Digital AP Calculus 1

Megan Taylor
Kennesaw State University
Summer 2016
Capstone Report
Digital Self-Learning for AP Calculus

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Description of the Capstone Experience and Results
The capstone project resulted in the completion of a website that can be used by current
and future AP Calculus students as a resource to help them review for the AP Exam given in
May. The process of completing the capstone involved the creation of many videos (using
SmartBoard recordings and also screencastomatic), pdf documents of actual past AP exams,
external links to other helpful resources, information and tips for the exam, and much more.
One of the biggest obstacles to overcome was the creation of the website. All teachers at
Pope High School are required to have a blog in which we post our daily assignments online
through Blackboard Learn, a platform that Cobb County schools provides. The capstone project
began being created this platform. However, after much of the capstone was completed, it was
realized that this was a mistake; if a job transfer to another school outside of Cobb County was
ever made, there would no longer be access to Blackboard Learn and therefore, this site would be
lost. So, a Weebly site was then created in order to host the capstone. Fortunately, many of the
components that were created were originally stored on a computer, so there was not much
recreation of these parts when transferring domains.
Students really found this website helpful. They were viewing it on their own time at
home when studying for the May exam, so feedback was asked for afterwards. The students
would ask for help on certain difficult topics they didnt understand that were not included in the
website; this would allow the opportunity that night or week to create a video, document, or
provide some source and edit the website so it was included. This was great feedback so that
there could be consistently adding and updating to the site so it could be the best possible.
There is still follow up work in the process; the biggest one is transferring all components
to the Weebly domain instead of Blackboard Learn. Also, the AP exam is set to slightly change

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format for the 2016-2017 school year. This will require tweaking to the website to ensure that it
reflects the most up to date information and format.

Discussion and Reflection

It is very encouraging to witness students being more engaged and learning more when
technology is introduced. On the capstone project, many online tools were integrated to ensure
productive engagement, since it is shown that Web-enhanced instruction has a positive effect on
several learning factors, including problem solving, student learning, and critical thinking skills
(Sanders, 2001). As previously discussed, students would provide great feedback on what
features or topics they would like to see on the website and that would need tweaking. From
instances like these, it really showed how technology facilitation is always an ongoing processwhether it comes in the form of just occasionally updating a website or whether it is frequently
showing other students and teachers about this great resource.
The creation of this website and technology initiative really solidified the knowledge that
it takes to be a technology leader. Throughout this project, all the completed courses at KSU
really helped when it came to implementing different online tools, knowing the best format for
creating a website, and seeking out best practices to make this a successful resource for students.
The knowledge of ensure the website to be interactive which proves to be more engaging at
times than traditional classroom review time because of the multimedia aspects was important
(Paris, 2004). There were many skills that went into this as well; skills of creating, implementing,
editing, evaluating, and designing were all very prevalent. Finally, to be a technology leader, one
must also be pushing for integration and blended learning in the classroom. One must realize that
the world is constantly being pushed in a more digital direction everyday. It takes a shared vision

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and strategic planning to produce authentic learning and higher order thinking skills for students
(2014).
For others wanting to address a similar project, it is recommended to look into what the
school already has to offer before beginning. Schools and districts provide so many resources
that they can sometimes be overlooked or forgotten. It is not necessary to reinvent the wheel if a
perfectly good one already exists. Next, it is recommended to use much differentiation. Students
learn in all different manners. Creating a resource that meets multiple ways of learning in
different forms can be more beneficial. Finally, do not be afraid to share work with others to get
honest feedback and evaluations. The editing and reediting process really produces a successful
project.

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References
Instructional Technology Standards. (2014, May 15). Retrieved June 15, 2016, from
http://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.64.pdf
Paris, P. G. (2004). E-Learning: A Study On Secondary Students Attitudes Towards Online Web
Assisted Learning. International Education Journal, 5(1), 98-111.
Sanders, D. W. & Morrison-Shetler, A. I. (2001). Student Attitudes Toward Web-Enhanced
Instruction in an Introductory Biology Course. Journal of Research on Computing in
Education, 33 (3), 251-62.