Bowen SP Tool Analysis

	B	C	D	E	F
1	*When Ranking, Use 1 for Lowest Score (that part of the SP Model is not fostered) and 5 for Highest Score (that part of the PS Model is fostered very well)
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5		Two Tech Tools You Used This Past Spring		Two Brand New Tech Tools
6		Two Tech Tools You Used This Past Spring		Two Brand New Tech Tools
7		Tool 1	Tool 2	Tool 3	Tool 4
8	Technology Tool Name	DreamBox	Seesaw	Kahoot	Flipgrid
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10	Affective Association Rank (1-5)	1	3	2	5
11	AA Evidence/Rationale	There is no way for students or teachers to interact with each other using this tool. All feedback regarding the reports that teachers recieve must all be done offline. Students also cannot interact with each other while playing the games.	Students are able to comment on each others work using audio or text responses. However this can only be done using the generic student login. Teachers also can give audio or text feedback as well as "hearting" students work. Students submit their work in many different ways by using video, audio, taking pictures, or interacting with the drawing tool like a form of HyperDoc. This work that is completed is visible to all of the students who logs in with the generic student login but not with the home learning codes. Teachers can also provide content in many different ways by recording videos, giving audio directions, or taking pictures.	You can give feedback as a teacher after a student has completed a challenge. You can also post announcements in specific challenges. Students cannot interact with each other using this tool. Kahoot can be used in a live challenge but this has to either be done face-to-face or over an additional video conferencing tool.	There are numerous ways teachers and students can interact with each other using video. Teachers can create lessons with their own videos for students to see. Students have various tools they can add to their video such as adding sticky notes, changing the color, or adding emoticons. Students then respond to the content using video as well as other students can comment on students responses using video. Teachers can give both public and private feedback using both text and video.
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13	Community Cohesion Rank (1-5)	1	5	2	5
14	CC Evidence/Rationale	Students solely interact with the games and lesson on their own. They are unable to see who else logs in and what games their peers are playing.	Everything that students do can be visible in Seesaw. Teachers can create assignements where students share about themselves using pictures, videos, or audio. Seesaw has a way that students can respond to assignments using the drawing that resembles HyperDocs. The ability for students to express themselves to the community through different tools within Seesaw is endless!	The different challenges teachers can create can be done live over vidoe conferencing but again teachers must uss a separate tech tool. When students compete in the challenges they are able to compare their scores to the other members of their learning community.	Flipgrid essentially is a video discussion forum. While students are mostly limited to video or text responses to the assignement, everything that students do or respond to can be visible to all members of the community. The tools that are embedded within the video studio allow for students to be more creative and let their personality shine, for example custom bit moji stickers, or flash text.
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16	Instructor Invovlement Rank (1-5)	2	5	2	3
17	II Evidence/Rationale	Instructors are able to review data Dreambox provides showing students successes and struggles engagng with the learning targets. They can modify or even add new assignement to students based on that data. Anything additional that teachers need to do to provide feedback using Dreambox, teachers would have to either do f-t-f or use another tool for communication.	As stated above teachers can provide feedback in three main ways through audio, text, and "hearting" assignements. But teachers can also edit students submitted work and provide even futher feedback and support by adding comments, adding drawing or correcting parts of students work that they may have missed. Teachers can create video announcements to students to give overall feedback or messages or just send video messages to specific students.	Teachers can see how students are doing on the challenges that they create but again cannot provide specific feedback over Kahoot. They can use the reports on the challeenges to drive their instruction and give feedback offline or using another edtech tool.	The instructor can provide private or public video feedback using the different tools available however the ways to interact are solely regulated to a video or text response.
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19	Interaction Intensity Rank (1-5)	2	5	3	4
20	IIn Evidence/Rationale	The gaming aspect of Dreambox makes students more motivated to interact with this tool. Students if they are able to be in a classroom setting love to talk to each other how they did on the certain games. However if this tool is used solely online another tech tool would need to be utilize for students to have student interaction	Because of the flexibility that Seesaw provides in how students interact with a learning task, I gave this score a 5	The competitive nature of Kahoot makes students more motivated to interact with these challenges. However there is no real way for students to interact with each other apart from seeing the high scores or using a video conferencing tool to do a live challenge.	Because of the use of video and the ability for students to see everything that students post or comment on makes the interactions more intense. However students are limited to video and text responses.
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22	Knowledge and Experience Rank (1-5)	3	5	3	4
23	KE Evidence/Rationale	Dreambox provides students with pre-assessment and placement assessments that show teachers the students strengths and weaknesses. Students show their learning within the program through game play but through no other method.	Students can use the video, drawing, audio, and camera tools to show their thinking in a variety of ways. The choice that students are provided allows for them to go beyond just a multiple choice quiz or benchmark assessment.	Students can answer questions through multiple choice quizzes. If teachers want to provide more options such as open ended responses, or putting answers in a certain order they have to pay for the premium content.	While the tool doesn't provide students with as many options to show their thinking, the ability to record videos gives them the oppotunity to model their thinking in a variety of ways. Students can draw pictures, create art, or share a writing piece through the videos.
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25	Cognitive Presence Rank (1-5)	2	5	2	4
26	CP Evidence/Rationale	There is no requirement of criticial thinking in this tool. Students can explore their thinking through engaging in different games of their choice. Students do not have to reflect nor have any discourse with other students to engage in the learning tasks.	Students are able to use the variety of tools stated in my previous scores how to support their thinking, have meaningful discourse with other students (although it is limited to voice and text), and create something new.	Some of the premium tools allow for students to provide open ended responses to challenges which can encourage students to use higher level thinking skills	Students are able to engage in meaningful discourse, and think critically about specific topics. However due to the limited amount of tools available, students are unable to respond in multiple ways or create something new using different content areas.
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