The Use of Online Learning to Improve Math Instruction

2
The Use of Online Learning to Improve Math Instruction
Kimberly Caise
A Capstone Presented to the Faculty of the Teachers College
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree of
Master of Education in Learning and Technology
Date: September 14, 2010

3
Abstract
This capstone reports the design, development and formative evaluation of a Moodle course
created to provide professional development to teachers. Teachers often have difficulty
effectively teaching the skills necessary for students to solve word problems or equations in
mathematics. The Moodle course will target math teachers and demonstrate how to create video
tutorial lessons, called ‘mathcasts’ to teach students to become better problem solvers. Teachers
and students will post mathcasts to the Moodle course and discuss effective ways to solve
problems with students. A formative evaluation will be conducted with reviewers critiquing the
Moodle course for improvements. The evaluation will consist of three phases designed to
identify weaknesses in the Moodle course and determine if the course objectives were met.

5
Table of Contents
CHAPTER 1: INTRODUCTION TO THE PROBLEM ………………………………..….4
Introduction ……………………………………………………………………..…...4
Problem Statement ………………………………………………………………..…9
Description of Stakeholder Groups …………………………………………….…..10
Formative Evaluation Questions and Goal Statement …………………………...…11
CHAPTER 2: LITERATURE REVIEW ……………………………………………..……13
Introduction …………………………………………………………………..……..13
CHAPTER 3: METHODOLOGY ………………………………………………….……...22
Learner Analysis …………………………………………………………..………..22
Formative Evaluation Instruments………………..……………………….…….…..27
Special Populations ………………………………………………………..….…….30
Materials …………….. ………………………………………………………..…... 31
Performance Objectives ………….……………………………………………..…..31
Learning Theories and Instructional Strategies ………………………………….....32
Procedure …………………………………………………………………….……..53
Technology Used in the Curriculum …………………………………………….....55
Data Analysis ………………………………………………………..……….….....56
CHAPTER 4: RESULTS.…………………………………………………….………..…..57
Report of Results ……………………………………………………………….….57
Recommended Revisions ………………………………………………………….62

6
CHAPTER 5: DISCUSSION ……………………………………………………………..63
Discussion ………………………………………………………………………….63
Implications………………...………………………………………………………66
Limitations……………………………………………………………………,……68
Critique …………………………………………………………………………….71
References ……………………………………………………………………..…...73
Appendix A …………………………………………………………………..…….77
Appendix B ……………………………………………………………………..….82
Appendix C ……………………………………………………………...………....83
Appendix D . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . ..88
Appendix E . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. .93
Appendix F. . . . . . . . . . . . . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . 98

7
CHAPTER ONE: INTRODUCTION TO THE PROBLEM
Introduction
What I Did
Teachers often lack the skills and knowledge necessary to implement lessons that
demonstrate how to strategically solve word problems. As a result, I created an online Moodle
course to provide professional development to fifth through eighth grade math teachers. The
course was designed to assist math teachers in acquiring the necessary technology skills to better
teach students to use technology tools and be effective problem solvers. The course was
developed based on the concept of ‘mathcasts’, by the creator Tim Fahlberg of
http://www.mathcasts.org, and is designed for the teacher new to integrating technology tools or
struggling to teach problem solving.
Why I Chose This Project
I have been in education and served as a campus instructional technologist teaching
teachers and students how to use and integrate technology for over 20 years. Much of the
collaborating I did with teachers was in the mathematics content area. I also taught middle math
for several years and could relate to struggling to find innovative ways to teach students to be
skilled problem solvers. It was important to me to develop a project that would benefit teachers
in the area of technology and mathematics. I am not teaching on a campus as I have been
working on obtaining a master’s degree full time and needed a way for teachers to be able to
participate in my project course so I decided to create an online learning experience.
I co-host a weekly session in Elluminate called, “Classroom 2.0 LIVE!”. Our show
focuses on ways teachers can use technology tools with their students in the classroom. One of

8
our guests was Tim Fahlberg, and he shared how and why he created mathcasts with and for
students. His website has a very large database of over 500 mathcasts for all levels of students.
Some of the mathcasts in the online database were created by teachers and some dby students. I
saw the value of having access to this large database as a classroom math teacher and wanted to
create a course where teachers created similar mathcasts and integrates technology tools into
their teaching.
Why It Is Important
When teachers lack the skills necessary to teach technology and problem solving,
students will not be adequately prepared for life after high school graduation. Teachers are busy
with families and teaching responsibilities and have difficulty getting to professional
development sessions after school and on Saturdays. Time is limited and an online course can
assist teachers in acquiring necessary skills to effectively prepare students for the 21st
century.
Online courses allow teachers to access the course anytime, anywhere. Flexibility and
convenience in participating in course modules is crucial to success and meets a critical need for
teachers. Teachers can still take care of their families, focus on teaching responsibilities and be
able to participate in the Moodle course at a time that is convenient for them without having to
leave home or spend long hours after school and Saturdays for workshops.
Additionally, an area that students struggle in academically is mathematics. Students are
very weak at solving word problems and equations and mathcasts are great ways to visually
demonstrate complicated algorithms or math processes. Students can see the math processes
demonstrated in the mathcast and apply that knowledge to the current problems students are
completing. For teachers that struggle to help students understand math concepts, having access

9
to the database of mathcasts can be a real lifesaver. Students can access the videos at home or
school and greatly improve their math skills. Having teachers and students understand the
process of creating mathcasts can enhance math instruction and clarify concepts for struggling or
special needs students.
Integrating technology into math instruction is one way to increase rigor and relevance.
Research has shown that when students create a product for others outside of their classroom, the
quality of student performance is increased (“ebowenLitReview.pdf,” n.d.). When students have
an outside audience, they become much more aware of the quality of their work and think much
more critically when completing assignments (“What really motivates middle school students?,”
n.d.). For this reason, I knew I wanted the online course to incorporate math and technology
components.
How It Relates To Appropriate Theory For Your Discipline
In 2007 and 2008, the International Society for Technology in Education (ISTE)
refreshed their national standards for technology. The standards are referred to as NETS for
National Education Technology Standards and have been developed to outline necessary skills
for students, teachers and administrators. The NETS focus on critical thinking, creativity, and the
skills necessary to be successful and help prepare students in the 21st
century. Many of the NETS
for teachers and students are integrated into the Moodle course I designed.
Math is one of the areas that students express having difficulty and do not feel successful.
This is the reason that I strove to be an effective math teacher. I wanted to help make math
interesting, fun and successful for my students. I read an article about a study in England that
implemented new math programs and strategies. At the end of the school year, students

10
expressed that they felt that they could be successful in math and were more confident about
their math abilities. The integration of technology was one of the key factors that were cited for
the boost in students’ self esteem and increase in math achievement (Prabhu, n.d.). The Moodle
course has both math and technology components that will help teachers teach students to be
better problem solvers and feel more confident in their math abilities. Students will be interested
and motivated to participate in the learning activities that feature an integration of technology
into math instruction. Student achievement will increase because of the skills learned from
participating in the Moodle course.
How The Project Fits Into Teaching And Learning In Your Field
The Moodle course was designed based on the best practices found when researching
articles for the literature review. The articles discussed strategies to incorporate that make online
learning effective for course participants as well as components of efficacious math instruction.
Technology is considered a key factor to assist in increasing rigor in math instruction and
improving the quality of student performance (“Technology adds to students’ math
comprehension | eSchoolNews.com,” n.d.). The course was designed to meet the needs of busy
math teachers by providing a way to acquire new skills anytime, an place. When teachers are
skilled at demonstrating math concepts and using technology tools where appropriate, students
are better prepared for life after high school graduation.
The Moodle course focused on emphasizing to students that there are multiple ways to
solve word problems. Technology tools are used to create mathcasts demonstrating ways to solve
word problems and equations. The specific skills or algorithms explained in the mathcasts will
be up to the participating teachers. Teachers will have flexibility in selecting skills and individual
math concepts that are meaningful and relevant for their particular students. The course provides

11
specific step by step directions to create mathcasts using VoiceThread and Jing using the content
selected by the participating teachers. This allows teachers to create technology products that are
beneficial to their students and ones hopefully that the teachers will use repeatedly.
Problem Statement
Teachers struggle to effectively teach the skills necessary for students to solve word
problems and equations in mathematics. For students to be successful in school and as an adult,
students need experience collaborating, opportunities to share strategies for solving word
problems and think creatively. Technology can assist educators to design and deliver lessons that
effectively engage students in a variety of simulated real world and concrete experiences.
Professional development is the primary means teachers acquire the skills needed to
effectively integrate technology into their teaching. The people that design professional
development programs limit the growth and acquisition of technology integration skills of
classroom teachers by implementing ineffective programs that do not include best practices for
designing effective professional development. Many of the current professional development
programs available to teachers are inadequate in providing instruction for teachers on designing
and delivering instructional opportunities for students that seamlessly integrate technology into
their teaching. Thus, students do not receive adequate instruction or develop the skills necessary
for success as problem solvers in mathematics in the 21st
-century.
According to the article written by Guskey (2002), evaluations of professional
development support the statement that teachers feel that most professional development
programs are ineffective. Guskey states two factors are needed for professional development
programs to be considered effective. The first is determining what motivates the teachers to

12
actively engage in the professional development sessions and the second factor is to determine
the process by which lasting change in teachers occurs. These two factors are missing from many
professional development programs.
In the article written by Lee (2005), a teacher commented, “Just once I wish our staff
development days could be used to meet some of my needs, there are so many areas where I
need help.” Lee continues that this teacher’s comment is a typical response after an in-service or
workshop and reports that decreasing enrollment in professional development sessions and a lack
of teachers’ motivation for staff development was a result of the session not meeting teachers’
needs. Improvement in instruction is difficult without effective professional development
programs.
According to Birman, B., Desimone, L., Garet, M., Porter, A., & Yoon, K. S. (2001),
teachers stated that professional development is more likely to be viewed as effective in
improving teachers’ knowledge and skills if the sessions are built upon previous skills and form
part of a coherent program for teacher learning. Effective sessions built on content teachers have
already learned or are familiar with, emphasizes content aligned to current standards already in
use and supports teachers in building support systems to communicate with other teachers also
trying to improve their teaching in similar ways presented in the professional development
sessions are viewed as effective professional development sessions.
Description of Stakeholders
The stakeholders for this project are the future teachers and their students as well as their
administrators. The students in the participating teachers’ classes and their parents are also

13
stakeholders. Additionally, the members of the school boards of the teachers’ school districts are
stakeholders associated with the participants of the Moodle course.
Formative Evaluation Questions
1. Was the instructional goal achieved?
2. What features are lacking that the learners will need to successfully complete the
course?
3. Which activities need revision because they are incomplete or not clear?
4. Which directions were not clear?
5. What areas of the course might a learner need additional support beyond the items
included in the course help resources and documents?
6. What errors were found in the course?
7. Which learning activities were out of sequence?
8. Which course modules were too easy or too difficult?
Goal Statement
Based on the data gathered from the needs analysis the following goal statement was
written: Given an inclusive classroom setting, fifth to eighth grade teachers will use technology,
such as VoiceThread, to create video tutorial lessons, a “mathcast”, that will improve students’
ability to solve word problems in mathematics. A mathcast is a screencast with audio
demonstrating mathematical processes or algorithms (Fahlberg, Fahlber-Stojanovska, &

14
MacNeil, 2006). Responses on both the survey and questionnaire indicated the lack of
collaborative activities and experiences with technology as reasons for students’ weak and
ineffective problem solving skills. Additionally, literature review sources support this reason for
weak problem solving skills (Wilburne, 2006).

15
CHAPTER TWO: LITERATURE REVIEW
Due to the nature of the instructional problem, current sources were needed to find timely
information about online courses and ways to structure effective online professional
development about technology integration. As an elementary and middle math teacher, math
teachers seemed to struggle the most finding ways to integrate and use technology tools in math
instruction. As a result, the desired content area to focus on for this capstone project would be
math instruction. Several aspects of online learning, math instruction and creating Moodle
courses to deliver professional development to teachers were researched.
Each of the sources listed as references and used for the literature review were
appropriate for later use in developing the instructional unit and writing the capstone project. All
of the articles were from credible and reliable sources supported with the author’s contact
information and extensive reference lists or bibliographies. Every article accurately depicted
factual containing objective information with many articles listing the pros and cons of
delivering professional development online. The articles contained great insight into elements of
online learning that are necessary for learners to be successful and improve math instruction
using technology.
For example, articles listed in the reference list were selected from the prestigious and
reputable journals American School Board Journal (Rivero, 2006), American Educational
Research Journal (Birman, Garet, Desimone, Porter Yoon, 2001) and Phi Delta Kappa
(Christie, 2009).
Additionally, several articles were found in the Technology & Learning periodicals.
Many of the leading educational technologists write for this publication. Also chosen were two

16
articles from a periodical published by the International Society for Technology entitled
Learning & Leading with Technology. Each article had information that contributed greatly to
some part of the process of the capstone project or research process (Van 'T Hooft, 2008) and
(Vanides, 2007).
Factors that Influence Human Behavior
Many factors influence the teachers’ behavior related to integrating technology. Teachers
are sometimes intimidated and embarrassed to admit to colleagues and students that they do not
know how to use technology, computer equipment or create learning activities that integrate
technology components.
Additionally, teachers often have negative attitudes towards using technology (Guskey,
2002). Technology is seen as something ‘new’ or not doing things they way they have always
been done in the past. Early adopters are often met with great resistance from veteran teachers
who are ignorant of the potential and ways that technology can easily be incorporated into their
repertoire (Knobel and Lankshear, 2009).
According to Lee (2005), professional development is best delivered over a long period
with a longer amount of time to implement the skills learned in the professional development
sessions. Teachers need time to implement the skills learned and reflect upon their practice. They
need feedback and time to process what was learned. Effective professional development takes
time to fully implement. This will be one of the key elements for consideration when developing
the instructional unit for teachers.
Another factor that influences human behavior with regard to online professional
development is the structuring of the grouping of the participating teachers. Birman et al (2001)

17
state, “Professional development designed for groups of teachers has a number of potential
advantages”. When teachers are grouped by grade levels, departments, campus or other designed
grouping, collaboration and conversations occur by the teachers that are much more meaningful
and relevant regarding the campus’ student population. Birman et al (2001) say that grouping
teachers who share the same students develop a common understanding of campus improvement
plans, objectives, goals and cultures and have greater influences over student achievement and
improvement in instruction. This factor is essential when creating online courses. Creating a
sense of community that fosters collaboration and sharing of ideas, resources and modeling of
how to implement the skills in the classroom is a key factor to designing effective online
professional development (Frederick, 2009).
Barriers to Success
There are several barriers that prevent successful online professional development
sessions and influence human behavior with regard to professional development. Effective
professional development requires connections built upon previous curricular activities and those
connections must be part of a cohesive program for teacher learning (Birnam et al, 2001). When
sessions are not created with content that is connected or aligned to the teachers’ current
curriculum, the effects of the professional development sessions will not be long lasting.
Additionally, teachers need be able to communicate with other teachers about their
learning. They need to be able to reflect and have extended time to implement and practice the
skills learned in the professional development sessions (Lee, 2005). Teachers have meetings and
parent conferences during the day making it difficult to meet collaboratively and practice
technology skills learned at workshops and training sessions. Travel to locations for workshops

18
cost a loss of time and productivity (Pittinsky, 2005). Online professional development helps
meet the growing demand for technology training for teachers.
Too often, teachers avoid using technology because they do not know how to use certain
software applications or pieces of computer hardware. As a result, teachers have great difficulty
creating learning activities using technology or computer equipment due to a lack of experience
and knowledge (Van 'T Hooft, 2008). Teachers quite often display ignorance and are intimidated
when integrating technology in the delivery of instruction in their content area(s).
Continued reduction of technology courses and personnel to train teachers continues the
problem of ineffective professional development (Pittinsky, 2005). Without qualified personnel
to train teachers, perpetuation of this negative cycle continues and teachers continue without
training and students graduate without 21st
century skills. Attrition rates and layoffs are rising
and trained personnel that are skilled at effectively integrating technology are declining. To
combat this, online effective professional development can alleviate this burden if the sessions
are properly designed and delivered (Graham, Cagiltay, Lim, & Duffy, n.d.).
Teacher groupings need to be structured to foster a community and prevent isolation
throughout professional development sessions. Sessions need to be extended in length and must
be ongoing with feedback provided throughout the process (Bishop, 2006). In order for the
session to be successful, teachers need to be grouped in the sessions as a cohort or team to foster
communication and support for one another as well as implement the skills learned. (Appleton,
DeGroot, Lampe, & Carruth, 2009) Without this structuring, the sense of community will be
lacking and the cohesiveness needed for teachers to interact and have in-depth conversations
about the technology integration skills presented will not occur (Guskey, 2002).

19
Best Practices
After reading through each of the articles, several things were presented as a means to
create an effective professional development session and presented as a best practice when
designing professional development sessions. The first was to begin with a clear idea of what
was to be presented in the session (Sawchuk, 2009). Clear, laid out plans of a professional
development session and knowledge of which teachers will participate, session objectives,
facilitators, groupings and course resources are important considerations and having those
planned out in advance are essential to the effectiveness of the session.
Several of the articles mention the importance of training mentors or facilitators on the
functions and duties of their role (Bishop, 2006) and (Vanides, 2007). Sawchuk (2009)
recommends, “Provide training for online course facilitators so they know how to support
teachers’ learning, guide an online discussion, and follow up with those teachers who aren’t
engaging in discussions”. According to Sawchuk (2009), the ‘facilitated’ type of online
professional developed is the preferred method as it is most flexible and convenient for teachers
to access and allows teachers more opportunities to reflect on their practices with subject matter
experts, campus/district colleagues or fellow teachers participating in the professional
development session. Facilitated sessions were preferred over live sessions as a facilitated
session can be accessed at a time convenient to the teacher and a live session often limited the
flexibility of the online course.
The grouping of the participants is essential for success and is another best practice to
consider when designing professional development sessions. According to Rivero (2006),
“Teachers should be in teams, working collaboratively around problems identified in their

20
schools that are related to their students…”. Sessions should be developed around valued and
authentic real world problems focused on the organization’s culture or student population. This
makes the learning more meaningful and relevant allowing in-depth conversations to occur with
a natural support system developing.
According to the article by Signer (2008), “… teachers need guidance and support to
effectively participate in online discussions about teaching and learning.” It is critical that online
courses incorporate a discussion forum for teachers to share comments, ask questions and
interact with one another. This fosters a sense of belonging and community and is a necessary
element for courses to be successful and positively impact instruction in the classroom. Many
times students in face to face classes monopolize the discussion and do not allow everyone to
contribute as a participant in professional discourse (Groves, 2010).
Creating a welcoming environment that fosters a safe venue to share and comment on the
topic of discussion without fear of being judged or laughed at is a necessary component for
online learning. When the conversation gets out of balance and is dominated by a few students,
creativity and expression of ideas are thwarted. Successful courses that follow best practices
incorporate ways for the participants to interact with one another (Maikish, 2006). In the article
by Groves and Pugh (2010), the authors state the following about teachers participating in online
courses, “Many have commented on the benefits they gain from learning from others in class and
everyone gets to join in the discussions.” Effective online learning sessions structure learning
activities that allow everyone an opportunity to share and contribute throughout the course
(Branzburg, 2005).
Another best practice to incorporate in a professional development session is the element
of professional communication. Communication and feedback needs to be ongoing, structured by

21
the facilitators by fostering a sense of community so the teachers feel comfortable responding to
one another and taking risks professionally (Calvani, Fini, Molino, & Ranieri, 2010). Within
these communities, when teachers feel comfortable, a professional exchange of ideas, curricula
and best practices for their classrooms occur (Fenton and Watkins, 2007). The quality of
instruction and student achievement increases and the efficacy of the professional development
sessions also increase (Pittinsky, 2005). Teachers can connect with other teachers around the
world any time of the day or night and participate in discussion forums as well as private
conversations. Carefully planned and structured professional development, with properly
constructed communities, allow teachers to try out classroom practices and new skills and return
to the communities to pose questions, leave comments, share work samples or reinforce
professional learning (Bishop, 2006). This best practice must be present in professional
development sessions to be effective and impact learning.
Engaging activities foster student satisfaction and retention of content when course
modules allow for interactivity among participants thus helping students to be successful when
applying newly acquired skills in new situations. In the article by Lewis and Hamid, “Informal
conference areas allowed students the opportunity to build on interactions that were developed in
other areas of the course.” The informal conference areas allowed students to interact and to get
to know one another. When concerns arose in an online course, students were more skilled at
seeking help and participating in discussions as a result of previously interacting with other
course participants (Good and Weaver, 2003). Whether the discussion was on topic or not was
not a concern among course participants. As long as students were engaged and interacting,
students were more satisfied and felt the online learning experience was more effective.

22
A final best practice that must be present pertains to the content of the professional
development session. The content must be directly aligned to state or content standards. If the
content is developed by a third party, a requirement that the work be research based and aligned
to content standards must be present (Bishop, 2006). Connections must be made for each of the
learning activities featured in the professional development session. Learning activities should
build upon previous activities with follow up learning activities and feedback occurring in a
natural progression. Without the connections to current standards and the current curriculum, the
content will not be meaningful or relevant for the teachers and the sessions will be deemed
ineffective and poorly attended (Fontichiaro, 2008).
Participating teachers must find the course content meaningful, relevant and connected to
what they are learning in the online course as well as what they are currently teaching in their
classroom. For this reason, this best practice is a core component that is probably the most
important when designing a professional development session. If this element is missing, the
session will fall flat and be of little value. Therefore, when designing professional development,
it is best to design with the end in mind and ensure that the connections to current content and
standards are present before proceeding with the design of the session. Outlining the content with
specific objectives and ensuring that items are relevant and directly aligned to the teachers’
current curriculum is an important first step to ensure that content will be relevant and
meaningful to participants (Lunenberg and Willemse, 2006). Once this has been established and
the foundation set with the content and connections, the rest of the best practices can be
incorporated in the design. This one best practice is extremely important in order for learning to
occur and for the professional development session to be effective and impact instruction in the
classroom.

23
Conclusion
Online learning should not be just an extension of a face to face class or simply watching
a video posted online of a lecture session with no interactivity or engagement from the students.
The article written by Merrill (n.d.) states that, “Effective online courses use interactive
instructional strategies and learning events that flow from and support course learning objectives.
The activities for students are engaging and relevant to course objectives.”
Communication is one of the key components that must be structured into online learning
activities. According to the article written by Merrill (n.d.), “The facilitator needs to be able to
weave an effective learning experience from these interactive elements that is appropriate for the
specific online audience.” The article continues to say that effective online learning is student –
centered with clear expectations communicated to course participants. Activities that foster
communication among participants and offer opportunities to engage in course modules are
viewed as effective online learning experiences by course participants (Merrill, n.d.).
There are many articles about online learning and creating effective learning experiences
for students. Development of best practices is essential when planning and designing online
courses. Learning activities should enrich and enhance online courses (Padmanabhan, 2009).
Putting worksheets online is not a method for creating effective online learning although some
may view this as an acceptable learning activity. Adhering to the recommendations found in this
literature review and other articles similar to those included here will enable any course designer
to create a truly magnificent course with high student satisfaction and leave a lasting impact on
classroom instruction.

24
CHAPTER THREE: METHODOLOGY
Learner Analysis
To obtain information about the background experience on the respondents that
participated in the needs analysis, two instruments were created and administered online. One
was an open ended survey and the other a questionnaire. After some of the respondents had
completed the survey or questionnaire it was recognized that initially questions that would
generate demographic information were not included. As a result, the demographic information
for each respondent is extremely limited. Requests for respondents to participate were solicited
through several microblogs and social networks allowing a large representation from all over the
United States.
Demographic Information
The first tool to gather data was a questionnaire made using Google forms. Twenty
teachers responded and each of the 20 respondents was a fifth through eighth grade mathematics
teacher in a public or private school. All respondents were from the United States except for one
teacher who was from Australia. Fifteen of the 20 respondents had 11 years of teaching
experience and years of experience teaching mathematics. Seventeen of the teachers use
technology with students and 18 of the 20 respondents indicated they use technology with
students for at least one to two hours per day or more. Eighteen of the 20 respondents indicated
they had participated in online learning to acquire technical skill(s).
The second instrument was a questionnaire embedded in a wiki page with four questions
asking about technology integration to teach problem solving. Six teachers responded to the
questions on the questionnaire asking about technology integration to assist teaching problem

25
solving in mathematics instruction. Four of the six teachers used technology integrated into their
mathematics instruction to solve word problems and all six teachers have used technology to
support various parts of their mathematics curriculum. The teachers that responded taught sixth
grade math, PS-8th
grade math, 5th
grade math, 7th
grade math and K12 math with the number of
years of experience ranging from one to five years to 21 or more years. There was a great
variance of experience in the number of years of teaching with the six respondents.
Requisite Skills and Prior Knowledge
Participating teachers are expected to be able to navigate to a website on the internet.
They will need to be able to type a minimal amount of words per minute; probably around 20 –
30 words per minute. Access to a digital camera will be required for some parts of the
instructional unit. Prior knowledge of how to retrieve the pictures from the camera will be
helpful but not necessary. The process of importing the pictures will be demonstrated within the
course modules but with so many different camera models and cables the processes can vary a
bit and may look different possibly causing concern for those new to using this technology.
Various activities to support math instruction to strengthen student problem solving skills will
utilize the internet and digital pictures.
Target Audience’s Prior Knowledge and Skills Related to the Topic
Not all of the respondents have participated in online learning to learn technology skills
or are well versed in integrating technology into their mathematics instruction. Most had
participated in online learning sessions about math. Supplementary resources explaining ways
the teachers could maximize learning in an online session about technology are available for
those who need it.

26
The content of the technology activities will be mathematical skills or objectives self
selected by the participating teachers. This will allow teachers to focus on acquiring the
technology integration skills and create activities as resources that are relevant, meaningful and
applicable to the current courses the participants teach.
Attitudes and Motivation Towards Topic
As for the respondents’ motivation for learning, definitive answers for each person’s
motivation are not available. Questions related to each respondent’s attitude or motivation to use
technology in their mathematics instruction were not asked on the online questionnaire.
Questions were asked on the needs analysis whether teachers were using technology in
their classroom and if they were willing to participate in online learning about integrating
technology to create a mathcast. Most teachers indicated they were using technology that
indicate they are supportive of technology integrated projects and that they would participate in
online learning sessions about creating mathcasts and are supportive of this online learning
initiative. Although the questions did not ask about teachers’ attitudes or motivations directly,
the questions can lead to certain presumptions by the respondents’ positive answers.
Additionally, teachers were asked why they felt students struggled when solving word
problems in math. On the Google form survey a question was asked of the respondents to
indicate why they believe students struggle solving word problems in mathematics. The answers
that received the most votes from the 20 responding teachers were ‘lack of experience with real
world activities for students’ and ‘lack of experience with real world activities for students’
respectively. This leads me to believe that teachers’ attitudes about using technology to support

27
math instruction is valued among the respondents and considered an important component in the
teachers’ classrooms.
Accommodations for Unique Characteristics of the Respondents
Each of the respondents that participated in the survey or questionnaire was a math
teacher that used technology to some degree. Although not all used technology to teach problem
solving to students, helping teachers to see the power of using technology to extend learning
activities and increase the level of critical thinking will be the ultimate outcome of the project.
The teachers will have different backgrounds, levels of technology integration, varying technical
ability levels and the process of creating learning activities that into account all of those variables
will be a challenge. The goal was to design learning activities that allow participating teachers to
add to their repertoire of instructional strategies and knowledge for teaching students how to
approach problem solving.
Teachers will learn ways to integrate technology into mathematics instruction to improve
student learning. Multiple ways to solve a word problem or equation will be shared as students
create a VoiceThread or a mathcast demonstrating their solution to a word problem or equation.
Ways to facilitate a discussion about multiple approaches to problem solving and creating
screencasts to visually display and narrate mathematical processes or algorithms will be
presented in an online learning experience in the Moodle course. Students will view, give
feedback about others’ problem solving strategies, discuss and reflect upon multiple ways to
solve a common word problem or equation after creating their own VoiceThread or mathcast.
Teachers will participate in technology integrated activities to assess and reflect upon items
presented in the online course and implemented with teachers’ students in their own classroom.

28
These activities will be presented in a manner that all users can be successful regardless
of past experience and skill level using and integrating technology into math instruction. Moodle
allows for a variety of different types of content, media and information to be presented with a
vast number of activities and modules to implement. This allows for different ability levels and
learning styles to be addressed in the Moodle course fostering active engagement and successful
achievement of unit instructional goals.
Learning Styles and Orientations
Of the 15 questions that did not relate to demographic information for each respondent,
only one question asked about preferred learning styles. The question asked if the respondents
preferred online learning, face to face or a combination of both. Four of the 45 respondents
indicated they preferred online learning, five respondents indicated they preferred face to face,
and the remaining 36 indicated they preferred a combination of face to face and online learning
experiences. According to the research found in the literature review and conversations with
educators in preparation for this project, most people prefer the convenience and flexibility of
online courses. They also want to participate in conversations similar to those experienced in
face to face courses. For this reason, I included live online meetings in Elluminate to provide the
participating teachers an opportunity to interact with one another or ask questions about the
content of the course modules. Combining opportunities for participating teachers to participate
in synchronous and asynchronous learning activities will enhance instruction and enrich the
learning experiences.

29
Cultural Characteristics
None of the questions on the survey or questionnaire pertained to cultural characteristics
of the respondents.
Formative Evaluation Instruments
As a measure to ensure that the Moodle course units, content and format course were
accurate and meaningful for course participants, a formative evaluation was conducted.
Evaluation questions were created to address the three phases of the formative evaluation process
that course reviewers will answer. The data collected from the reviewers was used to make sure
the course objectives were met and to improve the course before implementation.
Instruments Used for the SME Phase
Several questions were developed for the subject matter experts (SME) phase reviewers
to answer regarding the components of the Moodle course. The questions were posted on a
Google form and used to interview the SME reviewers. The reviewers’ responses were
transcribed onto the online Google form. A checklist was completed during the SMEs
interviews. The interview questionnaire contained six questions that asked for demographic data
and eight questions focused on the content of the Moodle. This was where the reviewers
identified course weaknesses and made suggestions to improve the Moodle course.
Instruments Used for the One-to-One Phase
Two instruments were completed for the reviewers of the one to one phase to complete.
A post test and questionnaire were created for the reviewers to complete. The post test was
administered once the reviewers were finished reviewing the course. The questionnaire was a
Google form and all reviewers were sent the link to the questionnaire and to view the Moodle
course. The reviewers completed the questionnaire and post test online. The online questionnaire

30
had six questions to gather demographic data from the one to one phase reviewers. There were
eight questions asking about the course content allowing the reviewers to make suggestions to
improve the course.
Instruments Used for the Small Group Phase
A post test and survey were created for the reviewers to complete. The survey had six
questions to gather demographic data from the small group phase reviewers. There were eight
questions asking about the structure, content, and sequencing of the items found in each course
unit. The following table demonstrates the evaluation questions that were asked of the reviewers
of each phase.

31
Table 1
Formative Evaluation Questions and Instruments
Formative Evaluation Questions Data Collection Source(s) of
Instrument(s) Information
1. Was the instructional goal achieved? Interview (I) SME
Questionnaire (Q) 1 to 1
Survey (S) Small group (SG)
2. What features are lacking that will be I, Q and SE SME, 1 to 1, and SG
needed to successfully complete the course?
3. Which activities need revision because I, Q and SE SME, 1 to 1, and SG
they are incomplete or not clear?
4. Which directions were not clear? I, Q and SE SME, 1 to 1, and SG
5. What areas might a learner need additional I, Q and SE SME, 1 to 1, and SG
support beyond the items included in the course
help resources and documents?
6. What errors were found in the course? I, Q and SE SME, 1 to 1, and SG
7. Which learning activities were I, Q and SE SME, 1 to 1, and SG
out of sequence?
8. Which course modules were too I, Q and SE SME, 1 to 1, and SG
easy or too difficult?
Data Collection Instruments and Sources for Answering Formative Evaluation Questions

32
Table 1, shown on the previous page, indicates which questions each phase of reviewers
were asked to address on the Google form. The reviewers responded to the questions on the
Google form, except for the subject matter expert reviewers, and consented to share their
suggestions for improving the Moodle course with the researcher. The researcher completed the
online checklist while interviewing each subject matter expert.
Special Populations
Each of the course participants will be a math teacher that uses technology to some
degree. Although not all of the teachers will have used technology to teach problem solving to
students, helping teachers to see the power of using technology to extend learning activities and
increase the level of critical thinking will be the ultimate outcome of the project. The teachers
will have different backgrounds, levels of technology integration, varying ability levels and
creating learning activities that takes each of those variables into account will be a challenge so
that all participating in the capstone project add value to their repertoire of instructional
strategies and knowledge of teaching students how to approach problem solving.
Teachers will learn ways to integrate technology into mathematics instruction to improve
student learning. Discussions with students will occur in the teachers’ classrooms about multiple
ways to solve a word problem or equation after students create a VoiceThread or a mathcast
demonstrating their solution or explanation on how to a word problem or equation. Students will
view, give feedback about others’ problem solving strategy, discuss and reflect upon the problem
solving approach used to solve a common word problem or equation.
These activities will be presented in a manner that all users can be successful regardless
of past experience and skill level using and integrating technology into math instruction. Moodle

33
allows for a variety of different types of content, media and information to be presented in an
online learning experience with a vast number of activities and modules to employ to use when
implementing an online course. This allows for different ability levels and learning styles of
students to be addressed in the Moodle course fostering active engagement and successful
achievement of unit instructional goals.
Materials
To successfully participate in the Moodle course, a computer with internet access will be
essential. Teachers and students will need to use a digital camera or scanner to upload the
images for mathcast video or VoiceThread. The teachers will select a math concept of their
choice from their district/campus math curriculum for topics of the technology projects.
Additionally, teachers will create an account at VoiceThread and Screencast.com as well as
download the Jing software from the Jing Project site at http://www.jingproject.com.
Performance Objectives
1. Given the introductory materials located in the online Moodle course about using
VoiceThread, Jing software and websites to create a ‘mathcast’, the learner will review
and read the materials with a 100% completion rate.
2. Given the introductory materials presented in the online Moodle course, the learner will
write a reflection piece about and post it in the Moodle discussion forum with a
completion rate of 100%.
3. Given a live Elluminate conference, the learner will participate in the webinar to review
and share experiences about creating a screencast, or ‘mathcast’, with a 100% attendance
rate.

34
4. Given the use of the VoiceThread software and website, the learner will create a
VoiceThread demonstrating the problem solving strategy used to solve a word problem
with a100% completion rate.
5. Given the use of the Jing screencast software and website, the learner will create a
mathcast demonstrating the individual steps to a problem solving strategy used to solve a
word problem with a completion rate of 100%.
6. Given a VoiceThread video created about problem solving, the learner will post the link
to the VoiceThread creation in a new post in the Moodle lesson two discussion forum
with a completion rate of 100%.
7. Given a mathcast video that was uploaded to the Jing/Screencast.com website account,
the learner will post the link to the mathcast in a new post Moodle in the Moodle lesson
three discussion forum with a completion rate of 100%.
Learning Theories and Instructional Strategies
Since the Moodle course is online, I copied and pasted each unit below. At the end of
each unit/lesson is a discussion about one of the nine events identified by Gagne that applies to
that lesson. Much of the course exhibits traits of the constructivism and cognitivism learning
theories. The learning activities that I created allow participants to be creative and use critical
thinking skills when creating technology products based on a problem solving search or strategy
to a word problem or equation. In the article by Yang and Cornelios (2005), the authors state that
an online course, “… requires the instructor to design collaborative and problem-based projects
which will involve students to think critically, actively, and deeply.” The introduction to the
exportable unit starts below.

35
Math Problem Solving – Moodle Course
This Moodle course about Math Problem Solving was created to enable teachers to
acquire technology integration skills to assist students to become better problem solving in
mathematics. Teachers struggle to effectively teach the skills necessary for students to solve
word problems in mathematics. For students to be successful in the 21st
-century, students need
experience collaborating, opportunities to share strategies for solving word problems and think
creatively. Teachers often lack the skills and knowledge necessary to implement lessons that
demonstrate how to strategically solve word problems. Technology can assist educators to design
and deliver lessons that effectively engage students in a variety of simulated real world and
concrete experiences.
Participants will learn how to create VoiceThreads and mathcasts to teach students to be
better problem solvers. Teachers will participate in weekly lessons featuring strategies for
students to create these items to explore multiple ways to solve problems in mathematics.
Reflection activities to summarize the learning that took place as well as ways to improve
student learning and teaching will occur through professional discourse via blogs and wiki pages.
Be sure to check out the News Forum for the course outline and overview.
News Forum
Welcome to the Math Problem Solving Moodle Course! This course will help you create
a VoiceThread video and 'mathcast' allowing you to enhance your mathematics
instruction with your students. When students know they have an audience, the quality of
their work increases. Students become motivated and excited about learning and more
critical in their analysis and thinking on classroom assignments.
Course Outline:

36
Lesson 1 - Course Overview/Elluminate Conference
Lesson 2 - Using VoiceThread to demonstrate how to solve a word problem
Lesson 3 - Using Jing to create a video to explain how to solve a word problem
Elluminate Conference
Lesson 4 - Teach students how to use VoiceThread to demonstrate how to solve a word
problem
Lesson 5 - Teach students how to use Jing to create a video to explain how to solve a
word problem
Lesson 6 - Analysis of student technology video products and student discussion
You will have the opportunity to participate in live Elluminate web conferences to share
experiences and concerns throughout the course. During each conference you can also
share the products you and your students created to teach students how to solve word
problems and how to be more effective problem solvers.
If you have any questions or concerns, please email me at kcaise@gmail.com. I
appreciate any feedback you can give me regarding the outline or lessons of this course.
Thanks,
Kim Caise
Unit One
Performance Objectives:
1. Given the introductory materials located in the online Moodle course about using
VoiceThread, Jing software and websites to create a ‘mathcast’, the learner will review
and read the materials with a 100% completion rate.

37
2. Given the introductory materials presented in the online Moodle course, the learner will
write a reflection piece about and post it in the Moodle discussion forum with a
3. Given a live Elluminate conference, the learner will participate in the webinar to review
and share experiences about creating a screencast, or ‘mathcast’, with a 100% attendance
rate.
Unit 1 - Overview of Technology Integrated Activities in Mathematics Instruction
Lessons that integrate technology can be great motivators and visually stimulating to
students. Many times students struggle with word problems in math as they have difficulty
conceptualizing and visualizing the problem. Lessons that incorporate technology can assist
students see the problem solving approach used to solve a word problem. As you watch the
videos and listen to the podcast below, keep in mind how technology impacted the level of
instruction.
Math VoiceThread Example
Mathcast Video
Mathcast Presentation
Podcast: "Mathcasts, Clickers and the Future of Education" (interview between Jon
Udell and Tim Fahlberg)
Mathcast Article
"What is a VoiceThread?" Video (optional resource)
Week 1 Reflection

38
In your opinion, why do lessons that incorporate technology increase student
achievement more so than lessons without technology?
Procedures
Direct the participating teachers to the following link:
http://caisefiles.edumoot.com/course/view.php?id=11 and click on ‘Math Problem Solving.
This will take teachers to the main page of the ‘Caise Files Moodle Course.’
There are several courses in
the Moodle course and
teachers needs to click on the
Math Problem Solving’ course.
They will need to do this each
time they login to the Math Problem Solving Course.
Inform the teachers that they will need to create an account for the course. After clicking on the
Math Problem Solving course for the first time, the teachers will be taken to the following

39
screen.
The steps to create a new account are listed above the button to ‘Create new account’. An
email will be sent and will require the teacher to confirm by clicking on the link in the email.
Once confirmed the teacher will need to
enroll in the course. The teachers will need
to scroll down the page until they see the
heading ‘Administration’ in the left menu.
The teachers need to click on ‘Enrol me in
this course’ (The person who designed
Moodle is from Australia and their spelling
is a bit different from ours in the USA). Once this has been completed, the teachers will be back
at the main view in the Math Problem Solving Course.
Participating teachers
will review and watch the

40
instructional videos and documents in Unit 1. Upon completion of reviewing the introductory
materials, teachers will respond to the Week 1 Reflection topic by clicking on the Week 1 link.
They will then click on ‘Add a new discussion topic’ to open the text box to create and write
their reflection post as shown below. When finished, they teachers click on ‘Post to Forum’.
Teachers will have the opportunity to participate in a live webinar in Elluminate
(http://www.elluminate.com) to discuss the course objectives, expectations, materials and
reflection posts. The exact date and time will be shared with participants upon completion of
Unit 1.
Unit Two
Performance Objective:
1. Given the use of the VoiceThread software and website, the learner will create a
VoiceThread demonstrating the problem solving strategy used to solve a word
problem with a100% completion rate.
Unit 2 - Creating a VoiceThread
The focus this week is to create a digital product to demonstrate how to solve a word
problem or equation for your students. You can draw a picture, write out the equation,
take a digital picture or scan in multiple images to demonstrate the solution to your posed
math problem.

41
Steps to create a VoiceThread video:
1. Create an account at the VoiceThread website. You will want to create an education
VoiceThread account. See directions below.
2. Create the images you will use in your VoiceThread video.
3. Scan and upload the images to your VoiceThread account.
4. Add the audio explanation for each step of the solution to solve the word problem or
equation. (Note: Be sure to add narration for each image if you are using more than one
image.)
5. Copy the URL to your video and post in the discussion forum for others to view.
6. Be sure to leave comments via text, voice or cell phone on other participants'
VoiceThread videos.
Educational VoiceThread account creation directions PDF document
Geometry VoiceThread Example (VoiceThread Examples posted in the online
course)
VoiceThread video in the Classroom - Will Richardson
VoiceThread YouTube Tutorial
Adding Comments to a VoiceThread
VoiceThread Discussion Forum
Please post the link to your VoiceThread video with your reflective response to
the discussion question of: "How can using VoiceThread enhance math instruction?"
Digital Product Wiki

42
Procedures
Participating teachers will set up a VoiceThread account (http://www.voicethread.com)
and review the steps to create as their first VoiceThread. Teachers will select a math
concept/topic of their choice to demonstrate in the VoiceThread.
After creating an account at VoiceThread, teachers will create a VoiceThread and upload
images/illustrations to demonstrate how to solve a math word problem or equation. Once the
images are uploaded, the teachers will record an audio narrative comment explaining each step to
solve the word problem or equation.
Upon completion of the VoiceThread, the teachers will post a reflection piece to the
discussion forum and share their link or embed their VoiceThread on the Digital Product wiki.
Unit Three
mathcast demonstrating the individual steps to a problem solving strategy used to
solve a word problem with a completion rate of 100%.
Unit 3 - Creating a Mathcast
The focus this week is to create a digital product to demonstrate how to solve a word
problem or equation for your students. You can draw a picture, write out the equation,
take a digital picture or scan in multiple images to demonstrate the solution to your posed
math problem.

43
Steps to create a mathcast:
1. Select the word problem or equation to use in the mathcast.
2. Create an account at http://www.jingproject.com to post recordings.
3. Install Jing.
4. Plan the storyline tone of images and script for the explanation demonstrating the
problem solving approach.
5. Record your mathcast using Jing.
6. Copy the URL to your video and post in the discussion forum for others to view.
7. Be sure to view one other participant's mathcast and leave a positive comment.
Mathcast website
Creating a Mathcast Tutorial
Pencasts
"Let's Make a Mathcast" Presentation = MACUL 2009
Mathcasts Tools
Mathcasts Examples
Mathcast Discussion Forum
Please post the link to your mathcast with your reflective response to the discussion
question of: "How can using mathcasts enhance math instruction?"
Procedures
Participating teachers will set up a Jing account (http://www.screencast.com) and
review the steps to create their first screencast or mathcast. Teachers will select a math
concept/topic of their choice to demonstrate in the mathcast.

44
After creating an account at Screencast.com, teachers will create a mathcast and upload
images/illustrations to demonstrate how to solve a math word problem or equation. Once the
images are uploaded, the teachers will record an audio narrative explaining each step to solve the
word problem or equation.
Upon completion of the mathcast, the teachers will post a reflection piece to the discussion
forum and share their link or embed their mathcast on the Digital Product wiki.
1. Given a live Elluminate conference, the learner will participate in the webinar to
review and share experiences about creating a screencast, or ‘mathcast’, with a 100%
attendance rate.
It is time for an Elluminate web conference! The link to the designated Elluminate room will be
posted here just prior to the conference with proposed dates and times.
Procedures
(http://www.elluminate.com) to discuss the course objectives, course expectations, reflection
posts and experiences using VoiceThread and Jing. Teachers will share the VoiceThread and
mathcast videos created. The exact date and time will be shared with participants upon

45
completion of Unit 3.
Unit Four
Given the use of the VoiceThread software and website, the learner will create a
VoiceThread demonstrating the problem solving strategy used to solve a word problem
with a100% completion rate.
1. Given a VoiceThread video created about problem solving, the learner will post
the link to the VoiceThread creation in a new post in the Moodle lesson two
discussion forum with a completion rate of 100%.
Unit 4 - Students Create and Share VoiceThread Videos
The focus of instruction for this unit is to have students create a VoiceThread
demonstrating their problem solving approach to the same word problem or equation.
1. Select problem for students to solve.
2. Group students into pairs or trios.
3. Show students VoiceThread examples.
4. Demonstrate to students how to create a VoiceThread and leave a text, audio or
cell phone comment.
5. Post the URL to each group's VoiceThread emphasizing multiple problem
solving approaches to the word problem or equation.
VoiceThread Discussion Forum

46
Procedures
Teachers will now demonstrate to their students in their own classrooms how to create a
VoiceThread. Students will be divided into groups and all assigned the same math word problem
or equation to explain in the VoiceThread. Student groups will decide the best way to solve,
explain and demonstrate in the VoiceThread. The students will upload images and then add their
audio comments to explain each step of the problem/equation just as the teachers did. Upon
completion, student groups will share their VoiceThreads and discuss the various ways the
student groups chose to solve the word problem or equation. Discussion with students should
focus on the fact that each student group had the same problem but may have used a different
problem solving approach or oral explanation to solve a common problem.
Upon completion, teachers will create a journal entry to the topic of, “Share your experiences
about your students creating VoiceThreads.”
Unit Five
mathcast demonstrating the individual steps to a problem solving strategy used to
solve a word problem with a completion rate of 100%.
2. Given a mathcast video that was uploaded to the teacher’s or class’
Jing/Screencast.com website account, the learner will post the link to the mathcast
in a new post Moodle in the Moodle lesson three discussion forum with a

47
Unit 5 - Students Create and Share Mathcasts
The focus of instruction for this unit is to have students create a mathcast demonstrating
their problem solving approach to the same word problem or equation.
1. Select problem for students to solve.
2. Group students into pairs or trios.
3. Show students mathcast examples.
4. Demonstrate to students how to create a mathcast using Jing.
5. Post the URL to each group's mathcast emphasizing multiple problem solving
approaches to the word problem or equation.
Mathcast Discussion Forum
Procedures
Teachers will now demonstrate to their students in their own classrooms how to create a
mathcast. Students will be divided into groups and all assigned the same math word problem or
equation to explain in the mathcast. Student groups will decide the best way to solve, explain and
demonstrate in the mathcast. The students will upload images and then add their audio narrative
to explain each step of the problem/equation just as the teachers did. Upon completion, student
groups will share their mathcasts and discuss the various ways the student groups chose to solve
the word problem or equation. Discussion with students should focus on the fact that each
student group had the same problem but may have used a different problem solving approach or
oral explanation to solve a common problem.

48
Upon completion, teachers will create a journal entry to the topic of, “Share your experiences
about your students creating mathcasts.”
attendance rate.
It is time for an Elluminate web conference! The link to the designated Elluminate room will be
posted here just prior to the conference with proposed dates and times.
Procedures
Unit 6 - Course Culminating Activity
The Math Problem Solving Course is coming to a close. Throughout the past units, you
have learned to create and comment on a VoiceThread and demonstrate to students how
to create their own VoiceThread video. After creating VoiceThread videos, you created a

49
mathcast using Jing and guided your students to create their own mathcast using a
common word problem or equation. Lastly, you discussed with your students how word
problems or equations can be solved multiple ways. As the final activity, you will embed
one of the mathcast videos into a wiki page within the Math Problem Solving Course
Wiki.
Steps to embed the mathcast into the Math PS Course wiki page:
1. Copy the embed code from the selected mathcast video from your Jing account at
http://www.jingproject.com.
2. Click on Wikis under Activities.
3. Click on the Digital Product Wiki.
4. In the textbox of the wiki page entry, type the title of the mathcast and your name.
5. Press the enter key to go to the next line.
6. Type the letters 'aaa'. This will serve as a placeholder for the embed code.
7. After typing 'aaa', click the '<>' icon in the toolbar at the top of the wiki textbox
window.
8. You will now see the HTML code instead of the plain text of the title you just typed.
9. Locate the 'aaa' in the textbox.
10. Highlight the 'aaa' and paste the embed code over the 'aaa'.
11. Click Preview or Save when finished. Make sure you click Save when finished with
the process.
12. You should see the title of the mathcast, your name, and the player to play the

50
mathcast.
13. Congratulations!
Procedures
This is the final activity of the Math Problem Solving Moodle Course. Teachers will
embed each of their students’ VoiceThreads and mathcasts to the Digital Product Wiki. The steps
to embed each video is listed in the Moodle course and pasted above. Teachers can create class
wikis or blogs and embed the technology videos on those websites in addition to the Moodle
Digital Product Wiki. Teachers can share the steps with students and have the students embed
their videos on designed websites if they choose.
The teachers will then lead the final discussion with students stressing the process of
developing a step by step approach to problem solving when solving word problems or
equations. Emphasize the key point that there is more than one way to solve a word problem or
equation but all problem solving strategies must yield the correct answer. Have students share
their experiences creating a VoiceThread and mathcast to solve problems and question students
if the technology helped them to solve problems more effectively.
attendance rate.

51
It is time for an Elluminate web conference! The link to the designated Elluminate room
will be posted here just prior to the conference with proposed dates and times.
Procedures
Learning Theory
Using Gagne’s nine events of instruction, unit one was designed to set the stage for the
learners and get the students ready for learning. The students and the participating teachers will
review the introductory materials in the online Moodle course to prepare them for the
assignments in the course. After gaining their attention by reviewing the introductory materials,
the participants will be informed of the course objectives through a post in the news forum wish
is the second event of instruction of Gagne’s nine step process. The participants will be directed
to review and read the news forum post to help them become familiar with the forum and other
features of the Moodle.
In the first unit, students will view documents and videos that inform students and show
examples of the two technology products they will be creating in upcoming lessons in the
Moodle course. After viewing the documents, students will participate in a live web conference

52
to discuss concerns and ideas for the upcoming technology participating teachers and their
students will create.
Upon conclusion of unit one, the teachers reviewing the documents and videos, the
teachers will participate in a live webinar in Elluminate (http://www.elluminate.com). Teachers
will be able to ask questions about the course objectives, my expectations as the course designer
or course activities. I will also give feedback as well as solicit feedback from the teachers as I
would like to be able to offer this course to additional teachers outside of this core group of
participating teachers. Teachers will write a reflection piece in the discussion forum of Unit 1
and will serve as discussion starters in the Elluminate conference as well.
Unit Two includes several examples of VoiceThread videos are included in Unit Two to
stimulate prior recall of how to create a VoiceThread and what a VoiceThread and how
VoiceThreads are structured. New content is presented for those who do not know how to create
a VoiceThread as well as learners are guided in creating a VoiceThread with lots of examples
and help resources representing the fourth and fifth events of instruction identified in Gagne’s
theory of learning. The participating teachers also put into practice what has been presented in
the Moodle course by creating their own VoiceThread demonstrating how to solve a math word
problem or equation. This depicts the sixth event of instruction.
Unit Three contains resources and examples of the process to create a mathcast video.
The resources include in the unit are there to stimulate prior recall of how to create a mathcast
and what a mathcast video consists of including how the mathcast is structured. New content is
presented for those who do not know how to create a screencast, or mathcast, as well learner
guidance is provided to the participating teachers as they create a mathcast with examples and

53
help resources representing the fourth and fifth events of instruction identified in Gagne’s theory
of learning. The participating teachers also put into practice the new learning presented in the
Moodle course and create their own mathcast demonstrating how to solve a math word problem
or equation. This depicts the sixth event of instruction.
In between some of the course units I have scheduled an Elluminate web conference.
This is the only synchronous event scheduled throughout the course. Participation in the
Ellluminate sessions are an opportunity for me, the Moodle course designer, to give feedback to
the participating teachers and answer questions in a live webinar held in Elluminate. The
teachers will receive specific feedback as to whether they have met the course objectives so far
and with additional guidance or support provided to the learners as necessary. Providing
feedback to the learners is the seventh event of Gagne’s nine events of instruction.
The fourth and fifth units require the teachers to teach their students how to create a
VoiceThread and mathcast. The teachers will apply what they have learned in the previous units
of the course. Performance will be elicited from the teachers and their students to create a
technology product similar to what they created emphasizing the comparison of problem solving
strategies used by students. The teachers will guide their students to elicit performance from their
students. Feedback will be provided to the students and teachers and performance will be
assessed using a rubric and discussion question post in the Moodle course discussion forum for
units four and five.
Unit six serves as the culminating unit of the Moodle course and is the most important
unit. This unit is where all of the puzzle pieces fall into place for the students. The mathcast
videos and VoiceThreads have been shared in the teachers’ classrooms with different ways to

54
solve a common word problem or equation discussed after viewing the technology products. In
the discussion with students, teachers present the idea that there are multiple ways to solve
problems and discuss features of the different problem solving strategies that were particularly
effective. The main purpose of this unit is for students to take what they learned throughout this
course as means to enhance the retention of the skills learned and transferring those skills to
new problems or settings (“TIP: Theories,” n.d.).
Procedure
For the purposes of conducting this formative evaluation, three phases of reviewers were
selected and asked to complete questionnaires sharing suggestions to improve the Moodle
course. The content, course structure, and learning activities were examined for areas that need
revision.
SME Phase
For the subject matter expert phase, colleagues were contacted that are experts in
technology and familiar with math standards at fifth through eighth grades. The main focus of
the SME phase was upon the technology tools and learning activities. Each reviewer was invited
to complete an online questionnaire after viewing the Moodle course. This was one of the first
things done as part of the formative evaluation process. The formative evaluation began the first
part of May 2010 with the expectations that the reviewers would respond within a week on the
Google form. Each reviewer was interviewed and responded to each question on the
questionnaire. The researcher completed the interview checklist during the individual interviews
with each subject matter reviewer.
One to-one Phase

55
For the one to one phase, colleagues were contacted that were experienced in teaching
math and using technology. The researcher desired participants that were representative of the
target audience for the Moodle course. The main focus of this phase was to determine if the
actual teachers participating in the Moodle course will be able to successfully complete the
course and use the technology tools featured in the learning activities.
Reviewers were asked to complete the online questionnaire after viewing the online
course. The questionnaire asked the reviewers to focus on specific aspects of the supplementary
materials, sequence of learning activities and thoroughness of the content and directions. Upon
completion of the Moodle course, the reviewers completed a post test based on the content of the
course.
Implementation of this phase was one of the initial things done to begin the formative
evaluation process. The start date of the formative evaluation was originally scheduled for the
beginning of May 2010 with the expectation that the reviewers would respond within a week on
the Google form. The timeline was not adhered to as hoped by the researcher and the evaluation
was delayed several weeks.
Small group Phase
In the small group phase, colleagues that were math teachers and relatively new to
integrating technology were asked to participate as a reviewer in the formative evaluation. This
is the target audience for the actual course. The teachers that will participate in the Moodle
course in the future will be expert math instructors at fifth through eighth grades.
The main focus of this phase was about using the technology tools in the learning
activities. Each reviewer was asked to complete the online questionnaire after reviewing the
online course. The questionnaire asked the reviewers to focus on various aspects of the course

56
paying particular attention to the learning activities and clarity of the course content and
directions. This part of the formative evaluation began around the middle of June 2010 after
making some of the changes that the SMEs and one to one reviewers suggested. The timeline
was delayed several weeks while waiting for reviewers to agree to evaluate the course and
complete the questionnaire and post tests. Eventually reviewers responded resulting in only six
small group reviewers. As with the one to one phase, upon completion of the Moodle course, the
reviewers completed a post test based on the content of the course
Integrity of the Data
The questionnaires were online and the reviewers’ responded and submitted their answers
online. The researcher was the only person that viewed the responses from each phase of
reviewers. The reviewers did not view one another’s submissions thus preserving the integrity of
the data and responses from the reviewers.
Permissions and Anonymity
The reviewers of the small group phase responded to a final question on the Google form
asking if they consented to share their comments and suggestions with the evaluator by
indicating consent with a ‘yes’ or ‘no’ answer and typing their name in the last field on the
questionnaire.

57
Timeline
Below is a tentative timeline indicating when each task will be implemented.
Activities May
2010
May
2010
May
2010
June
2010
June
2010
June
2010
SME review and Informed
Consent period
Data Analysis and Revisions
One-to-One Evaluations
Data Analysis and Revisions
Small Group Evaluation
Data Analysis and Reporting
Figure 1. Projected Timeline for the Formative Evaluation
Technology Used in the Curriculum Description and Rationale
The Moodle course is itself a technology product. I added several Portable Data Format
(PDF) documents of instructions and supplementary resources for the participating teachers to
use for help, clarification or further explanation. The PDFs and course units contain graphics and
images that explain the expectations for each unit and the process required to successfully
complete the learning activities. Short videos and VoiceThread examples were added to the
course to serve as a model for the technology products the teachers and students will create.
Several websites were included as resources along with a podcast of an interview with the
mathcast concept creator, Tim Fahlberg. The teachers are able to select any or all of the

58
resources they deem necessary to successfully complete each learning activity. The inclusion of
synchronous live web conferences in Elluminate will allow participants to interact, engage and
discuss the resources or learning activities found in the course units.
At the end of each Moodle course unit, participants are asked to complete a discussion
forum post reflecting upon the content learned and the technology products created.
Additionally, throughout the course, participants will have the opportunity to join live webinars
to interact with other course participants and engage in professional discourse about the course
content and materials as well as the course learning activities. These items were included in the
course to help foster a sense of community among the course participants. This is one of the best
practices that will help participants be successful mentioned in several sources of the literature
review. Participants can develop professional relationships and serve as advisors or sounding
boards for ideas when creating VoiceThreads or mathcast videos. According to the literature
review sources, this will create a sense of belonging and community among the participants
(Lewis, 2006).

59
CHAPTER FOUR: RESULTS
The questionnaires for each group of reviewers to complete were created using Google
forms. All of the instruments were stored online allowing all data to accumulate in a spreadsheet.
This made it easy to access and disaggregate the data. Similar questions were on each of the data
collection tools. The researcher combined data from the phases and broke things down into
qualitative and quantitative data versus analyzing and representing the data from each phase
independently as many of the suggestions from the reviewers from all three phases were very
similar. The data was more manageable and easier to understand, present and interpret in this
manner for the researcher. Below are the results presented in narrative and table forms.
Qualitative Data Analysis
Each course unit that reviewers mentioned needing improvement or revision was
examined by the researcher. One area in particular cited by the reviewers referred to the
directions for creating a VoiceThread. Although some changes were made after each phase, the
directions were still not explicit or specific enough for teachers new to technology according to
the reviewers. The skill level of the reviewers of the one to one and small group phases
decreased as well as familiarity of using Moodle for online learning and their comments seemed
to reflect this notion. This was fantastically eye opening and extremely helpful as it brought to
light issues that were relevant to the target audience for the actual course. The comments allowed
the researcher to drill down on course details for teachers and focus on items necessary to
provide assistance to teachers that are inexperienced technology users..
Additionally, several reviewers suggested changing the order of the course units. Instead
of having teachers create a VoiceThread and then a mathcast with their students following the

60
same process, some suggested having the teachers create a VoiceThread followed by their
students doing the same before switching to using Jing to create a mathcast. The reviewers stated
that continuing with VoiceThread before moving to Jing to create mathcasts would make better
sense to the lesser technically skilled teachers and enable those teachers and students to be
successful if the technology products were created with the same tool back to back instead of
switching back and forth between tools.
Quantitative Data Analysis
Much of the data collected from the formative evaluation was qualitative in nature. The
reviewers of the small group and one to one phase reviewers were asked to take a post test after
reviewing the course. Each reviewer surpassed the cut score of 80% with a score of 100%.
Table 1
Formative Evaluation Post Test Scores
Reviewer Phase/Number Score
Small Group Phase Reviewer 1 100
One to One Phase Reviewer 1 100
One to One Phase Reviewer 2 100
Number of Reviewers Meeting Cut Score of 80% 8

61
Discussion of Quantitative Data in Table 1
As noted in the table on the previous page, all reviewers successfully met the cut score of
80%. All of reviewers of the one to one and small group phase reviewers were able to correctly
answer each question on the post-test.
Table 2, shown below, demonstrates the average number of years in education for the
reviewers of the subject matter expert, one to one and small group phase reviewers. A table was
created to compare the number of years in education among the reviewers. Demographic data for
each reviewer was examined and the average number of years in education was calculated for
each of the three phases of the formative evaluation.
Table 2
Average Number of Years in Education for Each Phase of Reviewers
Phase Average Number of Years in Education
Subject Matter Expert Phase 31.5 years
One to One Phase 19 years
Small Group Phase 18.5 years
Discussion of Table 2
As you can see, the average number of years in education varied greatly for each phase of
the formative evaluation. It is interesting that the more years in education for each reviewer, the
more data the reviewer shared with the researcher.

62
Table 3
Revisions Suggested from Reviewers of Formative Evaluation Phases
Revisions Suggested Phase
Typo in goal statement and wording of reflection question for
unit 1 is awkward
Subject Matter Expert (SME)
Directions not clear about posting URLs for mathcast videos SME
Clarify wording of directions for embedding videos in wiki SME and Small Group
Remove HTML coding SME
Clarify purpose for Elluminate conference SME
Duplicate embedded video SME
Clarify purpose and reason for inclusion of additional resources SME
Clarify process for posting to the course discussion forums SME and 1 to 1
Add videos to demonstrate how to use Jing and VoiceThread 1 to 1 and Small Group
Add course objectives to course overview SME
Clarify purpose and procedures for posting to Moodle course
digital product wiki
SME
Share additional resources/ways to use Jing and VoiceThread to
create mathcasts
Small Group
Indicate approximate lengths of time to complete each unit Small Group
Add each external resource so that it opens in a new window and
not the same window to help ease navigation issues
Small Group

63
In Table 3, shown on the previous page a compilation of the data from field notes and
comments shared on the Google form spreadsheets. Data from all three phases of the formative
evaluation of reviewers’ suggestions to improve the Moodle course were included. As you can
see in Table 3, there were several areas the reviewers indicated that needed clarification or
further explanation. It was suggested that an explanatory ‘getting started with Jing and
VoiceThread’ video be created or located online and embedded into the Moodle course for
teachers to use when working with both technology tools. This was a great suggestion since the
course is designed for teachers relatively new to using and integrating technology.
Methods of Triangulation of the Data Collected
The researcher triangulated the data by comparing the data collected across all three
phases. This gave the researcher a more cohesive and comprehensive look at the suggestions
made to improve the course. The data was easily reviewed and grouped by categories and
proceeding in this manner prevented suggestions from being overlooked. Items that the
reviewers mentioned more than once were grouped together thus helping identify areas of large
concern.
Additionally, demographic data of all three phases were compared after the researcher
noticed the amount of information shared from the individual reviewers seemed to be correlated
the number of years in education. Demographic data was submitted on each form from the
reviewers and this information was compared and analyzed across all three phases of the
formative evaluation. The number of years a reviewer had been in education was correlated to
the amount of suggestions each reviewer submitted on the Google forms.

64
Recommended Revisions from the Reviewers
At the conclusion of each unit of the Moodle course, the researcher would like the future
participating teachers to share the digital products they and/or their students created and post the
Uniform Resource Locators (URLs) or embed the videos into the course digital product wiki,
blog posts and forums. Several reviewers suggested the directions to use Jing and VoiceThread
be revised to provide clarification and assistance for the participating teachers that are
inexperienced or new to integrating technology. Since the researcher is familiar with using both
Jing and VoiceThread, it was hard for the researcher to gauge the complexity of the procedures
and directions laid out in the course units. This issue was mentioned by several reviewers so it
will definitely be a large focus throughout the revision process. Modifications to the course were
made but were apparently not explicit enough to assist teachers just beginning to integrate
technology.
Several reviewers mentioned clarifying the purpose and nature of the Elluminate
conferences to include demonstrations of how to create a VoiceThread and use Jing in addition
to the resources listed in the Moodle course. The researcher found this to be an excellent
suggestion and will add details about the purpose of using Elluminate throughout the Moodle
course.
Some of the reviewers suggested changing the order of the course units. The researcher
will review the directions for each unit and explore the possibility of changing the order of the
course units to provide continuity and clarify for the participants of the course. The researcher
will further examine this suggestion before determining if this is a necessary change.

65
CHAPTER FIVE: DISCUSSION
Discussion of Capstone Project
Project Description
A Moodle course was created for to assist teachers to teach students to be better problem
solvers using technology. Teachers will learn to use VoiceThread and Jing to create a math
tutorial video called a screencast. Teachers will learn how to use both tools and then model the
same process for their students. All video products created throughout the course will be
available in the Moodle course resources to share with the other course participants and their
students.
Teachers of mathematics for grades five through eight are the targeted audience for the
Moodle course. Participating math teachers will select a word problem and have each student or
student group create a mathcast using VoiceThread and then Jing demonstrating the student
groups’ math solution. Mathcasts created by the participating teachers’ students will be shared
within the teachers’ classrooms and the Moodle course. The teachers will use the students’
mathcasts to emphasize that there are multiple ways to solve problems and explore with their the
solution featured in each mathcast. The teachers will lead their students in a discussion featuring
the individual steps and word problem solution presented each mathcast. The content of the
mathcasts will be up to the individual teacher as they are the experts of the curriculum they are
responsible for teaching. Throughout the discussion, the teacher will emphasize the fact that
there are several ways to solve a common word problem. This will assist students to identify that
there is more than one way to a solve word problem and enable them to acquire a wealth of
problem solving strategies featured in the mathcast videos.

66
The mathcast videos will demonstrate the explanation to solving a common word
problem. Students will see and hear the explanation. Research has shown when students present
information for their peers, they learn the content at a higher level (“What really motivates
middle school students?,” n.d.). Additionally, research has shown that online learning can
significantly impact learning when students create content to share with an audience larger than
their teacher and classmates. The quality of student work is greatly increased resulting in
students being more focused when working with teams and the use of online content makes the
information more accessible for everyone. Students can learn how to solve word problems or
equations with the use of mathcasts that focus on current content presented in class after school
hours and play the mathcast as often as needed..
Overview of Formative Evaluation Findings
A Google form was created featuring similar questions for all of the phases. The
researcher recognized that although the questions were similar, the background and experiences
from the participating reviewers would influence reviewer responses. The results were similar
among all three phases of the formative evaluation although some differences were present in
each phase.
The reviewers commented that the clarity of the directions explaining how to create a
mathcast using Jing and VoiceThread needed to be improved. The reviewers felt that the
directions were not explicit enough for future participating teachers. The target group of teachers
includes educators that are new to using and integrating technology. If the resources or content
directions are not clear, it is essential that this issue be addressed and the directions improved.
Teachers that are inexperienced at integrating technology may not have the skills of using

The Use of Online Learning to Improve Math Instruction

The Use of Online Learning to Improve Math Instruction

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a The Use of Online Learning to Improve Math Instruction

Semelhante a The Use of Online Learning to Improve Math Instruction (20)

Mais de Kim Caise

Mais de Kim Caise (20)

Último

Último (20)

The Use of Online Learning to Improve Math Instruction