Difference between revisions of "ICT teacher handbook/Data representation and processing"
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#Data sets have to be prepared (in sets of 2 or 3) for each computer/ group of students. A data folder must be created on each computer and the data sets copied. | #Data sets have to be prepared (in sets of 2 or 3) for each computer/ group of students. A data folder must be created on each computer and the data sets copied. | ||
#Copy the data folder on the computers. For each data set, make a set of questions for the students to answer after a study of the graph. After the students complete the analysis, encourage them to express the summary of the analysis in the form of a mind map. The following questions can be given to the students for discussion | #Copy the data folder on the computers. For each data set, make a set of questions for the students to answer after a study of the graph. After the students complete the analysis, encourage them to express the summary of the analysis in the form of a mind map. The following questions can be given to the students for discussion | ||
| − | ##What | + | ##What data elements are captured? |
| − | ## | + | ##Does the data give your exact numbers or only relative estimation? |
##What can you conclude from the data? | ##What can you conclude from the data? | ||
| − | ##What are the advantages in each kind of representation? When do you think each method | + | ##What are the advantages in each kind of representation? When do you think is each method suited? |
##What further information on the topic would you like to find out? | ##What further information on the topic would you like to find out? | ||
#The data sets can be drawn so as to represent different subjects | #The data sets can be drawn so as to represent different subjects | ||
#Encourage students to use a text editor to type their observations | #Encourage students to use a text editor to type their observations | ||
====Organizing data to make meaning==== | ====Organizing data to make meaning==== | ||
| − | #This activity will take 80 minutes and will involve going out to collect data | + | #This activity will take 80 minutes and will involve students going out to collect data |
#If any permissions for conducting surveys, going out of school is needed, they have to be taken. | #If any permissions for conducting surveys, going out of school is needed, they have to be taken. | ||
#Let students collect the data and make their notes. Encourage them to discuss how the raw data has come and how we have to identify data elements for capturing | #Let students collect the data and make their notes. Encourage them to discuss how the raw data has come and how we have to identify data elements for capturing | ||
| Line 47: | Line 47: | ||
====Concept map and text document==== | ====Concept map and text document==== | ||
#Together these activities could take 4 periods | #Together these activities could take 4 periods | ||
| − | #Make sure to explain to the students the cumulative nature of the portfolio | + | #Make sure to explain to the students about the cumulative nature of the portfolio |
| − | #Explain the use of a concept map to clarify one's thinking, make connections between concepts | + | #Explain the use of a concept map to clarify one's thinking, make connections between the concepts |
#The students should understand that a text document is another way of representing analysis and findings | #The students should understand that a text document is another way of representing analysis and findings | ||
#Discuss with students the advantages of different kinds of data representation and show how formats can be combined (by inserting a mind map as an image) | #Discuss with students the advantages of different kinds of data representation and show how formats can be combined (by inserting a mind map as an image) | ||
Revision as of 14:53, 12 December 2016
Chapter Objectives
- Understanding how to read data in various formats and representations and analyze
- Understanding methods of data organizing, analysis and representation
- Processing and representing data in textual, image and numeric formats with spreadsheets, concept maps and text processor
- Understanding the power of data visualization and how data can be used to hide or reveal information
- Developing a critical perspective on ownership of data, formats for analysis and presentation
Additional Resources
Transaction notes for activities
The transaction notes will include the following components. The activities are expected to be cumulative.
- Time estimate
- Prior preparation
- Methodology
- Discussion questions
- Instructions for student led activities
- Subject integration
- Assessment (portfolio as evidence of digital skills)
- Student portfolio as learning resources for other students
Data tell stories
- This activity will take 80 minutes
- Data sets have to be prepared (in sets of 2 or 3) for each computer/ group of students. A data folder must be created on each computer and the data sets copied.
- Copy the data folder on the computers. For each data set, make a set of questions for the students to answer after a study of the graph. After the students complete the analysis, encourage them to express the summary of the analysis in the form of a mind map. The following questions can be given to the students for discussion
- What data elements are captured?
- Does the data give your exact numbers or only relative estimation?
- What can you conclude from the data?
- What are the advantages in each kind of representation? When do you think is each method suited?
- What further information on the topic would you like to find out?
- The data sets can be drawn so as to represent different subjects
- Encourage students to use a text editor to type their observations
Organizing data to make meaning
- This activity will take 80 minutes and will involve students going out to collect data
- If any permissions for conducting surveys, going out of school is needed, they have to be taken.
- Let students collect the data and make their notes. Encourage them to discuss how the raw data has come and how we have to identify data elements for capturing
- Take photographs of raw data and tabulated data
- The intention of this activity is to prepare students to look at data analysis and not so much focus on a digital output
Concept map and text document
- Together these activities could take 4 periods
- Make sure to explain to the students about the cumulative nature of the portfolio
- Explain the use of a concept map to clarify one's thinking, make connections between the concepts
- The students should understand that a text document is another way of representing analysis and findings
- Discuss with students the advantages of different kinds of data representation and show how formats can be combined (by inserting a mind map as an image)