Week 3: Spreadsheet Lessons
What are spreadsheets?
"Spreadsheets, sometimes called worksheets, are programs that allow the user to input data (typically numerical values, but can be other information such as words) that can then be manipulated. With origins from accounting, a spreadsheet will have columns and rows, similar to a table. The main difference between tables and spreadsheets is the additional use of formulas in which the contents of cells become part of “calculation commands” (Roblyer, Doering, 2013, p.122).
Why use spreadsheets?
According to Roblyer and Doering, spreadsheets have several uses:
Can spreadsheets be used outside of math and science?
Absolutely! For some of the same uses previously mentioned: spreadsheets can save time, organize information, and create visual representations of data, as well as support manipulation of data with formulas and filters.
PART ONE:
The following are sample spreadsheet uses for Library and Research Skills students in grades 9-12:
In the descriptions of the samples below, the Big Six research model is used to show where in the research process spreadsheets are being used. In addition, ISTE Standards are assigned to each sample, as well as a revised Bloom’s Taxonomy classification.
1. Research Notes Spreadsheet
This spreadsheet is useful for students who are starting their searches to organize the resources they find for research. Students can include keywords, links, images, quotes, and more. If using a Google Sheet, students in groups can collaborate to organize a larger pool of resources.
Here is a link to the spreadsheet: https://docs.google.com/spreadsheet/ccckey=0AsR_PIjPnpzxdHVRM1lla1VpeG1JbGszX3hDOG1QTFE&usp=sharing
Usage:
In groups
In the research process:
Bloom’s taxonomy:
Understanding
ISTE standards:
2. Information Literacy Spreadsheet
This spreadsheet works in conjunction with a Google Form. This will allow for a simple collection process that stores data into a Google spreadsheet. This sample is a modified version of a survey for Colorado teachers. In this form, students are asked a series of questions and have opportunities to rate their use of information. The data can then be used to create graphs, and finally the results can be presented.
Here is the form: https://docs.google.com/spreadsheet/viewformfromEmail=true&formkey=dDJSSDdINHNFZGV4dS1idXoxS1V3d2c6MA
Here is the spreadsheet from the responses:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdDJSSDdINHNFZGV4dS1idXoxS1V3d2c&usp=sharing
Usage:
Individual
In the research process:
Bloom’s taxonomy:
Understanding, Applying, Analyzing, Creating
ISTE standards:
3. Template Spreadsheet for Compare/Contrast Writing
Modified from the original, this spreadsheet can be used to help student organize information for compare and contrast writing assignments. Using color coding, ideas can be added as development of ideas continues. A link to the spreadsheet can be added to the final writing to show how characteristics were selected and organized.
Here is the spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdFdSaGNRQTdLZ0VHaVY2bmppcDJCdkE&usp=sharing
Usage:
Individual or small groups
In the research process:
Bloom’s taxonomy:
Understanding, Applying, Analyzing
ISTE standards:
4. Tracking Software Piracy Rates Around the World
This lesson uses spreadsheet functionality to track the rate of pirated software along with the cash value stolen. The concept of intellectual property and copyright laws are given a visual representation to students as they consider the effects of ethical use of information.
Here is the spreadsheet with piracy data: https://drive.google.com/file/d/0B8R_PIjPnpzxcmo1SlhvNzdMQVk/edit?usp=sharing
Here is a powerpoint from Maryann Allen of Colby-Sawyer College: http://serc.carleton.edu/sp/library/ssac/examples/14326.html
Usage:
Small groups
In the research process:
N/A
Bloom’s taxonomy:
Understanding, Applying, Analyzing
ISTE standard:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
PART TWO:
Lesson: Evaluation of Student Group Research Using Spreadsheets
Description: In this lesson, students will create questions about the the collaboration process and helpfulness throughout their research project process. Students will use online tools to create questions, deliver the questionnaire to their group members and teacher, and analyze results in order to complete an evaluation of their project and the participation of each member.
Objectives:
The student will utilize digital tools, and then after using the spreadsheet
Description of the data that will be used:
The data will be ratings and comments that the student’s peers and teacher will submit.
Description of the column and row headings:
Column will be names of the respondents
Row headings will be as follows:
Where the data will come from:
The data will be submitted using a Google Form and then analyzed in a Google Spreadsheet. Some of the data can be converted to numerical values.
Sample form: https://docs.google.com/spreadsheet/embeddedform?formkey=dENOcHdQdXRrYXdxZWk2YXkzTHRMbVE6MA
Sample spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdENOcHdQdXRrYXdxZWk2YXkzTHRMbVE&usp=sharing
In the research process:
Evaluation: Judge your product (effectiveness)
Bloom’s taxonomy:
Evaluating, Creating
ISTE Standards:
References:
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston: Allyn and Bacon.
"Spreadsheets, sometimes called worksheets, are programs that allow the user to input data (typically numerical values, but can be other information such as words) that can then be manipulated. With origins from accounting, a spreadsheet will have columns and rows, similar to a table. The main difference between tables and spreadsheets is the additional use of formulas in which the contents of cells become part of “calculation commands” (Roblyer, Doering, 2013, p.122).
Why use spreadsheets?
According to Roblyer and Doering, spreadsheets have several uses:
- save time
- organize displays of information
- support asking “what if” questions
- increase motivation to work with mathematics
- help students visualize numerical concepts (pp. 122-125)
Can spreadsheets be used outside of math and science?
Absolutely! For some of the same uses previously mentioned: spreadsheets can save time, organize information, and create visual representations of data, as well as support manipulation of data with formulas and filters.
PART ONE:
The following are sample spreadsheet uses for Library and Research Skills students in grades 9-12:
In the descriptions of the samples below, the Big Six research model is used to show where in the research process spreadsheets are being used. In addition, ISTE Standards are assigned to each sample, as well as a revised Bloom’s Taxonomy classification.
1. Research Notes Spreadsheet
This spreadsheet is useful for students who are starting their searches to organize the resources they find for research. Students can include keywords, links, images, quotes, and more. If using a Google Sheet, students in groups can collaborate to organize a larger pool of resources.
Here is a link to the spreadsheet: https://docs.google.com/spreadsheet/ccckey=0AsR_PIjPnpzxdHVRM1lla1VpeG1JbGszX3hDOG1QTFE&usp=sharing
Usage:
In groups
In the research process:
- Task Definition: Identify information needed to complete the task (to solve the information problem)
- Information Seeking Strategies: Evaluate the different possible sources to determine priorities (select the best sources)
Bloom’s taxonomy:
Understanding
ISTE standards:
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Students apply digital tools to gather, evaluate, and use information.
- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
2. Information Literacy Spreadsheet
This spreadsheet works in conjunction with a Google Form. This will allow for a simple collection process that stores data into a Google spreadsheet. This sample is a modified version of a survey for Colorado teachers. In this form, students are asked a series of questions and have opportunities to rate their use of information. The data can then be used to create graphs, and finally the results can be presented.
Here is the form: https://docs.google.com/spreadsheet/viewformfromEmail=true&formkey=dDJSSDdINHNFZGV4dS1idXoxS1V3d2c6MA
Here is the spreadsheet from the responses:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdDJSSDdINHNFZGV4dS1idXoxS1V3d2c&usp=sharing
Usage:
Individual
In the research process:
- Use of Information: Engage in the source (read, listen, view, touch) and Take out the relevant information from a source
- Synthesis: Organize information from different sources and Present the information
Bloom’s taxonomy:
Understanding, Applying, Analyzing, Creating
ISTE standards:
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Students apply digital tools to gather, evaluate, and use information.
3. Template Spreadsheet for Compare/Contrast Writing
Modified from the original, this spreadsheet can be used to help student organize information for compare and contrast writing assignments. Using color coding, ideas can be added as development of ideas continues. A link to the spreadsheet can be added to the final writing to show how characteristics were selected and organized.
Here is the spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdFdSaGNRQTdLZ0VHaVY2bmppcDJCdkE&usp=sharing
Usage:
Individual or small groups
In the research process:
- Use of Information: Engage in the source (read, listen, view, touch) and Take out the relevant information from a source
Bloom’s taxonomy:
Understanding, Applying, Analyzing
ISTE standards:
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Students apply digital tools to gather, evaluate, and use information.
- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
4. Tracking Software Piracy Rates Around the World
This lesson uses spreadsheet functionality to track the rate of pirated software along with the cash value stolen. The concept of intellectual property and copyright laws are given a visual representation to students as they consider the effects of ethical use of information.
Here is the spreadsheet with piracy data: https://drive.google.com/file/d/0B8R_PIjPnpzxcmo1SlhvNzdMQVk/edit?usp=sharing
Here is a powerpoint from Maryann Allen of Colby-Sawyer College: http://serc.carleton.edu/sp/library/ssac/examples/14326.html
Usage:
Small groups
In the research process:
N/A
Bloom’s taxonomy:
Understanding, Applying, Analyzing
ISTE standard:
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
PART TWO:
Lesson: Evaluation of Student Group Research Using Spreadsheets
Description: In this lesson, students will create questions about the the collaboration process and helpfulness throughout their research project process. Students will use online tools to create questions, deliver the questionnaire to their group members and teacher, and analyze results in order to complete an evaluation of their project and the participation of each member.
Objectives:
The student will utilize digital tools, and then after using the spreadsheet
- Practice self-reflection and identify areas for improvement
- Review feedback from peers and teacher
- Analyze data to further evaluation
Description of the data that will be used:
The data will be ratings and comments that the student’s peers and teacher will submit.
Description of the column and row headings:
Column will be names of the respondents
Row headings will be as follows:
- understood the assignments
- were able to answer the questions
- listened to each other’s ideas
- gave feedback, politely
- shared their own ideas
- performed their assigned task
- stayed on task
- actively participated
Where the data will come from:
The data will be submitted using a Google Form and then analyzed in a Google Spreadsheet. Some of the data can be converted to numerical values.
Sample form: https://docs.google.com/spreadsheet/embeddedform?formkey=dENOcHdQdXRrYXdxZWk2YXkzTHRMbVE6MA
Sample spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AsR_PIjPnpzxdENOcHdQdXRrYXdxZWk2YXkzTHRMbVE&usp=sharing
In the research process:
Evaluation: Judge your product (effectiveness)
Bloom’s taxonomy:
Evaluating, Creating
ISTE Standards:
- Students demonstrate a sound understanding of technology concepts, systems, and operations.
- Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
- Students apply digital tools to gather, evaluate, and use information.
References:
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Boston: Allyn and Bacon.