T Test and Data

Here is my example of conducting a T Test on the data given with Gender and Discussion Posts.

Here is my example of conducting a T Test with the given data on Gender and Millennial Age Score.


Below is the completed charts from the activity that Dr. Pierce asked us to do.

With the bottom two charts, Dr. Pierce asked us what about the impact bewteen Chrome and IE on Scores? This indicates that these two had the least impact on scores!

So back to my original research questions, hypothesis, and null hypothesis:

Research Questions:
    1. Why do the Males have more discussion postings than females?
    2. Why do the Females have less discussion postings than males?

Hypothesis:   

 1. Males have more discussion postings due to their lower Millennial Age Score.
 2. Females have less discussion postings due to their higher Millennial Age Score.

Null Hypothesis:  There is no difference between male and female and discussion postings.

Independent Variables: Gender (sex)

Dependent Variables: Discussion Postings and Millennial Age Score.

Millennial Information:

Within the Femalse 14/22 are to be considered Millennial due to being 73 or higher = 63.63%.

Within the Male 3/7 are considered Millennial due to being 73 or higher = 42.85%.

Discussion Postings:

The first thing that I did was run the Desriptive Data on just Discussion Postings alone. That helped me to determine that the Median was 15. So from that I formulated that those who had 14 or less discussion postings should have Millennial scores higher than 73. In saying that those who had 15 or more discussion postings should have a Millennial score less than 73. I broke the data first into males and females due to my Hypothesis. This theory held true to 1/3 males in the 1-14 discussion postings range and 2/4 in tge 15- and up discussion postings range. This creates a combined figure of 3/7=42.85% accuracy. I then examined the females; for 8/11 females this theory was accurate in the 1-14 discussion postings category. 5/11 were true in the 15 and higher discussion posting category. These combine for 13/22 accuracy in my hypothesis which falls at a 59%.

I feel that my hypothesis seems to be more accurate with the Females than the Males due to my calculations. So do Females have less discussion postings because of their Millennial Age Score? Sure 59% of them do. Do Males have more discussion postings due to their lower Millennial Age Score? For 42.85% this is true.

In regards to my Null Hypothesis I feel as if it seems to still be valid. This can stand its ground due to the fact that there is a difference between males and female for discussion postings.

This entire activity is a total reflection of standard # 5. T Tests are a useful way to demonstrate data in a manor that reflects students progress and self reflection on the teacher. This is useful in how we may change our instruction, see our areas of weakness, and make connections of why students are where they are. (In positive and negative ways) This allows a teacher to see the students strengths and weaknesses. This allows insight for the teacher to determine what to do about the weaknessess and turn them into strengths. By using a T Test we are not just looking at one variable we are able to use multiple variables in which allows us to dig deeper and become more precise in the accurate use of data.

This activity was the most difficult and most time consuming of them all! There were nights of tears and tons of frustration!!

Self-Assessment @ Midterm

I found the self-assessment to be a neat way to see exactly where I was at in this class. I am concerned with this due to completing it once and for some reason my instructor did not get it. I think I may have put my married name instead of my maiden name. I was able to count, plug, and place the information quite easily. I also like the option of having an area where you can type in a short/long answer to a question.

This would be a great tool for my student to do if conducting a class project and being able to assess their progress on it. I am currently in a collaborative Reading class  where they have to do three large book projects for the entire year. This activity is something that is on going and occasionally have time to do this in class. This tool would be an ideal way for them to track their progress and see if they are where they should be.

This activity best matches with Standard #2: Design and Develop Digital-Aged Learning Experiences and Assessment. This tool is exactly that.  This is a learning tool that can help students self assess their progress. This helped myself and I am positive it would help my students to see what they have learned and to witness their individual growth of knowledge. This tool is personal and you can make it as much or less personal as needed. This can be molded to meet everyone's individual needs and possible disabilities. It was also helpful in the kick back data of placing all the class' information together in one spread sheet to assess where you were as to the rest of the class.

Here is where you can go to see the midterm self-assessment that I actually completed twice!

Data Analysis/ Research Question and Hypothesis

Using the data that was provided to us I formulated my Research Questions, Hypothesis, and Null Hypothesis.

Research Questions:
    1. Why do the Males have more discussion postings than females?
    2. Why do the Females have less discussion postings than males?

Hypothesis:
    1. Males have more discussion postings due to their lower Millennial Age Score.
    2. Females have less discussion postings due to their higher Millennial Age Score.

Null Hypothesis:
  The number of Blog Postings is not dependent upon being male or female.

With the data given our age and gender would be considered as the Independent Variables. The Discussion Posts, Millennial Age, Blog Posts, Personality, Fake Quiz, Browser, and Teaching/Non Teaching would be the Dependent Variables.

I began by sorting the information into two groups; male and female. Then I went through and found the averages of each sub heading per gender. I document the averages and compared the information to formulate my information.

Females: 22 total
D posts: 344=15.64
Mill Age:  72.73
Age: 31.82
B Posts: 15
Personality: 3/22 = 13.6% on all  of the following/ ISFP, ISFJ, INFP, INFJ, ESFJ
T/ NOT T: 72.73% are teaching
Quiz: 74.59%
Browser: Internet Explorer

Males: 7 total
D. Posts: 116=16.57
Mill Age: 69.57
Age: 33.29
B Posts: 16.86
Personality: ESFJ = 2/7= 28.5%
T/NT= 4/7 teaching =57.15%
Quiz: 79%
Browser: S 2/7=28.5%
              IE 2/7=28.5%
              FF 2/7 = 28.5%

Standard #5 would best match up with this activity. This again would involve self reflection and growth with data provided by assessments with the students. In conducting this activity the outcome would be the improvement of student learning. This would make the teacher become more involved in the decision making, development, and modeling of technology skills. This can be conducted throughout the school year to appropriately assess professional practice and use of Excel to support student learning.

Excel Activity and Data

With this activity I was able to obtain the information in an Excel doc and Find/Replace the variables with a numeric code. Here is the data that was presented with the variables.

 Here is the data after I went through and Find/Replaced all the variables with numeric codes.

This activity would best match up with Standard #5: Engage in Professional Growth and Leadership. The first thing that came to my mind with the tool of Find/Replace is confidentiality in special education. This would be great to keep the names and specific content confidential but for a person to look at just the numbers they would have no idea what they meant. The creator of this would be the only one to know what it all exactly means. This specific activity is for an educator to take the information that we "collected" and assess it to correlate connections between columns. This will be a way for teaches to assess themselves especially with an activity that relates to an action research plan/project. This technology tool would help students gain academic success and teachers to reflect if their practices are effective or not. In doing this there is self reflection and self growth that will transition into student success!

With this information I explored how to sort the given information. I began by the separation of Males and Females and then worked from there. I wrote down the averages of each section per male/female and categories. The class average of blog posts was 15.45 and the amount of blog posts that I have is 17. This places me above the class average.I am in the process of taking the data that I have organized and evaluating it to make connections for my hypothesis that I need to present.

Data Analysis Tool Pack

This activity was a trip. It took me about 20 minutes to realize that I needed to pull up Excel. I was trying to use the tool option through Internet Explorer. Once I had Excel pulled up I could not find that wonderful Tool option bar. I browsed through my tabs and went to the File tab. Once I had that pulled up I clicked on the word "Options". This pulled up a screen and found the choice of "Add-Ins." I clicked this and jumped for joy when I saw the option of Analysis ToolPack. I then clicked on the option of Analysis ToolPack and it brought me up to the boxes to manage my add-ins. I did select both the regular ToolPack, the VBA Toolpack option and then selected ok. I hope that was ok to select them both. So in conclusion I was able to locate the Analysis Toolpack, select what needed to be selected, and I am hopeful that this is the completion of this task.

This page was a tremendous help to me. When I found this was when I realized that I needed to be in Excel!

I feel that this standards best relates to standard number 5: Engage in Professional Growth and Leadership. This tool is good for true reflection in the use of data for an Action Research Project. When I completed my action research plan I used a variety of charts and graphs to show/reflect my students progress. They say that the proof is in the pudding. I was able to clearly see if my students were improving or declining. If they were declining I had to ask myself why and reassess my instruction. I did not use Excel in my data process but I am sure that I could have. I am not very knowledgeable about Excel and so I did not use it. With this class and the activities to come my opinion will change!

PEW: How Millennial are You?

You can go here to find out your Millennial Score and see where you rate. This activity has many questions that are geared around technology and how obvious some of my answers were. While I was answering my questions I thought about my parents and how different their selection of answers would be. Times have dramatically changed over the years. My score was an 83 and is considered to be Millennial. The scoring range began at 73 which included the year 1981 and up. I was born in 1982. I was also surprised that the Generation X score would start out as low as it did. I figured that the minimal score would be somewhat higher.

Here is the summary page that explains what it means to be Millennial. Those who are Millennial are up for change, are connected through technology, and are open to diversity. This summary is very informative and for the most part I agree on their views and opinions of who they considered to be Millennial.

I feel as if this activity best matches up with Standard #2: Design and Develop Digital -Age Learning Experiences and Assessments. This could be used for assessment knowledge in where my students are at among the Millennial line. This is an ideal way to get to know my students and how to appropriately connect with them. I would use this tool to construct and prepare lessons and activities. This would help me to indicate my students interests and what they may not want any part of. This activity would help me to mold and shape my classroom into a technology-enriched learning environment. In doing this I would be able to look a the students as individuals and would be able to reach all their different learning needs. Lastly, this would help me to construct activities, lessons, and assessments that best fit my students!

Jung Typology Test

Here is where you can go to take this personality test. In the process of this test I had to really think about what the question was asking of me. Many of the questions were cut/dry or black/white answers. There were a few that were thinking questions. After taking the personality test I was not surprised with the outcome. This activity had me matched up with the code ESFJ. The results were interesting due to the only difference was that of one letter, the letter F. This is where I had some internal debate of decision making. With the reading I chose T for thinking where as taking this personality test it came back F for feeling. I was unsure of exactly where I fell and to be honest I still feel as if I am in the middle of the two. This personality test has me being very expressed extravert = 100%, moderately expressed sensing personality = 25%, moderately expressed feeling personality = 50%, and moderately expressed judging personality = 56%. I thought it was crazy that this had me at being 100% extravert. I do feel as if this is me! I am outgoing, love to talk to people, and enjoy being around people. I am not one to be by myself. I am active and in constant action. I do enjoy talking out loud about problems and to hear what other have to say about them.

I think it is important to understand what these outcomes mean. I feel as if my strengths are what pushes me to be the best teacher that I can be. If I have a problem I ask for help in which I encourage my students to do the same. I encourage classroom discussion and movement within the classroom. I like for them to solve problems by talking it out and using common reasoning to do so. I do however feel like I neglect the quiet or shy students. I assume that all students would like to be social and talkative but I know that not all feel that comfortable. I also need to take into consideration the students who are extremely soft-hearted  and who could get their feelings hurt easily. I am too abrasive and possibly aggressive in conducting myself where I need to maybe bring out my softer side more. I think with a group of teachers or even principles this would be a great tool for them to really put themselves in check. I think that all teachers need to do this and possibly conduct it within their own classrooms. I feel this would be a great tool for collaborative settings as well. This will allow others to see their ways and methods and that just because someone else's ways are different that does not make them wrong. Where one teacher may struggle in an area the other teacher may be able to compensate. I also think of my husband and myself. He is my balance and my check. He knows how to calm me down and make sense of things. Where if it was anyone else I would not listen to them. Not only could this be a good tool for the classroom but life as well.

With all the given information above I feel as if this would best match with Standard #5: Professional Growth and Leadership. This tool would only help in the improvement of teachers instruction. This is something that would be a lifelong activity to see if growth or change is actually made. This activity would demonstrate a digital tool and its effectiveness on educators, students, and administration. The biggest idea of this is self-renewal and reflection. How many times do we say how can me make this stick....How can we be better educators?  I feel this is the first step. One of the hardest things to do is to accept our weaknesses but in turn the results are our strengths. This will help promote educator growth and student academic success.

Myers and Briggs MBTI Basics

Here is where I went to locate the MBTI Basics personality inventory. As I was reading the article I had to pull up the descriptions of each term to indicate what the terms meant. I was glad that I did that because the terms themselves were somewhat misleading. The first heading being Favorite World I thought for sure I was Introversion but after reading the descriptions I knew that was not the case. I felt as if I am definitely Extraversion. The next heading being Information I was not sure either way if I was Sensing or Intuition. After reading the terms I was able to gather that I was Sensing. Just to look at that word I would not think that would be the case but sure enough I am. I think the most difficult one was the Decision choices. I found myself between thinking and feeling. I do not consider myself cut or dry with the two of them. When reading this I made the choice of being "Thinking." The last sub heading of Structure was easy for me after reading what the two terms stood for. I was able to indicate that I was a J for Judging. I was able to agree with all the selections of letters for my code being ESTJ. I still battle between the Thinking and Feeling for Decisions.

I am a very involved person. I do not sit down and if something is going on I am right in the middle of it. I sometimes get myself in so may things at one time that it is hard to stay on top of everything. I love people and socializing. My husband and I have people over at our house every weekend. During the week we are having people over for dinner or going out with friends to dinner. I like to talk about things and get it all out. I am not one to be quiet or shy at all. I agree with the fact that I use my senses with everything. I am very concrete and hands on. I use facts and vital information to solve problems and issues. I look at the "bottom line" about everything regardless of feelings of others. I go by my life experiences and others' experiences before going off of symbols or words. In doing this there are times that I have overlooked information or new approaches to issues. I selected T for thinking when reading this. I feel as if I do appreciate the technical and scientific fields of logic but I am somewhat torn with the concept of feeling in there. I do feel as if i look and find the basic truth in all types of problems and issues. I do try to not be biased or impersonal, however I do tend to allow my feelings of others and myself sneak in. Lastly, I am a J all the way. I function in a planned, organized, orderly way. This help me feel in control and comfortable with life. I am task oriented, I make lists all the time (like on my desk to complete this activity), I have to finish things before I do leisure things (like do this before I eat my lunch), and lastly I am the type that completes something extra early so in case I make a mistake I can hopefully have time to make corrections if needed. I can't stand having something due hanging over my head.

According to the 4 Temperaments I am a Guardian. With the code and reading the article I would be under the Supervisor Tag (ESTJ). I feel that this is very true an appropriate. I really like where it talked about how human relations follow along the traditional lines. I do hold marriage and parenthood very high which does not seem to be the case as much... especially with friends my age. On my Facebook page I have that my motto is "I am what I am, like it, love it, or hate it!" I feel as if this is a very accurate description of myself . Here you can read all about the type of temperament of being a Supervisor Guardian.

I would best relate this activity with Standard #5: Engage in Professional Growth and Leadership. This could greatly improve our professional practice, especially in a collaborative setting. It is important for me to be able to identify my strengths and weaknesses. This activity allows me to see what type of person I am and my feelings about relationships and life. I feel that all teachers need to do this to evaluate themselves to better understand their individual processes and views. This can help teachers work together in each of their areas of   need. In doing this we can create a better learning environment for the students. This can help us to evaluate and reflect our own professional practice by the use of this technology tool. This will allow self renewal/ reflection and contribute to student academic success.

Audacity Podcast

Here is my completed Audacity Podcast. This project was intense and complicated. I did enjoy finding and searching for the music, interviews, and content for this activity. I chose Michael Jackson due to knowing that there was going to be plenty of information out there for me to find. I retrieved all my information from YouTube and then converted them to mp3s using the bender converter. The most tedious part was the editing of the tracks and timing everything just right. I think this was so difficult for me due to my OCD compulsion kicking in.

This activity would be perfect for research activities in the classroom. Research can be done in any subject and at any grade level. It is important to of course recognize that the expectations of younger students need to be lowered than that of high school students. Right now in my collaborative social studies class they are learning about ancient Mesopotamia. It would be great for them to choose a focal point of this time and create a podcast of some sort. Say the student selects King Tut. They could find a segment on King Tut and possibly add some type of music that could go along with it. They could then record something specific that they learned from the information that they were able to find. The only catch would be that YouTube access is blocked at our school but we can ask for permission to unblock certain videos. This activity would be something to incorporate in the students' Tech-Step program that is now being integrated.

Audacity would best match up with NETS Standard Number One: Facilitate and Inspire Student Learning and Creativity. As an educator I would being with modeling this activity by incorporating this with the appropriate subject matter.This would be an ideal way for teachers to show their knowledge of not just the content but the technology tool as well. Audacity is a tool that would help promote student individuality and creativity. The student would be able to identify if their project was being conducted appropriately by just listening to it. It would be imperative for the teacher to provide some type of guide lines or rubric for the student to follow to guide them in meeting the teacher's requirements. This could be easily tied into what is currently taking place in the world with King Tut and his tomb as to during the early Mesopotamia era. It would be interesting for students to grade themselves with the provided rubric /guideline to see if they had met all the required elements. Once they have done this they could then compare their own assessment of themselves to the teachers assessment with the same rubric. It would really be neat if there was a way to locate another 6th grade social studies class in a different state/country and conduct the same activity to share pod casts between the two classes!