D092 Task 2 - Tech in the Classroom
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Western Governors University *
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D92
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Communications
Date
Jan 9, 2024
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docx
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Uploaded by CommodoreSteelHerring34
Task 2: Using Technology in the Classroom
Video Observation 1
A.
For my first video observation, I chose to watch Case #14: Using Technology in Creative Writing
. 1.
Throughout this video, the educator can be seen explaining a new assignment to a group of students in which they will be required to use PowerPoint to design a “create your own adventure” story. The teacher reviews the story they came up with together during a previous lesson, showing that the story changes depending on the option you choose. For example, the alien arrives at the library and the reader has the choice to invite him in or find him a place to stay, which ultimately changes the next
part of the story to fit the choice. The educator reviewed the story that they came up with through sharing her handwritten version on a projector screen, then moved to sharing her create your own adventure story, Aliens in the Library, as a PowerPoint presentation. It is determined by this
presentation of her story that this lesson falls on the augmentation step of
the SAMR model. The presentation included the choices to change the path of the story as hyperlinks in which the reader can click, which leads them to the next written part of the story based on their choice. The PowerPoint directly substituted a traditional handwritten story and functionally improved the process by including graphics, hyperlinks, and encouraging collaboration to create unique storylines. 2.
The technology integration affected the teaching process by transforming a writing lesson into a lesson on writing and technology. The educator would be required to teach the students how to use PowerPoint effectively by demonstrating how to create slides and text boxes along with adding graphics and sound. When dealing with adding text and graphics using technology, a conversation and/or lesson about plagiarism and proper citation must also be undertaken. In addition, the teacher is able to provide feedback electronically directly on the presentations of students and can easily share presentations with colleagues or use them in lessons with students of other levels. The technology integration affected the learning process by transforming a simple writing lesson to one that was interactive and demonstrated their creativity. Since students in fifth grade often write to persuade or demonstrate comprehension of content, they are not often left with opportunities to be creative and write about something that they have imagined or that they are interested in. This lesson gave them the opportunity to bring their ideas to life using graphics and alternate endings to create an adventure that readers would be enthralled by while simultaneously getting an important lesson in technology use and plagiarism/ethics. 3.
I believe that integration of this technology at the redefinition level of SAMR could improve student learning. At this level, students could create
an interactive document using Pages. Through the use of Pages, students could create, design, add media, collaborate on, and publish their books all in one place. This would give students the opportunity to use technology for every part of the process of creating a book. Video Observation 2
A.
For my second video observation, I chose to watch
Case #680 Applying Listening and Speaking Skills while Presenting a Digital Scrapbook about the Early Settlers.
1.
Throughout the video, the educator can be seen using a Smartboard to present a digital scrapbook example to the class. While doing so, the teacher is also modeling listening skills. The students follow by also using the Smartboard to present their digital scrapbooks. To create their scrapbooks, it was noted that they used a digital camera to take photos and Keynote software to create their presentations. This project and presentation falls at the substitution level of the SAMR model. Students took the photos and created the presentation on the Keynote software. The technology acts as a substitute for a traditional poster or cut and paste presentation. It enhances the presentation but does not functionally change the task or content.
2.
The technology integration affected the teaching process by adding the necessity to teach how to use the technology effectively and appropriately. Using the Smartboard allowed the teacher to model how to give a presentation and the ability to play, pause, and give instruction while presenting. Since the use of the technology only acts as a substitute
and does not functionally change the outcome or content, the focus of the
teacher was more on the active listening and public speaking skills demonstrated and taught previously. The technology integration affected the learning process by giving students access to digital materials rather than being responsible for printing, cutting, pasting, writing, and decorating a hard copy. The students were also able to share their images at a scale that is more accessible to members of the audience, cutting down on the time it would take to walk around and show each member, leaving more time for discussion and reflection.
3.
I believe that integration of technology at augmentation level of SAMR would improve student learning. In order to integrate technology at the augmentation level for this project, I would implement a video recording of
the presentation. Since the educator was assessing speaking and listening
skills, they would be required to watch all of the students in the class to determine active listening while the speaker is presenting. Recording the presentation would give the teacher the opportunity to refer back to the presentation and pinpoint strengths and weaknesses to give as feedback for the students.
Video Observation 3
A.
For my third video observation, I chose to watch Case #1515: Assessing Good
Listening and Speaking Skills with Technology.
1.
In this video, the educator is seen giving students a lesson about active listening and speaking skills. Students turn and talk to partners and describe what their brain, body, and voice should look like and sound like during that time. Students are then instructed to use an iPad to record the
presentation of a friend. The students get to use the technology to record a presentation, and again use the technology to play that video recording back and reflect on what they see. The video recording portion falls at the augmentation level of the SAMR model as it enhances the student experience and augments the students’ productivity or potential. The students are given the opportunity to playback their original presentation and grade themselves and their peers on how well they demonstrate brain, body, & voice. It shows them what they need to do differently in the
future in order to achieve their potential.
2.
The technology integration affected the teaching process by giving the educator something to refer back to when grading the students on their progress with using “Brain, Body, & Voice”. Without the recordings, the teacher would be able to provide feedback to the students based on their presentations but would have nothing to refer to when making suggestions and giving constructive criticisms. The technology integration
affected the learning process by giving students the tools to grade themselves truthfully and the ability to reflect on themselves without it being seen as negative. The recordings directly show the students what they are strong in and what may need work through video evidence. This allows students to set attainable goals and strive for improvement.
3.
I believe that integration of the technology at the modification level of SAMR. At this level, the all about me presentations would be digital and more complex, incorporating multimedia elements such as images, audio, and video. Also, implementing the use of a software, such as Nearpod, would ultimately improve and encourage peer feedback and foster collaborative problem solving.
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