Task: Mr. Haddad(teacher) has asked the Master Technology Teacher(MTT) for assistance in incorporating the graphing and data analysis functions of the spreadsheet program in the solar greenhouse activity and for any other ideas the MTT may have to strengthen the unit.

In order to support and guide the teacher in the planning, implementation and evaluation of the applications of technology, the MTT would meet with the teacher for collaboration. The MTT would offer guidance in the following areas if needed:

• Setting goals and objectives for the students and the teacher
• Analyze the characteristics of the learners, the environment and the content, such as,
• ages, sex, race, motivation, attitudes, etc.
• budget, materials, time, class size, state requirements, etc.
• readiness to learn, degree of learning difficulty, instructional strategies
• Instructional strategies (instructor actions, student activities)
• Needs of diverse learners
• Technology to be used in lesson
• Assessment (strategies and feedback)
• Classroom management concerns
• Student collaboration dynamics
• Other resources – tech support, special education personnel, computer lab aide

The MTT would use clarifying questions as each item was discussed. The MTT would suggest assistive technologies if needed for diverse learners.

The spreadsheet software proposed by the teacher would be appropriate and effective for enhancing this activity because data can be manipulated in a spreadsheet for analysis. A spreadsheet is similar to a table or grid of values arranged in rows and columns. Each value is placed in a cell. A cell is the box at the intersection of a particular row and column. Formulas can create relationships among the cells in a spreadsheet. For instance, if a sales amount is entered in cell A1 and a tax percentage is entered in cell B1, then a formula can be entered in cell C1 to calculate the total sales amount. If the value in cell B1 is changed then the resulting value in C1 reflects that change. Values can be changed to study the effect of that change on different sets of data. Spreadsheets contain predefined functions but the user can also create their own formulas. Spreadsheet software can also create graphs or charts from the data contained in the cells.

In Mr. Haddad’s case, the students could set up a spreadsheet to record the temperature at predetermined times throughout the day. The columns could be labeled with the times, for example, 8:15 a.m., 11:30 a.m. and 2:30 p.m. The rows could be labeled with the dates, for examples, Dec. 11, Dec. 12, and so forth. After a predetermined number of days, the students could create charts from this data to use in their analysis. The chart would create a clearer picture for the students to work with. In spreadsheet software, the user has many choices regarding the creation of charts. The user can choose the type of chart, such as, pie, bar, line (horizontal or vertical) and more. The user can also choose the look of the legend, the labels for each axis and the labels for the data, as well as, the font and color scheme. Students can change the chart type to determine which chart displays the data in the best format for analysis.

In the planning stages of the spreadsheet part of the lesson, the MTT would meet with Mr. Haddad to discuss the effective use of the spreadsheet software. The MTT would be open to any questions or suggestions by Mr. Haddad, and would provide guidance as needed creating an atmosphere of trust and collaboration. Items to consider might be:

• prior training if needed for student use of the spreadsheet software
• prior training for Mr. Haddad if needed
• what type of assessment will be used – formal and informal
• how/when students would get to the lab to record their results each day
• where would the students save their file
• a tentative date for the creation of the charts from the data gathered
• printing of the chart if needed
• instructional strategies – questioning, observations, collaboration, feedback

Mr. Haddad also wishes to have his students prepare and present a report on their findings. The MTT could suggest the use of presentation software. Presentation software is a series of slides. Each slide can contain text, graphics diagrams, charts, tables, bulleted lists and various multimedia elements, such as sound or video. There is also an area for speaker’s notes for each slide. In addition to slides, you can print audience handouts, outlines, and speaker's notes. When presented to an audience, only one slide can be seen at a time. When the user is ready, the slide can be advanced to the next slide. Presentation software also offers transitions and animation. Transitions determine the way each slide enters the screen (fade smoothly, dissolve, box in, etc.). Animation determines the way each object or item appears on each slide. For example, if there are 3 items on a slide – a bulleted list, a graphic and a chart, animation can be applied to each item separately.

In Mr. Haddad’s case, the students could use presentation software to present their report to the class using a projection device (projector). Students could create an outline first to organize their thoughts. A rubric could guide the students in the creation of the slide show. Students could include the actual data spreadsheet and chart they created in the spreadsheet software in their slide show. Students could take digital pictures (building the greenhouse, the finished greenhouse, students recording the temperature, analyzing the data, creating chart, etc.) to include in their slide show. The use of digital pictures may add interest to the slide show and a real life connection. The results of the data analysis can be explained in several slides. Bulleted lists can be used to show the results but students should be able to elaborate more on their findings. The speaker’s notes section is a good place to record their additional findings and can be a useful tool during their presentation to the class.

In the planning stages of the presentation part of the lesson, the MTT would meet with Mr. Haddad to discuss the effective use of the presentation software. The MTT would be open to any questions or suggestions by Mr. Haddad, and would provide guidance as needed. Items to consider might be:

• prior training if needed for student use of the presentation software
• prior training for Mr. Haddad if needed
• instructional strategies – questioning, observations, collaboration, feedback
• examples of slide shows
• what type of assessment will be used – process and product
• how/when students would get to the lab to work on their slide show
• where would the students save their file
• printing if needed

Presentation software can be used in any content area. It is most appropriate for use as a presentation tool but can be used as an organizational tool also. It is appealing to the visual learner. To get the most out of a lesson using presentation software, quality should be emphasized. Some teachers will have students hand in a written outline before they are allowed to touch the computer. This can be helpful and is a decision the teacher will have to make depending on the characteristics of her students. Some students are capable of creating an outline in the presentation software; others get bogged down in the glitz part of it – animation, transitions, sounds, etc. It is a great tool when teachers are working on summarization skills. Students could create a presentation in lieu of a book report. Presentation software could also be used in a speech class as a visual aid. It could be used in a math class to demonstrate the steps in solving a problem. And it could even be used in athletics to model a football play. It can be adapted to most any situation. The main concern is emphasizing quality content. Many times students can get distracted with all the bells and whistles that are available. Planning is essential for its success.