MiTE2017 has ended
Back To Schedule
Friday, January 13 • 6:00pm - 7:00pm
"Nearpod and the Impact on Progress Monitoring"

Sign up or log in to save this to your schedule, view media, leave feedback and see who's attending!

Progress monitoring is a practice used to determine students’ academic performance, measure their degree of improvement, and assess the efficacy of instruction (Center on Response to Intervention). It is the one method of assessment that instructors can promptly give, interpret results, and alter instruction to maintain and promote sufficient improvement of reading skills. Consequently, teachers who consistently implement progress-monitoring instruments improve student achievement and are more apt to modify instruction to meet the needs of their students (Santi & Vaughn, 2007).

The purpose of this quasi-experimental study was to determine whether the Nearpod app, an interactive technology application, served as an effective method to monitor students' progress and check for understanding during instruction. The participants consisted of two teacher candidates in their final term of their clinical experience practicum. Both student teachers taught at a Title 1 school in Tustin, California. The school demographics consisted of 49% socioeconomically disadvantaged students and 26.4% English Learners. The experimental group student teacher used Nearpod to check for understanding and perform progress monitoring in a 2/3 combination grade classroom comprised of 31 students. In the control group setting, the other student teacher in a 3rd grade classroom of 32 students in did not use Nearpod for progress monitoring. Instead, she used traditional progress monitoring methods during instruction. The methods used for progress monitoring included think-pair-share, thumbs up/thumbs down, brainstorming maps, and calling on students randomly using name sticks. Data was gathered through:

1. Pre- and post-videotaped lessons;
2. In-person observations of teaching in a classroom setting;
3. Printed reports showing data of the frequency of student participation during the lesson and final scores on quizzes;
4. Student teacher written reflections of the learning outcomes;
5. Conferences with the student teachers. 

The results of the study indicated that the use of the Nearpod app (student responder) improved student engagement and whole group assessment in a single lesson. This project is relevant and important to the field of teacher education because it allows candidates to practice how to effectively improve student learning in the classroom. The data showed that the candidate, who utilized the Nearpod app for progress monitoring, developed the skills to obtain accurate information and to determine to what extent the students met lesson objectives. In addition, this candidate referred to the data in written reflections that guided future instruction. 

avatar for Laura McKay

Laura McKay

Faculty, CalStateTEACH
Laura is faculty with the CalStateTEACH Program in the Southern California region. Laura joined CalStateTEACH in 2000. Her role is to supervise, coach, and facilitate instruction with multiple-subject K-12 teacher candidates using the latest educational-based technologies. She presented... Read More →

Georgi Ravenna

Faculty, CalStateTEACH

Friday January 13, 2017 6:00pm - 7:00pm PST
Continental Ball Room Foyer

Attendees (7)