The ability of the TI-Nspire to provide students with real-time visual modeling allows not only for interactive feedback, but also increases student motivation to use the technology (SRI International, 2006). Student motivation is also increased due to the “document” capability of the technology. Students can work within a document containing multiple screens of mathematics that can be saved, shared, and edited. Furthermore, the platform of the TI-Nspire more closely resembles a PC platform with pull-down menus, file and folder storage, and a NavPad, which is similar to the functional capabilities of modern cell phones and media players. The NavPad allows students to navigate the technology with relative ease.
InspireData by Inspiration Software, Inc.
InspireData is a software program that allows users to look at data from a new visual standpoint: database table and plot/graphs. The database table and plot/graph view provide students two unique methods to analyze, interpret and draw conclusions about data. The dynamic features for creating graphing plots (bar, stack, pie, and axis) and Venn diagrams allow students to think critically about interpreting and analyzing data. The program is preloaded with sample lessons, projects, and over 100 databases. Students can create their own database or explore one of the pre-loaded databases. The active slideshow features enable users to capture images of their graphs and present their conclusions about the data to an audience.
The software program was originally developed by the non-profit organization, Technical Education Research Centers (TERC) under a National Science Foundation grant (Preview Electronic Education Report, 2006). Inspiration Software redesigned the program to provide quality data tools for students to analyze and interpret. InspireData is targeted for grades 4-12 and adults.
InspireData aids in the development of data literacy skills. Students are able to enhance their “inquiry skills by collecting, analyzing, and interpreting data in science, math and social studies” (Courtnage, Cuff, & Reynolds, 2007, p. 4). The software tool makes it easier for students to identify patterns and trends in data. InspireData offers users a better understanding of the data and how to use it to make decisions. As Gunter (2007) stated in a review of this tool it indeed helps students to become data-literate by allowing them to “access, assess, manipulate, summarize, and present data” (p. 1).
Currently, InspireData addresses only the standards and learning of three content areas: science, mathematics, and social studies. It enables users to perform statistical data analysis as they conduct investigations and make informed decisions as they learn to think about data from a global perspective. InspireData provides a platform for students to see beyond the data and become informed global citizens ready for the 21st century workplace.
Technology Training Sessions
During the TI-Nspire technology training session, participants were each given a TI-Nspire handheld to use. The beginning of the session was spent familiarizing the participants with the functionality and capabilities of the handheld device. Participants were shown key navigational strategies such as how to use the NavPad, how to get to the Home screen, and how to access files and applications. The participants were first guided to open a new “Graphs and Geometry” page and shown how to create a circle. The participants were guided on how to change the size of the circle using the Grab-and-Move function. Although this was a simple activity, the students had difficulties learning how to use the features of the TI-Nspire. Due to the nature of the new TI-Nspire platform, the majority of the session was spent learning how to navigate through the features of the handheld device and learning how to use the unique features, such as the Grab-and-Move function, the pull-down menus, and accessing and saving documents.
Rather than being provided with a strictly guided activity, participants were given minimal directions and allowed to explore the technology pursuing their own curiosities and interests. Several participants became frustrated with the new environment, which is to be expected when learning new technology. However, most participants enjoyed “playing around” with the new technology and expressed excitement with the unique features of the technology such as the Grab-and-Move function and NavPad feature (See Appendix A for images of technology). Students were further guided on an individual basis on how to create a graph, how to create a table, and how to see the changes between the two representations when the graph was dynamically altered with the Grab-and Move function. The end of the session was spent discussing the technology and what the participants liked or disliked about the technology. Most students were very excited about the new technology and were not discouraged by the learning curve required to master the innovative features of the handheld device.
InspireData training took place in a computer lab with the program preloaded on all of the computers. The participants were divided into three groups based on their grade levels: sixth, seventh and eighth/ninth. Each of the grade levels received an hour of training using the tool. Every participant had access to a computer installed with the software.
At the beginning of the training session, the presenter provided a brief overview of the software and asked students to discuss how they use data in their daily lives. After the discussion, a step-by-step tutorial of the software was presented. Afterwards, the participants worked with the City Climate data, which is preloaded in the InspireData, and answered questions. The activity was purposefully selected to allow the continuation of discussions and possible project ideas on the camp's theme: global awareness. Time was allotted for them to discuss their answers and share their graphs with their peers using the slideshow feature of the program. The academy participants were allowed time to create their own data set and graph using this database. At the end of the training session participants shared comments on how changing and adding new data to the preloaded database changed the patterns and trends of the database, plots and graphs (See Appendix B for Training activity questions and sample graphs). Students commented on how seeing the data in the databases made the issues seem “more real.”
Both presentation approaches were designed to maximize the amount of time students were able to use the technologies. The students were pleased with the amount of time they had to explore the tools and commented on how they wish they could use them at their own schools. The brief survey administered to students about their experiences revealed positive results. A majority of the students supported the use of the technologies in future sessions of the camp. Overall, the middle school students felt the tools were helpful in learning about graphs and databases. We were pleased with the survey results and student comments. This helped to reassure our feelings towards using the technologies in the future.
We believe the technologies address the needs of the students of this camp. Through the technology session, we were able to observe students take a non-traditional approach to learning about graphs and databases. As described earlier in this article, many of the students in the camp have difficulty in comprehending graphs and data. These technology tools provided students a unique approach of creating, manipulating, and interpreting visual representations as they engaged in activities about graphs and databases. The middle school students participating in the technology session will take the knowledge and skills learned and share them with their peers and family. The Junior Seahawk staff members that are employed as middle school teachers in the surrounding counties will also share the technologies with their classes during the academic school year. The user-friendliness of the tools makes it ideal for middle school students. The technologies can be used with all middle school students and its ease of use and visual representations opened up new opportunities for students to use their creativity in learning about graphs and databases.
