Using Databases for Data-Driven Instruction

           As teachers, we strive to provide our students with the best we have to offer.  We want them to be successful, active contributors to society.  In order to provide them with the best education, we must know what is best for them in regards to instruction.  In order to do so, teachers must be able to identify the students’ individual needs.  Identifying student needs requires assessment data.

            Some people think the term “data-driven” has become synonymous with standardized assessment.  In recent years, the term standardized assessment has become somewhat of a derogatory term.  There have been some school systems known to “grade” their teachers based on their students’ test scores.  If the students do not perform, the teachers no longer have a job (Watters, 2013).

            Data-driven decision making can be defined as “making the use of data analysis to inform when determining courses of action involving policy and procedures” (Picciano, 2011, pg. 65).  In order for schools to use data analysis to make decisions, they must be able to access to the data.  For some school districts this is a difficult task.  Many of the databases schools use are outdated, and are not easily accessible, nor able to update student information.  Schools must be able to make database changes in order to efficiently apply data-driven decision making within instruction.

            The BBC website offers a list of reasons to use a database.  These reasons include quick and easy access to information that can be stored in large amounts, taking up little space; simplicity in searching information, adding new data, and deleting old data; “multi-access” meaning more than one person can access the data at a time; ability to merge with other applications; and security (BBC, 2014).  Depending on the database program a school uses, there can be a wealth of information available for faculty and staff.  One way schools can use databases is to compile students’ personal information such as parental/emergency contact information, attendance, medical concerns, and identification through special programs such as Special Education.  Through programs such as Caspio’s online database system, schools can track test scores and share student progress which encourages parent participation and communication.  Schools are able to gather feedback, as well as share documents between faculty members (Caspio, 2015).

            There are some concerns with using Internet-based or cloud-based data systems.  In a blog written by Audrey Watters discussing student data infrastructure, she points out concerns with privacy and security in the cloud.  She specifically points out that there is no guarantee of security of the information stored in the system.  The main concern appears to be with the amount of information available to third-party providers, such as textbook companies.  The article goes on to discuss the security measures the infrastructure company has in place in the cloud-based system, stating that users do have control over who has access to the data and to what particular data they do have access (Watters, 2013). 

            The bottom line is, in our digital age, as companies are finding more ways to provide security people are finding more ways to breech security.  There will never be a digital security that is 100% successful.  All any one of us can do is offer our best efforts to provide as much privacy as possible.

            Data-driven decision making is a key piece to the educational puzzle.  In order to provide students with personalized instruction, teachers must have the information regarding their students’ needs.  Schools need to be able to provide teachers with access to this information in an organized, useful manner.  This means schools will need to update and analyze student assessment information on a regular basis.  To do this efficiently, schools will need the aide of databases.  

For more information on using data in schools, visit the following links on the Technology Alliance Website:

                                                          Top Ten Uses of Data in Schools
                                                                              Paradigm Shift to Data-Driven Decision Making

                                                          Making the Case for Data-Driven Decision Making

                                                          Considerations for Data Analysis

                                                          Attributes of Districts That Make Wise Use of Data

References

BBC (2014).  Why use a database? Retrieved from 
            http://www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev4.shtml

Caspio, Inc. (2015).  Online database tools for education. Retrieved from 
            www.caspio.com/customers/industries/online-database-education.aspx  

Picciano, A. G. (2011).  Educational Leadership and Planning for Technology (5^th ed., 
            text).  Boston: Pearson.

Watters, A. (2013).  Building a student data infrastructure: Privacy, transparency and the 
            gates foundation-funded inbloom. Retrieved 
            from http://hackeducation.com/2013/02/10/inbloom-student-data-privacy-security-
                transparency/

Technology Integrated Lessons: Who Are You Planning For?

Planning…when teachers think of planning, the first thing we usually think of is lesson planning—what we are going to teach, and in what time frame we are going to teach it.  The next step of planning, after deciding what we are going to teach, is how we’re going to teach it—the presentation.  There is much more to planning a lesson than finding a book on a topic and making some copies. 

To begin planning a lesson, especially one using/integrating technology, teachers should consider the students they are planning to teach.  Are they primary, elementary, middle, or high school students?  Are there students with IEPs (Individualized Education Plans) in the class?  Are there more girls than boys in the room or vice versa?  All of these factors must be taken into consideration in order to plan a lesson focused on student engagement and learning.

To what grade level is the lesson going to be taught? 

The world we live in today is rich in technology.  Our students and children have been deemed “Digital Natives”.  They are growing up in a digital-based society.   Technology is almost an inborn characteristic—children are exposed to it almost immediately.  We've all seen babies playing with their mother’s phones or tablets while in a waiting room.  I myself am guilty of giving my children technology to keep them quiet!  There are some experts who do not believe that technology is appropriate for younger students/children.  Setzer and Monke in an issue of Education and Technology: Critical and Reflective Practices stated their opinion that computers should only be introduced to students when they are in high school—specifically after puberty—because it is at this point in their intellectual maturity that the “forced thinking” caused by the technology is not damaging to the student’s development (Setzer & Monke, 2001).  Picciano points out that while older students are more likely to make use of technology based on the curriculum, such as computer literacy courses and career readiness skills, that Papert (who studied with Piaget) believes students as young as ages 7-11 can benefit from using technology because their logical thinking begins around that age range.  He also argues that student readiness is a moot point because parents have most likely already allowed the students to have and/or use technology (Picciano, 2011).   Teachers should use professional judgment regarding student readiness when planning lessons implementing technology.

Will the lesson be presented to students with special needs?

Technology can be very beneficial for students with special needs.  “Technology is now being used by children who have difficulty learning through conventional means” (Picciano, 2011 pg. 40).  Assistive technology is available for students with vision, hearing, or mobility impairments as well as learning disabilities.  Although access to these devices may be limited, and they are often expensive, there are grants and programs available to help schools acquire some of these devices (Picciano, 2011).  When planning lessons for students with special needs, teachers need to be familiar with the resources available for these students.  See the list of links for assistive technology for sources of devices, funding, and support. To see assistive technology in action, take a look at the video below.

  

Is the lesson being planned for boys or girls?

For many years, there has been a vast difference between the number of boys and girls in science, math, and technology career fields.  Although research shows that the gap is closing, there remains a distinct difference between males’ interest and females’ interest in technology (Bae & Smith, 1997).  “Whereas technology performance research comparing gender differences has been inconsistent, research comparing gender attitudes is more consistent" (Picciano, 2011).  In other words, as with most aspects of life, boys and girls like different things.  In the case of technology usage, it appears that boys play more computer games than girls, and more girls use social networking than boys.  When planning lessons involving technology, teachers need to be aware of the issue regarding gender differences, and avoid using resources involving stereotypical depictions (Picciano, 2011).

Teachers have many factors to take into account when planning a lesson.  We must be purposeful in our planning, not just plan technology integrated lessons for the sake of using technology.   Teachers should always take the needs of their students into consideration when planning lessons.      

References

Bae, Y., & Smith, T. (1997). Women in mathematics and science. National Center for Education Statistics, no. 11 (NCES 97-982).  Retrieved from http://nces.ed.gov/pubs97/97982.pdf

Picciano, A. G. (2011). Educational Leadership and Planning for Technology (5^th ed., text).  Boston: Pearson.

Setzer, V. W. & Monke, L. (2001). An alternative view on why, when, and how computers should be used in education.  Education and Technology: Critical and Reflective Practices.  Retrieved from www.ime.usp.br/~vwsetzer/comp-in-educ.html