcasts and enhancing the reference services of libraries. The article discusses how the students enjoyed being able to instantly speak to someone from another part of the country and how information can be shared this way. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In our project our students are all going to use Skype as a form of communication. The three elementary schools are outside each other’s districts and Skype will provide an avenue to share not only our faces, but our scientific findings. The three classrooms can use Activboards to get a large view of what the other classes found.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">8. Gillies, Robyn M.; Boyle, Michael. Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p933-940 May 2010. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Successfully implementing cooperative learning can be challenging for teachers; there are many aspects that must be addressed to ensure that students are learning. Gillies and Boyle (2010) discuss the difficulties teachers encountered in a study conducted with middle school teachers. Socialization is the most common reported issue teachers faced in collaborative groups. Students tend to spend more time discussing the events of the day instead of the topic at hand. Gillies and Boyle (2010) discuss the importance of explaining expectations to students when they work in groups. “These include ensuring that tasks are constructed so that students understand that they are not only required to complete their part of the work but to ensure others do likewise” (Gillies and Boyle, 2010, p. 934). To help with the success of collaborative learning, teachers need to lay the foundation by emphasizing expectations of student behavior. When students have the opportunity to work with collaborative groups, they become used to the format and many of the issues like socialization become non-existent (Gillies and Boyle, 2010, p. 934).

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be working with groups while working towards the completion of the unit. It is imperative that teachers know how to successfully implement and oversee group work. Teachers need to be aware of the best practices of group work that have proven successful in the past. By assigning group jobs, some problematic areas can be eliminated. A project manager can help ensure that each group member is on task, and when creating the groups, the teacher needs to be mindful of the “talkative students”. There is not much time in the day, and it does not need to be lost to socialization.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">9. Gray, L., Thomas, N., & Lewis, L. (2010). **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">echnology**in U.S. public schools: fall 2008.** //**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">First Look. NCES 2010-034National Center for Education Statistics, 2010. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">This article reports on the availability and use of educational technology in public elementary and secondary schools during fall 2008. The data results from a national school-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. The surveys collected data on availability and use for a range of educational technology resources, such as district and school networks, computers, devices that enhance the capabilities of computers for instruction, and computer software (Gray, Thomas, & Lewis, 2010). They also collected information on leadership and staff support for educational technology within districts and schools. According to the survey twenty-two percent of public schools have a video conference unit available.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The article plays an important role in our project because of the findings that many public schools still lack the technology to participate in a video conference, which is a major part of our project. I often find teachers spending their own money on cameras for Skype when the school system should be able to handle spending money on technology. A persecute for our project would be that all classrooms will have to have Internet, cameras with video and audio capabilities, and Skype downloaded on the main computer being used.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">10. Jones, A. D. (2010). Science via photography. //Science and Children//, 47(5), 26-30. Retrieved from EBSCO//host//. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students learn in a variety of ways including visual, auditory as well as kinesthetic. Integrating visuals into learning activities has been proven to make a positive impact on students. An armature photographer and science teacher, Alex Jones shares how digital media can easily accompany science lessons to increase vocabulary of all students, especially those with language deficits. Not only are students gaining and increasing their science vocabulary, but they also are building an appreciation for art and science.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Collaboration promotes language skills when integrated with multiple areas of the curriculum, especially language arts and math. According to August and Hakuta (1998), research also shows primary language support facilitates cognitive and academic development (pg.28). Students learn from each other when provided opportunities to share and discuss academic tasks. Photographs are also used as formative assessments where students are able to discuss what they observe or as writing prompts.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Cooperative learning has been implemented in my classroom since I began teaching many years ago. Typically found in reading instruction, providing opportunities for students to learn from each other has also been successful in all areas of the curriculum. Students who are more experienced learners can share what they know with their peers and vice versa, providing a comfortable environment for all. Also, it allows students to take more responsibility for their learning while in groups. Through the utilization of technology, our project will provide each participating classroom opportunities to share information and data unique to their environment and location within the Atlanta metro area.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">11. Krall, R. (2010). Cruising the climate with spreadsheets. //Science and Children//, 47(8), 46-51. Retrieved from EBSCO//host//. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In general, data collection and organization is an integral element for sharing results to others. Elementary students are especially capable of gathering necessary data and information especially the status of the weather in their community. This process is an excellent method for young students to learn about weather patterns and climate and the internet provides additional resources to compare and contrast collected data over time. According to Krall (2010), elementary students are capable of using tools such as spreadsheets and software as used by scientists to create graphs to be able to observe patterns within their data (pg. 47).

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Younger students will require an introduction to graphing concepts prior to using software programs. Paper and pencil graphing activities are easily available in the classroom for these students. Modeling and scaffolding of the necessary skills for data collection and analysis are important for students to understand and grasp the concept of what their data represents. Formative and summative assessment can be implemented through group participation and observation to determine understanding.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In all areas of the curriculum, statistical data and information is used within lessons as well as to drive instruction. Math and science curriculum at my school is greatly emphasized at a younger age to prepare our students for higher level course work in the middle and high school settings. It is important for our students to be able to use and interpret information provided them to participate in the many project tasks. This skill will be useful and beneficial to them in years to come.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">12. Kumar, Rashmi. Young Children, v64 n3 p91-95 May 2009. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Various parents have expressed concern with collaborative learning; some are concerned that their child will be pulled down by lower students. Kumar (2009) addresses common concerns on cooperative learning in an article about cooperative learning. Kumar explains that cooperative learning helps students see different perspective and viewpoints on a topic than an individual would notice when working alone. He points out that collaboration promotes student thought and stimulates academic discussion and debate. Students often form their own opinions of a concept, but “a collaborative setting gives students the opportunity to create new meaning from previously gained knowledge” (Kuman, 2009, p. 92). Students can learn from one another and add to their current understanding.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students will be working in collaborative groups within the classroom while completing the unit, and students will be collaborating with two other schools. Students will gain various perspectives by collaborating with schools that are located in a different region. Students will be exposed to other students and their viewpoints; it will be beneficial for the students to see varying ideas and to converse with students that they do not normally interact with. Students will be working in collaborative groups in the classroom as well. Each student will have a job to help contribute to the group. Each group member can add his/her thoughts and observations to the project; this will provide various viewpoints to the whole project. By working with a group, the project will be more diverse.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">13. Lin, C.M.& Lu, M.(2010). //The study of teachers' task values and self-efficacy on their commitment and effectiveness for technology-instruction integration.// //US-China Education Review v7 n5 p1-11 May 2010.// **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The purpose of this study was to investigate the current situations and problems of primary school teachers' technology-instruction integration. By implementing the approach of cognitive motivators and the human performance technology (HPT) theory, this study also investigated the relationships among teachers' cognitive motivators (self-efficacy and task values) and their commitment and effort on technology-instruction integration (Lin & Lu, 2010). The researchers delivered 2,952 questionnaires via Internet in January 2008. There were 1,549 replies. The results were that the time teachers devote to use technology into instruction is about 1-3 hour(s) per week and the level of technology implementation to use was low. Besides, teachers' self-efficacy and task values have impact on their commitment and effort on technology-instruction integration. Teachers' age and the length of teaching presented opposite correlations with their commitment and effort on technology-instruction integration (Lin & Lu, 2010). Teachers have a lot of difficulty understanding computer-animation related multimedia materials to help students clear their abstract learning concept to concrete. The study ends with a need to increase technology training for teachers.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">T <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">his study is relevant to our project because of the heavy use of technology in the project. The study backs up the idea that as teachers we need to increase the amount of time we spend utilizing the technology that we have available to us. Technology can also be used to differentiate using a universal design for learning model. The study shows that if a teacher is not comfortable with using technology then there is a high chance that there will not be a lot of use of technology in that classroom. Our project is designed by individuals going into the educational technology field and can be easily taught to other teachers that are interested in using technology to help guide instruction.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">14. Lorenz, B., Green, T., & Brown, A. (2009). //Using multimedia graphic organizer software in the prewriting activities of primary school students: What are the benefits?// Computers in the Schools, v26 n2 p115-129 2009. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Writing samples of primary age children were evaluated both with and without the use of multimedia graphic organizer software. The students had various writing abilities and they were each given two opportunities to participate in prewriting activities. First, they worked on their prewriting the way that they had traditionally done it and secondly with the use of a multimedia graphic organizer software. The results of the study indicated that the use of multimedia graphic organizer software can provide some benefits to writing for elementary school children.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">We are going to use at least one graphic organizer in our project and looking at the results of this study we may want to incorporate a multimedia graphic organizer instead of the traditional paper/pencil method. Using this method would also increase the amount of technology used by students during the course of our project. Computers are available at all three of our schools and we would have to research to see if there is free software that we could all use.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">15. Maher, D. (2009). The importance of elementary school students' social chat online: Reconceptualising the curriculum. //Computers & Education//, 53(2), 511-516. Retrieved from EBSCO//host//. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In this modern era, the internet has become a most important resource and learning tool. Communicating with others through online chat provides students with learning opportunities no longer limited to the walls of the classroom. Within this study, students in a Sydney primary school examine the importance social chat has on the learning process compared to conventional face to face interaction over a one year period. Informal interactions include social contact which usually is reserved for face to face interaction (Bloch, 2002). As a result, it is necessary for students participating in online chat to establish a relationship with each other to then focus on the learning task.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Over the year, students eleven to twelve years old participated online where data was collected through observation, interviews and recorded discussions. Sessions were limited to forty minutes each week over eight instructional lessons. It was observed that a high level of social interaction took place, mostly during openings and closings of every session and included personal interests and activities. In conclusion, those students who included more personal interaction also included more on topic discussion during their sessions, leading to better performance. Those with less personal interaction during sessions also spent less time on task. Those who have connected on a personal basis during online chat sessions provided a comfortable atmosphere for learning to take place.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In this era, web 3.0 tools have opened learning opportunities to beyond the walls of our classrooms through interactive and digital media as well as the internet. Just as we instruct students to appropriately use writing and speaking etiquette, the same attention should be placed towards online communication with others. During our project, all participating classrooms will communicate in a variety of forms, mainly through online and video means. Students will be responsible for participating appropriately while still directing their attentions to the specifically assigned tasks.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">16. Marshall, J.C., Horton, B., Igo, B.L., & Switzer, D.M. (2009). K-12 science and mathematics teachers' beliefs about and use of inquiry in the classroom. //International Journal of Science and Mathematics Education//, //7//, 575-596. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">According to Marshall, Horton, Igo, & Switzer, inquiry standards derived from the //National Science Education Standards// and the //Principles and Standards for Teaching Mathematics// are not being realized (p.575). A survey was provided to over one thousand math and science teachers in grades kindergarten through twelfth over a ten day period in a southwestern school district to measure individual beliefs concerning the use of inquiry in the classroom. Many areas, not limited to grade level, personal opinions and feelings, subject area taught, as well as the education of each participant was included. Results found all participants held an opinion that inquiry opportunities in the classroom are indeed necessary and more time should be allotted during the instructional day. Also, the amount of time spent on inquiry within the classroom decreased as the grade level increased. Elementary classrooms, by nature, include more instructional activities integrating inquiry than middle and high school, especially the area of science. More female teachers were also discovered to integrate more inquiry activities into their teaching than male teachers.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The instruction of elementary age students involves much questioning, observation and discussion to determine mastery of curriculum materials. Most young students have not developed the writing skills necessary to communicate adequate understanding and mastery of curriculum standards. Therefore, these students require alternative means to correspond what they have learned to their teachers. Our project will consist of many activities where both students and teachers will utilize inquiry skills. The activities, as well as the interaction between all participating classrooms will provide opportunities for the students to collaborate and ask questions to each other

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">17. Marzano, R., Pickering, D., & Pollock, J. (2001). //Classroom instruction that works research-based strategies for increasing student achievement.// Alexandria, VA: Association for Supervision and Curriculum Development. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The book details strategies that can increase success in the classroom if applied correctly. From note taking to homework Marzano explains step by step the process of which the strategies can by applied. “Note taking is closely related to summarizing. To take effective notes, a student must make a determination as to what is most important, and then state that information in a parsimonious form” (Marzano, Pickering, & Pollock, 2001). The book explains that verbatim note taking is the least effective way to take notes and that graphic organizers are one of the best ways to organize thoughts.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">One aspect of our project is collecting scientific data and presenting it to the other schools. Our students need to understand how to take good notes and prepare their findings in a manner that will be easy to understand for the other schools. Note taking and the use of graphic organizers can increase the ability of our students to gain understanding of the material taught. Also, our students are going to be using the Internet as a resource for information and they will again need to know how to take good notes and separate ideas.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">18. Pellegrino, J., & Quellmalz, E. (Dec. 2010). //Perspectives on the integration of t// **//<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">echnology**and assessment. Journal of Research on Technology in Education,** //**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">v43 n2 p119-134 2010-2011. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">This article considers uses of technology in educational assessment. It looks at assessment cases such as large-scale testing programs as well as classroom-based programs. It looks at various ways technology can be used for assessment. The article also gives strategies for developing balanced, multilevel assessment systems that involve articulating relationships among curriculum-embedded, benchmark, and summative assessments that operate across classroom, district, state, national, and international levels (Pellegrino & Quellmalz, 2010). It discusses the various roles technology can play in an assessment-based information system. It concludes with a glance of the current state of the field as well as the potential for technology to help launch a new era of integrated, learning centered assessment systems.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The article is important to the project because assessment has to play a role for students. However, what the assessment looks like needs to take some looking into. After reading the article I think that we need to look at using technology as a tool for assessment or at least offer it as a choice for students that do not par well with paper/pencil methods. Overall, the push seems to be that technology is closing a gap to help interrelated students participate in general education classrooms and our group needs to take this into consideration when creating assessments.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">19. Sherrod, S., Dwyer, J., & Narayan, R. (2009). Developing science and math integrated activities for middle school students. //International Journal of Mathematical Education in Science & Technology//, 40(2), 247-257. doi:10.1080/00207390802566923 **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">According to the National Council of Teachers of Mathematics, students learn math with understanding which leads to actively developing knowledge from experience and prior knowledge (NCTM, 2004). To promote the usefulness of math, it is necessary for students to develop an understanding of how it is an integral component of science through data analysis. This paper reports the development and refinement of math and science activities for middle school students through an introduction of integrated activities involving prior knowledge (pg. 247).

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">It was determined when students were provided learning tasks which involved active learning opportunities; it resulted with increased involvement and attention as compared to lessons involving lecture and less interaction. Demonstrating the connection of math and science in real life tasks set the stage for learning to occur.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">During this project, the activities and lessons will include real life topics which involve the integration of math and science activities. Students will collect data related to their environments which will be organized and presented to the other classrooms to be compared and analyzed. As a result, it is necessary for all participants to have adequate practice with using data in both areas of math and science.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">20. Wilson, P. R.; Wilcock, R.; McNally, I.. IEEE Transactions on Education, v53 n2 p297-305 May 2010. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Students often do not see how concepts can connect to other subjects; it is important to help students be connected to what they are learning. McNally, Wilcock, and Wilson (2010) discuss how interdisciplinary projects can improve student achievement. Students worked in collaborative groups to complete an assigned project; the students completed the assignment through the use of technology. Students who were more engaged in technology and open to using technology seemed to relate to the project more than those not wanting to use technology. It was reported that some students valued technology more than others. McNally, Wilcock, and Wilson suggest that the importance of technology is reiterated prior to the project to help with student engagement.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">While completing the collaborative unit, students will be using technology to report their findings and form a multimedia project. Students need to be familiar with technology and the benefits before beginning the project. Each student brings various strengths to the group; technology can each student use his/her strength to the maximum potential. Students will work on the unit in various classes throughout the day; this allows students to make connections to other contents and see relationships that might not have been notices otherwise.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">In researching various sources to help find the best practices for education, I found journal articles to be the most beneficial and helpful. There were an abundance of articles available through the Walden Library that related to topics pertaining to the collaborative project we are developing. The material I read helped me better understand implementing formative assessment as a part of the unit. Also, I researched the best practices for successfully implementing collaborative learning in the classroom. The journal articles I found contained valuable information that will help me make informed decision as I create assessment activities and design the collaborative groups.

**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">21. Zollman, A.(2009). //Students use graphic organizers to improve mathematical problem-solving communications.// ** **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Middle School Journal, v41 n2 p4-12 Nov 2009. **

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Getting students to improve their problem-solving ability is a key goal of mathematics teachers. To address this goal, the author, who is a university mathematics educator, and nine inner-city middle school teachers developed a math/science action research project. This research study describes their approach to mathematical problem solving looking closely at students who use graphic organizers to organize their ideas improve their comprehension and communication skills. It discusses graphic organizers and their potential benefits for both students and teachers. It describes the “four corners and a diamond” organizer and discusses how to apply the organizer to your class. All teachers responded that they had improvements in their student’s mathematical scores at the end of the study.

<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The “four corners and a diamond” organizer covers the areas of what you need to find, what you already know, brainstorming, try your own way, and what did you learn. We are going to incorporate a KWL chart in our project and this graphic organizer can also be used to push what information our students know a little further. The research study was conducted in the content area of math, but this graphic organizer can easily be put to use in any subject.