Emergency Lesson Plans

During my student teaching, I am learning a lot of things. (some of which I don’t even yet realize I am learning!) This is one lesson that my cooperating teacher shared with me that I just had to pass on! It’s a great idea! Here’s her story…

“During my  education classes, we had to make a presentation on a topic which we felt would be most valuable to our fellow teaching students.  We had classes every Tuesday and Thursday evening on top of student teaching full-time.  It was also a “no excuse” presentation.  We were assigned a date and expected to give it no matter what came up during our schedules.  No one, however, in my program knew that my father had passed away the previous Saturday.  I had traveled out of town to be with him when he passed, had the viewing on Monday, and the funeral on Tuesday.  I left that afternoon, drove 150 miles to Mishawaka, and walked in just in time to give my presentation.  In a nutshell, I told my fellow teachers that there will be times in our teaching careers when we will have to leave on little notice.  You will be gone for days for an emergency and have to leave your students in the hands of others.  For those days, always have a week of “backup” lessons ready to go.  Have it prepared so that all you have to do is pull it out and put it on your desk for emergencies.  A week of lesson plans means you are always prepared and can leave knowing it’s all okay in your classroom. I got an A on the presentation and the professor told me to leave early and get some rest.  It’s one of the best pieces of advice I can give any teacher and something I always have on a shelf near my desk!”

This is certainly a great idea! Even if the emergency doesn’t cause you to be absent, but you just didn’t have time to make the lesson plans because something is going on at home. However, an effective teacher needs to be careful not to waste time with these lessons. A week of movies that sort of relate to the subject is not what I have in mind. The lessons should be meaningful and able to be used at any point in the year.

The following are a few ideas that could be used in a week of emergency science lesson plans. The inspiration for these ideas came from the article Twenty-Five Great Ideas for Teaching Current Events by Gary Hopkins, Education World® Editor in Chief.

Activity 1: Science Scavenger Hunt

Purpose: to discover how much science and what kind of science is used in everyday life

The concept is simple. Split the students into a number of groups depending on the number of students in the class and the number of news sources available. Give the students a certain amount of time to find science words in the news source. The group that finds the greatest number of words wins!

This is a short activity, but its effect could be great. To be successful in this activity, students are required to consider what science is and what it looks like in real life. If they

Activity 2: Present an Event

Purpose: To gain experience using information media and practice public speaking skills through sharing a current science event that appeals to the interests of the students

For this activity, students will research an event that occurred within the last year. The event should be related to the course topics or another science. The students will present their findings and their connections to the course using an information medium of their choice. The students will be expected to provide a scientific description of the event, a connection to the course content, and the presentation medium used should imitate professional examples of that medium by including all of the main features. The final project should be well polished and free of errors.

Activity 3: Paper from the Past

Purpose: to practice finding reliable sources of information online and to gain an understanding of the origins of scientific thought.

For this activity, students will work in groups to research a scientist or a scientific event of the past that led to the discovery of the information being covered in the course. (Ex: If the class is discussing DNA, students could research Watson and Crick.) Each group will create a newspaper article to contribute to the class newspaper about the time period of interest. Students will gain experience with research, formatting, citing sources, and gain some perspective for the history of science.


Book Review: Teaching With the Tools Kids Really Use

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Click image to view book on Amazon.com.

Teaching With the Tools Kids Really Use: Learning With Web and Mobile Technologies was published in 2010. The book was written by Susan Brooks-Young who “spent more than 23 years as a prekindergarten through Grade 8 teacher, site administrator, and technology specialist at a county office of education,” as it says on the About the Author page (Brooks-Young, xi, 2010). The author begins by introducing 21st Century Skills, which has become a common term among educators. Then she delineates three mobile technologies–cell phones, MP3 players, and netbooks–and five web technologies–social networks, virtual worlds, creating online writing content, creating online image content, and gaming–that can be used in schools to enhance instruction and teach 21st Century Skills. Each one has its own section that includes an introduction of the technology and how it is used in society in general, common objections to the use of the technology in schools, how and why those viewpoints began to change, and strategies for using the technology in the classroom.

As I was reading, I realized that the technology the author talks about is a little outdated. A red flag went up in my mind when I read, “Currently, 20% of teens who have cell phones are using smart phones, but marketers are betting that this is just the beginning” (Brooks-Young, 16, 2010). That’s when I looked to find out the book was published in 2010. It doesn’t seem like 2010 was that long ago, but in the world of educational technology, that’s pretty old! Regardless, a lot of the book’s content is still applicable. In fact, many of its predictions have come true. Teachers do have students use their cell phones in class to answer polls and questions. Another suggestion made in the book is to have students create social network profiles for literary and historical characters, which I had already heard before, so it is somewhat popular. Finally, at the end of the book,

The themes of the book are also applicable to technology integration today. Firstly, despite societal resistance the use of technology in schools, teachers can find and have found innovative ways to integrate teen culture into school and use it for education. The purpose of school (one of them, at least) is to acclimate young people to society and to teach them how to function productively and effectively. So it makes sense that we should use the tools that are available in the real world to accomplish that goal. Also, views about the use of technology in schools are changing and it is becoming much more accepted. But the most important theme is that technology alone cannot improve teaching practices. It takes hard work and planning by a good teacher to make it work, and it is definitely worth the effort.

As I’ve mentioned this book is a little dated, but the ideas in it are still good. I would recommend this book for anyone looking for an introduction to the idea of using technology in the classroom. However, for any educator that already has an understanding of educational technology and is looking for something more, I would suggest trying to find a more recent account.

For a comprehensive summary of the book, please watch my book review video. The video presents the books contents in a conversational style that provides additional information about some of the topics in the book.

Created using iMovie.

Here are some of the resources mentioned in the book.

21st Century Skills Documents

enGauge 21st Century Skills for 21st Century Learners-This document provides an overview of the enGauge methodology. It briefly describes the components of each of the four main skills: digital-age literacies, inventive thinking, effective communication, and high productivity.

enGauge 21st Century Skills: Literacy in the Digital Age-This is a comprehensive guide to the enGauge methodology. It includes a full description of each of the main skills along with descriptions of how they look in the classroom and tips for how to achieve those goals.

NETS*S Standards-This is the official document of the National Educational Technology Standards by the International Society for Technology in Education.

Framework for 21st Century Learning-This is a two page overview of the framework.

p21 Framework Definitions-This is the full document that describes the framework in detail.

Cell Phones

PollEverywhere-This site can be used to create polls that can be answered using text messaging, Twitter, or a web browser.

MP3 Players

Wikimedia Commons: Sound-The Wikimedia Commons has free downloads of everything from sound effects to podcasts, to recordings of famous speeches.

LearnOutLoud.com-This site has audio downloads of everything (not just educational subjects) and they are all sorted by subject.

Social Networks

Elgg-This is a social network engine that is used by schools, business, universities, and even governments to power their sites.

Ning-Ning is used by a lot of groups to create individualized social networks. It is integrated with other popular networks, like Facebook and Twitter, so member will not need a new login.

(Resources that I mentioned)

Edmodo-This is a site designed specifically for schools. Any teacher can create a class page and students do not need an email address to join.

Virtual Worlds

Jumpstart-This world has levels for different ages of elementary students and a site for parents (or teachers) to keep track of their child’s progress. There is a fee to access the full site, but some games are free.

SecretBuilders-SecretBuilders is geared towards elementary and middles school students. It also has options for parents and teachers to track progress and to give the students rewards within the site.

Poptropica-This is a free site that contains no advertising where students can join competitions and communicate with each other as well as play individual games.

Whyville-This site is sponsored by NASA, the Getty Museum, and the Centers for Disease Control. Its focus is history, science, and technology.

Mokitown-Mokitown is a miniature city in which students can live. The site includes information on population, crime rates, and unemployment. It also has News Bulletin in which students can express their thoughts.

Creating Online Content: Writing

Edublogs-This site hosts over 2 million blogs that are all about educational topics.

Plurk-This is microblogging site, like Twitter.

Wikispaces-Wikispaces has a new feature called Wikispaces Classroom that is designed as a learning management system. It can also be used in the usual way for creating informational sites on certain topics.

Google Docs-Google Docs is an online word-processor in which the documents can be shared to have multiple editors.


The Problem Site-This site has games divided into three categories: math, words, and strategy.


National Geographic Kids-This site has articles, videos, quizzes, polls, and games that are created for kids!

High School Ace-This site has educational resources, games, and articles meant for high school-aged students.

Virtual Tour of a Tech-savvy School

Schools that effectively integrate technology do not all look the same. The “tour” on which you will embark by reading this blog (and watching the video) is not a tour of a school building or even a classroom. Instead I will lead you through three basic aspect of every tech-savvy school regardless of what it looks like: a strong network infrastructure, personal devices for each student and teacher, and collaboration tools.

I created this video using Quicktime Screen Cast on my Macbook Pro.

Review of main points from the video

  • The purpose of technology in schools is to provide learning experiences for students that would otherwise be impossible, to make tasks more efficient and leave more time for additional activities, and to provide access to new tools and resources.
  • The three crucial components of successful use of technology are a strong network infrastructure, individual devices for each student and teacher, and collaboration tools.
  • ENA provides a comprehensive service that is specifically designed for schools and libraries.
  • Choosing a 1-to-1 device can be tricky. Each school has its own needs and goals which should be considered before choosing a device. See webinar below.
  • Collaboration tools break down the walls of the classroom and provide unique learning opportunities for students.

Sources that are referenced in the video

Education Networks of America website-This website has all of the information you will need about ENA, including contact information if you want to find out more. There is a detailed explanation of each service ENA provides along with additional resources, like the video you saw, news articles, and an ENA blog. I encourage you to look through the site and discover what ENA has to offer!

ISTE Webinar: How to choose: iPads, Androids, Chrombooks, or Laptops-If you are interested in “attending” this webinar, this is the link to the order page on the ISTE website. The webinar costs $39 ($20 for ISTE members).

Google Drive-This is the link to the Google Drive homepage. If you don’t already have a google account, click the link to get started. If you do have an account, you can click the link to learn more about what you can do with Google Drive.

Skype in the Classroom-This is the link to the Skype in the Classroom homepage. You can click this link to sign up for Skype, to learn about ways you can use Skype and to view success stories!

Additional Resources

iPads: A Help or Hindrance-To learn more about going 1-to-1 (specifically with iPads) you can read this previous blog post of mine. This post discusses iPad integration success stories, failure stories, and tips to help ensure that your school is one of the former.

Schools move toward ‘Bring Your Own Device’ policies-A Washington Post article that describes the implementation of BYOD in local schools.

Remember, any school can be a tech-savvy school. The school doesn’t have to be new and the program doesn’t have to cost a lot of money. As long as the school has a strong foundational network, devices to connect to the network (be they school-owned or student-owned), and teachers that are ready for the challenge of effectively using technology in their lessons, that school is sure to be successful!

Arts Integration: Professional Development Materials

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More and more teachers are providing their own professional development by taking turns providing workshops for their colleagues. Not only is this cost effective, but the workshops are more catered to the school because the presenters understand the needs of the other staff members.

To make it easy on you, I have created all the materials needed to conduct a professional development workshop about Arts Integration.

What is Arts Integration?

Arts integration is a cross-curricular instructional strategy that integrates art concepts and skills into the class curriculum. Teachers can collaborate with the art teacher or work alone to integrate art with their content area. The idea is that the art and content area concepts will mutually support each other so that deeper learning is achieved as a result. Both the art standards and content standards will be covered and assessed.

Why integrate the arts?

The many benefits of the arts for student performance have been demonstrated time and time again by schools who emphasize the arts. One of the most famous examples is CAPE, Chicago Arts Partnerships in Schools. See the following links to learn more!

Reinvesting in Arts Education-A publication by the President’s Committee on the Arts and the Humanities. Arne Duncan, current U.S. Secretary of Education and former CEO of Chicago Public Schools, describes CAPE’s success in the foreword of this article.

Formal Research Findings-The page on the CAPE website that sites research on which they base their educational practices as well as studies that have been conducted in the Chicago Public Schools.

Workshop Overview

Audience-This workshop is relevant to elementary and secondary school teachers who are interesting in learning about arts integration and who will be using arts integration to enhance their curriculum. The foundational ideas and strategies for arts integration are the same for all, however, the information presented in the workshop is more directly related to secondary teachers.

Purpose-To introduce the concept of arts integration to classroom teachers who wish to integrate the arts and to prepare those teachers to undertake the first step of implementing arts integration into their classes.

SMART Goals-By the end of this workshop, participants will:

  1. Understand how what arts integration is and why it is important.
  2. Have the knowledge and skills to create and implement an arts integration lesson plan for their content area.

Professional Development Workshop Materials

The following link is for a Google Drive folder that contains all of the workshop materials including:

  • Promotional flyer
  • Presentation with presenter script
  • Presenter checklist
  • Budget
  • Agenda
  • Lesson plan template and guide
  • Audience, purpose, and goals
  • Evaluation and responses

Workshop Materials

Here is the link to the presentation. The one in the folder is viewable, but the video doesn’t play. I hope this one works.

Resources used in this workshop

Additional Resources

  • Integrating Literature and the Arts into Technology-Based Instruction: A New Unit Model for Educators
    • An article that describes a new unit model that emphasizes cross-curricular instruction by integrating literature, the arts, and technology into the curriculum.
  • Arts Integration Teachers: Lesson Planning
    • A webpage that includes an arts integration lesson plan template (subscription required to use the template) and thorough descriptions and questions to consider for each portion of the lesson plan.
  • Music In Our Minds
    • An article that summarizes the research that shows how studying music affects student performance in other subjects.
  • Arts Integration in the Public Schools
    • A publication by the Chicago Public School system that serves as a guide for arts integration. The article includes: the what, why, and how of arts integration; a description of the best practices; case studies; recommendation for how to collaborate with local artists; explanation of how to use arts integration for teaching students with special needs; sample rubrics; the Illinois State Standards; a glossary of art vocabulary words; and recommended additional resources.

How to Make School Libraries Useful Again.

For centuries, libraries were the place to find knowledge. You could find anything you wanted to know if you just found the right book. But the world is changing and we no longer need or want to search for books to find informations. All we need is the internet and libraries are becoming outdated.

But libraries don’t have to be outdated! They just have to keep up with the times!

Online Research Database and Citation Services

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Click image to go to the website. Image retrieved from inspire.net on October 31, 2014.

Instead of researching in libraries, most people do research on the internet. School libraries can maintain their important role in the research process by giving students access to online research databases where they can find an abundance of information from credible sources. Here, in Indiana, there is an online database called INSPIRE, a service of the Indiana State Library. INSPIRE has a search feature especially for kids and one for older students. It also has college prep resources including SAT practice and scholarship information.

EasyBib is also an excellent resource for students to use when they have to write research papers. The free website has an enormous database of citation for credible sources from all over the world. Students just need to search for the resource they used and EasyBib will create a citation using whatever format the student chooses. There is also EasyBib School Edition! The school edition provides students with resources for every step of the writing process. They have a library of credible sources to search, a feature for prewriting and organization, editing services and, of course, citation resources. Learn more by watching the following video!

Make It Station!

Make It Stations are all the rage in schools libraries these days and their main feature is the 3-D printer. A Make It Station is a part of the library where students are encouraged to be creative and make things for their school projects and presentations. This video shows how 3-D printers can be used in schools!


Even with all these new technologies in libraries, they are still the number one place to find books. However, the books themselves are also making changes. A new genre has emerged called novels in verse. These books contain a series of poems that are all together just one story. They don’t rhyme and they are not hard to read. In fact, their format closely resembles text on the internet that kids are used to reading, which makes these novels  much more appealing to students. I was introduced to this genre of book by a high school librarian who has had success using these books as a way to get students interested in reading. Students who may be overwhelmed or turned off by a traditional novel find novels in verse easy to read, which gives them confidence and a desire to read more!

Keeping up with all the changes in technology, especially in education, can be a hefty task! School libraries need to keep up their game by adopting the online services and other resources their students need. By doing this, they will continue their reputation of being sources of knowledge and inspiration!

3 Things I Learned By Shadowing A School Tech Coach

What is a technology coach?

Technology coaches, or technology coordinators, are a relatively new addition to a school’s staff. As a result of the mad rush to integrate all the latest and greatest technologies into their classrooms, school systems have had to hire technology coaches, people specialized in working with educational technology, to help the process along. Teaching badly is the easiest job in the world, and teaching well is one of the hardest jobs in the world. The same goes for the effective integrating of technology into classroom instruction. Anyone can come up with an activity using technology for the sake of using technology, but what’s the point? The purpose of technology integration is to redefine instructional practices and to provide a more meaningful education for future generations. That is where the technology coaches come in. We cannot expect each of our teachers to be an expert in their content, in effective teaching practices, and in all types of educational technology; but with a little help from a technology specialist and the willingness to learn, every teacher can use technology to enhance their students’ learning experiences.

Yesterday I had the opportunity to shadow a technology coordinator at a local high school. The job description of a technology coordinator is to

“Support teachers in their classroom instruction using technology.”

The list of duties for such a position is rather diverse. This particular technology coordinator was responsible for managing the computer labs, running professional development workshops for the school staff, and helping teachers find technology solutions for specific purposes in their classrooms.

Each morning the technology coordinator starts his day by responding to all of the requests to use the computer lab sent by teachers the previous day. His system for reserving a lab is for the teachers to fill out a Google Form that he reviews and schedules accordingly. He publishes the schedule in a Google Spreadsheet that all of the teachers have access to. He hopes to develop a better system in the future that will be updated in real time as soon as the teachers submit their request.

Whenever a new technology tool is introduced into the school, the technology coordinator provides a workshop for the teachers to help them become familiar and confident using the new technology. Recently, the school started using Google Apps for Education. The technology coordinator had a workshop to show all the teachers how to set up a class on Google Classroom. He also works with them individually if they need help.

Each week, the tech coordinator sends out an technology update through email to all of the teachers. In his update, he includes news about what has happened in the past week. For example, this past week he attended a conference about educational technology. He wrote a brief synopsis of what happened at the conference and a summary of what he learned. In the update he also includes reminders about upcoming workshops, articles to read about educational technology, and a technology tip of the week.

Many teachers want to integrate technology into their classrooms, but they just don’t know where to start. This is when they can come to the technology coordinator with an idea and the tech coordinator can help them find a tool that will work. While I was shadowing this tech coach, he got a request for a technology tool that can be used to create more meaningful assessment items that better align with the new items on standardized tests. Recently I was introduced to the application Surpass which is used to create and administer interactive assessments. The assessment items that are available include the typical multiple choice and short answer items along with audio responses, drag and drop responses and drop down menu items. I suggested this application to the technology coordinator as an option to meet the teacher’s needs.

What I learned.

Throughout the course of this semester and during my job shadow, I have learned three things about being a technology coach.

1. Relationships with the teachers are essential to be successful.

The technology coach’s job is to support the teachers in their professional growth and to help them develop new skills and gain new knowledge about using technology to enhance their instruction; much like the way teachers support students in their personal growth and help them develop new skills and gain new knowledge that pertains to their content area. This is why just as student-teacher relationships are essential in the classroom, a technology coach’s relationships with the teachers in a school are also vital to the success of the program. If teachers don’t have trust in you as a person and your ability to help them, they will not come to you for help and your job will be pretty pointless.

One way to gain the trust of your teachers is by having classroom experience. The ability to relate to your teachers will strengthen your trustworthiness and your overall relationship with them. Nobody wants someone telling them what to do, when they have never done it themselves. Classroom experience will also help you do your job more effectively. With an experience of your own on which to reflect, you are more likely to find tools that will actually work because you understand classroom dynamics and how students work.

During my job shadow, I was told that the previous technology coordinator for that school was replaced because his inability to maintain teacher relationships. The previous employee was more qualified than the current one for the technological side of things. He could code programs that met the specific needs of the school, but he could not fulfill his duties because the teachers gave up on him when he stopped responding to their requests.

2. You don’t have to know everything!

Educational technology, and technology in general, is changing and growing too fast for anyone to be able to keep up with. It would be a waist of time and an impossible endeavor if you tried to become an expert in every new technology that is invented. A technology coach’s expertise should be in technology integration techniques, in finding tools to meet specific needs, and in sharing those ideas with teachers. Throughout the Computer Educator Licensure program at IU, we have focused on finding and using technologies that reach the top of the SAMR Model. We have also practiced preparing and presenting engaging and effective professional development workshops. As a technology coach, you don’t have to be able to solve every problem on the spot. You just have to be able to find the solution in a reasonable amount of time.

I learned during the job shadow that as a technology coach, you will be able to solve any and all problems having to do with technology. Teachers will ask you to fix hardware, install software, and even ask you to do things that have nothing to do with school. One person asked the tech coach to help him set up his iPhone. Even though this isn’t technically in the job description of a tech coach, it is always good to be as helpful as you can. If there is a staff member specifically for solving technological difficulties, then direct the teacher to get help from that person; and if there’s not…two heads are better than one!

3. You will get unique opportunities!

In some schools the technology coach works part-time as a classroom teacher, but in others, like the one I visited, the technology coach position is a full time job. Having no classes to teach has its pros and cons. Many people who go into education do so because they are passionate about teaching, so for some not having a classroom would not be a good thing. However, this freedom in your schedule can give you opportunities you wouldn’t have had otherwise. Technology coaches get the opportunity to work closely with more people than regular teachers do. Throughout the day they are in and out of classrooms working one-on-one with many teachers from different departments in the school. Not having classes to teach can also free up time to do things you couldn’t do before and to see sides of the school you couldn’t have before.

During my job shadow, the technology coordinator was invited to be a guest judge for a speech class’s rendition of the show Shark Tank. The students worked in groups and had to pitch a business idea to the guest judges in an attempt to get their investment. It was actually pretty cool! As a classroom teacher, you only get to see what goes on in your class. As a technology coach, you can see all the innovative things that are going on in the school, and you can participate in them by being a guest or by contributing a technology component to the activity.

Technology coaching is a unique and important job. It is difficult to do well, but it can be very rewarding. Working closely with many teachers gives you the opportunity to get to know more people and participate in more activities around the school. Even though you don’t know everything, you can still try to help in every situation, which every teacher will appreciate.

I think I’m gonna like this job!

Scientific Data Analysis for the iPad: Application Review

Data analysis is an important part of any science class, but getting into a computer lab is always a struggle. With so many schools implementing a one-to-one initiative, it is important to find applications for mobile devices that can serve the same purposes as a computer.

Scientific Data Analysis for the iPad is a simple application that plots data points and fits a curve to the graph. It serves the same purpose as the curve fit function in Microsoft Excel, but there are several benefits to using the application instead. One benefit is that the application can be used in the classroom right at the lab table using a student iPad.

The second benefit to using Data Analysis is the fact that it is so user-friendly. Data Analysis has a help button that provides directions every step of the way. On each page of the application, the help button with provide pop up notes about each feature on the page. This will help students use the app independently. The following image is a screenshot of the application and the pop up notes on one of the example graphs.


This application would be considered an M on the SAMR Model of Technology Integration. M stands for modification, meaning that the technology modifies the lesson in such a way that the activity would not be possible without the technology. Without data analysis technology, students would still be able to plot data points and draw conclusions based on the shape, but thy cannot find the best fit curve. The application is also efficient and neat.

Used in Context

I would use this application for an inquiry type lesson. I would have the students collect data about a phenomenon in the lab and use the data analysis to discover the relationship between physical properties, much like scientists do in real life. For example, I would teach my students how to calculate gravitational potential energy and about energy conservation. Then I would challenge the students to derive the equation for kinetic energy using data analysis. The ideal experimental setup would be the following:

Data Analysis (KE) lab set up

The students would use the Vernier Labquest photogates to measure the velocity of a ball (with known mass) when dropped from a measured height on the vertical track. They will do several trials from varying heights with this ball and record the data, then they will repeat the process with balls of several different masses and record that data. They can calculate the balls’ gravitational potential energy, and because energy is conserved, use the Data Analysis app to make a graph of velocity vs. kinetic energy for each ball and a graph of mass vs. kinetic energy. Using the curve fit feature, the students will see how velocity and mass each relate to kinetic energy. They will use this information to formulate an equation for kinetic energy. This activity definitely uses higher order thinking skills (HOTS) according to Bloom’s taxonomy. As is evident by the name data analysis, the students are analyzing data and using inductive reasoning to create new (to them) equations.

Mobile Application Evaluation

I presented this application to my class Technology Leadership in K-12. The students in this class are all education majors pursuing a license addition in Computer Education. Their primary licenses are a variety of subjects including special education, elementary education, and secondary art, math, science, and social studies. The class evaluated this application using a rubric for selecting mobile applications. The results from the evaluation are below.

App Evaluation Results

Some of the evaluation categories got inconsistent results because this specific rubric seemed to be better fit for an educational game, specifically the modes of play, levels of difficulty, and random order of content categories. This application is a tool rather than an instructional application, meaning one cannot use it without outside information. One thing that is clear, however, is that this application is very scholastic and it meets the learning need of the students.

Most of the reviewers thought that students would be engaged in using the application if instructed by the teacher to use it, but they would not choose to use it on their own. It was unclear whether this application aligned with the common core standards. The common core standards (CCS) are only for language arts and mathematics. Data analysis does not directly align with the CCS, but they way in which you use it could certainly align with them. The activity described above aligns with the standard CCSS.MATH.CONTENT.HSF.BF.A.1.A Build a function that models a relationship between two quantities.

This application can be very useful in secondary science and math classrooms. Although data analysis can be done in other ways, this application is free and easy to use and will keep the teacher from having the trouble of reserving the computer lab. It enables students to work with data in an authentic way without being overwhelmed by complicated technology. It is an effective and enhancing use of technology in the classroom and it pushes students to use the critical thinking skills that teachers are working so hard to develop!