Engage Students Through Real-World Digital Data (Google Data Studio)
Participate and share : Interactive session
Learn to use data in a fun and sophisticated way using digital tools such as Google Data Studio. Work with your students to generate dashboards representing data on local and global issues. Help students learn from the data, form hypotheses and defend their positions on issues using credible evidence.
|Audience:||Coaches, Technology coordinators/facilitators, Teachers|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||A Browser|
|Topic:||Student agency, choice and voice|
|Subject area:||STEM/STEAM, Social studies|
|ISTE Standards:||For Coaches:
The purpose of this session is to model how teachers can use digital visualization tools such as Google data studio to bring real-world, global and local issues into the classroom. 3 lesson (math, science, and social studies) will be demonstrated linking state standards to such explorations. Participants will be able to call up the sample Google Data Studio visualizations to explore individually.
10 minutes: Brief introduction (purpose, digital tool, and data sets) and quick overview of 3 examples.
5 minutes: Participants choose one of the 3 examples (i.e., Google data studio models built by the presenter for math, science, and social studies) to explore individually. They will share reactions in a word cloud.
15 minutes: Presenter will model the development of a data dashboard in Google Data Studio using a data set from a government site.
5 minutes: Participants share in a community Padlet their ideas for how they might use such models in their own classrooms.
5 minutes: Presenter discusses instructional approaches, sample assignments, and prompts for engaging students in the investigation of these data sets through such visual models.
5 minutes: Q&A
References and Links: Visual Literacy
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Burmark. L. (2002). Visual Literacy: Learn to See, See to Learn. Alexandria, VA: ASCD.
Communications in Visual Mathematics: A Totally Electronic Journal. Available at: http://www.geom.umn.edu/~dpvc/CVM/1998/01/welcome.html.
Hattie, J. (2020). Visual Thinking.
Hyerle, D. (2000). A Field Guide to Using Visual Tools. Alexandria, VA: ASCD. Available at: http://www.ascd.org/readingroom/books/hyerle00book.html.
International Visual Literacy Association. (n.d.). Available at: http://www.ivla.org/index.htm.
Kafle, K., Price, B., Cohen, S., & Kanan, C. (n/a). DVQA: Understanding Data Visualizations via Question Answering. CVPR Open Access by Computer Vision Foundation.
Lance, K.C. & Maniotes, L.K. (2020). Linking librarians, inquiry learning, and information literacy. Phi Delta Kappan.
Lemke, C. & Fadel, C. (2008). Multimodal learning through media: What the research says. San Jose, CA: CISCO Systems.
Zheng, R.Z., Yang, W. Garcia, D., & Cadden, E.P. (2008). Effects of multimedia and schema induced analogical reasoning on science learning. Journal of Computer-Assisted Learning. Vol. 24, pp. 474-482.
Cheryl Lemke leads the Metiri Group, a consulting firm that specializes in research, program evaluation, professional development, and systems thinking in digital learning and 21st Century skills. Lemke is considered a thought leader in the U.S. and internationally. Her firm partners with ISTE to offer virtual PD to introduce teachers to 3 ISTE student standards and currently works with and evaluates large digital learning projects in New Jersey, Utah, and CA. She brings over 25 years of experience in the public sector—as a teacher, state technology director, policy expert, director at a foundation, and associate superintendent for Illinois SBE.