The Perfect Case Study
Classroom Context: This case study focuses on an third-grade teacher, Mr. Gonzalez, who is preparing a unit on geometric terms. The class is composed of 22 students.
Available Technology: The classroom has a network printer, and each of the six classroom computers have an Internet connection, Web browser, and the following types of software applications installed: word processing, optical character recognition, concept mapping, spreadsheet, database, slide presentation, Web page authoring, video editing, graphics and drawing, CD writing and authoring, animation, and several educational software games. All students have available district e-mail accounts.
The following hardware is also available in the school: scanner, two digital cameras, two digital video cameras, four wireless microphones, four Webcam cameras, a projection device, 30 sets of wireless laboratory probeware with temperature and distance sensors, 26 graphing calculators, two hand-held global positioning system (GPS) units, and assistive technology. Appropriate drivers, interfaces, and operating software for available hardware are already correctly installed on all classroom computers.
Background: Mr. Gonzalez is a veteran teacher of 10 years who is reluctant to change his teaching style. He has successfully used the unit on algebraic terms for the past ten years, always presenting it in the same manner. Students have always enjoyed it. In the past, Mr. Gonzalez supplied a list of terms and had the students perform a scavenger hunt in the surrounding area. Students were instructed to find object that resembled each term such as; triangles, rectangles, and spheres. He had the students draw each object and write a detailed description. Mr. Gonzalez recently attended an in-district workshop where he learned how to use a digital camera and slide presentation software. Mr. Gonzalez’s goal is to give his students a fun and interesting way of learning vocabulary terms. Mr. Gonzalez has a student that is dyslexic and a student that has Attention Deficit Hyperactivity Disorder (ADHD).
Task: Mr. Gonzalez has asked the Master Technology Teacher (MTT) for assistance in possibly incorporating digital cameras and presentation software in his unit on algebraic term and for other ideas the MTT may have to strengthen the unit.
Using your knowledge of educational technology, write a response in which you apply your knowledge of educational technology, instructing, and mentoring to analyze this case study.
In your response, you should:
- explain why the presentation software and digital cameras proposed by the teacher would be appropriate and effective for enhancing this activity;
- describe one additional technology available to the teacher and how that technology can be effectively integrated into the lesson;
- explain why this technology would be appropriate and effective for enhancing this activity;
- describe how to support and guide the teacher in planning, implementing, and evaluating the applications of technology; and
- describe how the technology you selected might be adapted for use in one other learning environment (e.g., a different subject area, lesson, population, grade level).
This practice test was developed by Rogelio Campa.
Digital Cameras and Presentation Software
- The digital cameras are age appropriate because students in the third grade are capable of using and understanding the functions of a digital camera. They have an understanding of responsibility and procedures, which are both needed when using this type of technology. What about the interface of the camera and the slide show technology? How will the photos be used in the lesson and how will they "get" to the students? The digital cameras will be effective in taking photos because students will be able to use the images to relate geometric terms to the environment around them. They will determine how certain objects around them reflect their understanding to geometric terms such as taking photos of shapes (triangles, squares,etc.). Using the slide show technology will allow them to communicate their ideas using imagery to explain their geometric terms. Both tools will enhance their understanding of the concept using visual learning. (Veronica Baca)
- The digital cameras are relevant to the unit because they correspond to the teacher's goals of using objects to help students learn the appropriate vocabulary. This technology can enhance the activity by allowing students to capture the image in a photograph, which can be later viewed or used in a presentation.
- The digital cameras are part of an authentic experience because in this activity students are looking for objects that resemble the geometric terms. They can use the digital cameras to make further comparisons between the objects and the terms. How can this be done? How will they further the comparisons? Students can use digital cameras to enhance their curiosity about their environment around them while learning the geometric terms. For example, they can take a photo of a rectangular blacktop to learn to configure the area or perimeter. (Veronica Baca)
- The digital cameras can also help students with learning disabilities by allowing them to capture the image and view it later, allowing them more time to write the description of the object. And why would this be beneficial? The digital cameras can help students with learning disabilities in allowing them to effectively communicate their thoughts and ideas using imagery which will include them in the learning process. (Veronica Baca)
You can also add that the use of the technology will meet the objectives of the teacher and that it will assist in meeting objectives of the 21st century skills - and how this would be so. Much better
Additional Technology Description
- The two digital video cameras are one additional technology that can be incorporated into Mr. Gonzalez lesson.
- The video cameras would provide a video created by the students and could easily incorporate the microphone on the cameras.
- The video created by the students can be easily used within the slide presentation software. And how is this going to happen ? (This could happen by uploading the video segments onto the computer and then importing the clips into PowerPoint) The projection device could be used to project the presentations and have the students deliver oral presentations. And why would this matter? This would be imperative for the students to be able to share their work with the rest of the class.
- And how could this be effectively integrated into the lesson? How would it interface with the other technologies that are being used and integrated into the content - shapes and scavenger hunt. Remember, you want to look back at the original lesson adn the teacher's choice of technology and weave your choice into what is already there.
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Additional Technology Appropriateness
MTT Responsibilities
Planning
Managing and organizing classroom. Groups? Special students? Those who do and do not know how to use the technology - and where is the scavenger hunt in all of this? What are his objectives and how will they be met? How long is the unit going to be? How will limited technology work for this class?
Implementation
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I would make myself available the first day of the lesson to assist with any issues. I would also make myself available for co-teaching if Mr Gonzalez requested.
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I would check in on Mr. Gonzalez an hour before the lesson to assure that all technology materials are working properly.
- I would make sure Mr. Gonzalez could contact me if I were not in the room.
- More needed.
Evaluation
- The evaluation would involve informal discussions with Mr. Gonzalez on his experience with the cameras and presentation software.
- The evaluation would rely on how well the students learned their vocabulary words.
- Having Mr. Gonzalez complete a self-evaluation of the lesson so that he may determine what was successful and if there are points of refinement.
More needed.
Additional Technology Adaptability
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