Technology Integration Activity

Brittany Rathway

TUTOR TECHNOLOGY INTEGRATION ACTIVITIES

One of the strands of the Five-Year Teacher Education Program is the integration of technology into instruction. Because of this area of focus, you will eventually be asked in your PDS to create lessons that feature various instructional technologies. To facilitate this process and to build your skills in this area, complete the following activities, typing your responses on the form provided. Bring the completed form to seminar on October 7, 2011.

1) Technology Inventory

1. Describe your PDS’s school-wide technology resources, (e.g. computer labs, software, media centers, personnel, and any other technology resources).

At Rivesville Elementary and Middle School, the school has about 25-30 computers in the library. In the middle school, there is another computer lab room. Also, each classroom has anywhere from 6-10 computers. I did not notice many advanced technology resources in the school. A few select rooms had Smartboards, and I did notice overhead projectors in some classrooms. The school is very small, and there is a PA system for the building.



2. Describe the classroom-based technology resources in your mentor teacher’s classroom (e.g. computers, software, graphing calculators, handheld computers, interactive Whiteboard, and any other technologies).

In Mrs. Tennant’s first grade classroom, there are not many technology resources. There are computers that the students use during small-group activities. However, that is the only time I have observed the computers being used. Mrs. Tennant uses an overhead projector for many of her math and English lessons. The students seem to be engaged in the lessons when Mrs. Tennant uses the overhead projector. Mrs. Tennant does not use email, and this makes it very difficult to connect with her with questions and concerns.




Download and review the 21st Century Technology Tools, which are now part of the Curriculum Standards and Objectives (CSOs), for the grade level you are working with this semester by doing the following:
1. Go to http://wvde.state.wv.us/
2. Select Teach 21 from the menus at the bottom of the page.
3. Click on the link for Technology Tools.
4. In the drop down boxes, click on the grade level you are working with this semester.
5. You will use this information in your other Tutor Technology Integration Activities, so be sure to mark this Internet site in your web browser.
6. Copy the first page only of the 21st Century Technology Tools for your mentor teacher’s grade level and paste them onto this document below.



PK-2 Standards for 21st Century Learning

Upon completion of the second grade the student will be able to work cooperatively and productively with others in small groups and use age-appropriate instructional rubrics and other tools to assess performance related to the learning goal. The student will practice correct keyboarding and proper care of computer software and hardware, create text using word processing software and use email to send messages. The student will use an Internet browser to access websites, developmentally appropriate technology resources to locate information for assignments, presentation software to explain and communicate information and drawing or paint software to create a picture.
________________________________________
21C.S.PK-2.1
Standard 1: Information and Communication Skills The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format.
Number Objective
21C.O.PK-2.1.TT.1

Student uses keyboard and mouse to enter name and User ID, types sentences and follows on-screen prompts to successfully operate computers. Student uses printers, audiotapes, and other technologies. Student names common technologies (e.g., CD player, DVD player, video camera, cell phone).
21C.O.PK-2.1.TT.2

Student demonstrates correct keyboarding posture and correct hand and finger placement for the home row, knows how to use keyboard to create lower and upper case letters, knows how to locate and use the letters, numbers and special keys (e.g., enter, space bar, arrow keys, delete, shift, punctuation keys, number keys, left and right hand position), knows how to use a mouse to point and click, place cursor at a specified location, click and drag, and right click.
21C.O.PK-2.1.TT.3

Student logs on to computer, starts and exits programs, finds files, and handles and uses output devices (e.g., CDs, DVDs, USB drives, diskettes) with care. Student uses file menu commands (e.g., New, Open, Close, Save, Save as, Print) and saves computer files to diskette, hard drive and server.
21C.O.PK-2.1.TT.4

Student uses electronic drawing and paint programs to create graphics. Student participates in a group to locate and create pictures, clip art, graphs, tables and other appropriate objects and to insert into documents and presentations.
21C.O.PK-2.1.TT.5

Student creates text, types words and sentences, and inserts images using word processing software. Student creates, saves, prints and opens existing files. Student uses editing functions in word processing software (e.g., font, boldface, underline, font color). Student inserts graphics that enhance the understanding of the text.
21C.O.PK-2.1.TT.6

Student, working in a teacher–led whole group project, enters simple data into a spreadsheet and creates graphs electronically (i.e., use of chart wizard).
21C.O.PK-2.1.TT.7

Student, working in a teacher-led whole group project, uses presentation software to illustrate concepts and communicate ideas.
21C.O.PK-2.1.TT.8

Student, working in a teacher-led whole group project, uses existing common databases (e.g., online or CD-ROM encyclopedias, electronic dictionaries, and other online library archives) to find information for classroom assignments.
21C.O.PK-2.1.TT.9

Student identifies the Internet and email as tools to locate information and communicate. Student, with assistance from teachers or student partners, views identified Internet sites and uses email to read and send messages to other students, teachers, and online experts.
21C.O.PK-2.1.TT.10

Student begins to locate information in a variety of developmentally appropriate technology resources (e.g., interactive books, educational software, CD-ROMs, elementary multi-media encyclopedias and web-based search engines) to support classroom assignments.

21C.S.PK-2.2
Standard 2: Thinking and Reasoning Skills The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools
Number Objective
21C.O.PK-2.2.TT.1

Student identifies procedures for caring for and using developmentally appropriate technologies (e.g., computers, CD/DVD players, videotapes, diskettes, CD-ROMs, remote controls).
21C.O.PK-2.2.TT.2

Student collaborates with classmates, families and others using telecommunications (e.g., class electronic pen pal projects, children’s online message boards, e-cards, ask an expert online).
21C.O.PK-2.2.TT.3

Student identifies different purposes among software applications (e.g., puzzles, writing tools, graphing tools, concept mapping tools). Student selects technology tools and software to solve problems (e.g., presentation software to explain and communicate information, drawing or paint software to make a picture, email software to send messages, Internet browser to access websites, and word processing software to write a story).
21C.O.PK-2.2.TT.4

Student identifies how technology could be used to solve problems in our everyday world.

21C.S.PK-2.3
Standard 3: Personal and Workplace Skills The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.
Number Objective
21C.O.PK-2.3.TT.1

Student identifies and practices the responsible use of technology systems and software.
21C.O.PK-2.3.TT.2

Student discusses with the teacher how the Internet can be a source of information.
21C.O.PK-2.3.TT.3

Student identifies how technology is commonly used in homes, community, and other environments.
21C.O.PK-2.3.TT.4

Student discusses the requirements of acceptable use policies (AUP). Student recognizes and gives examples of an individual’s right of ownership to computer-generated work.
21C.O.PK-2.3.TT.5

Student demonstrates positive social and ethical behaviors when using technology. Student identifies appropriate and inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school.
21C.O.PK-2.3.TT.6

Student discusses how technology is used in the classroom, during leisure time, and for communication with others.
21C.O.PK-2.3.TT.7

Student participates in teacher-led discussion about Internet safety and the importance of protecting identity on-line, in email, and/or websites, and of limiting distribution of information and pictures.


2) Focused Observation of a Lesson that Integrates Technology

Due October 7, 2011

Talk with your mentor teacher to find out when he/she will be teaching a lesson where the mentor teacher and/or students use technology. Complete the following form while conducting your observation. In case your mentor teacher is not planning to incorporate technology in any of her/his lessons during the semester, you should still be able to complete the items marked with an X in this form.

Observation Guide
Date:
September 19, 2011
Mentor Teacher:
Mrs. Sharon Tennant
Location (e.g. computer lab, classroom, library/media center):
Mrs. Tennant’s classroom
Lesson Topic:
Sentence structure
Tutor:
Brittany Rathway

X-Content Standards
Refer to the 21st Century Technology Tools you found in Tutor Technology Integration Activity #1.
• Which Technology Tools do you think your mentor teacher is addressing in the lesson?
o I do not think using the overhead for the lesson truly incorporated any technology tools from the technology standards.

• Why do you think so?
o The technology standards seem to focus more on the computers than with an overhead. There are not enough computers for each student to work together, so this is challenging to incorporate technology tools in a whole class lesson. The students do use the computers during small group activities. I have witnessed this in a few cases and this would meet the technology standard and objective:
o 21C.O.PK-2.1.TT.1
o Student uses keyboard and mouse to enter name and User ID, types sentences and follows on-screen prompts to successfully operate computers. Student uses printers, audiotapes, and other technologies. Student names common technologies (e.g., CD player, DVD player, video camera, cell phone).

• Are there any other Technology tools that the mentor teacher could address?

o I believe Mrs. Tennant could use the computers more to incorporate technology in her lessons. However, I do understand that there are not enough computers in the classroom for the each students, and with such a large class, it is hard to allow enough time for each student to complete an activity on the computer. Also, the students are in first grade and are still familiarizing themselves with the computer. I believe that having the students work on activities on the computer during small-groups is a beneficial technology tool.


Teacher’s incorporation of Technology:
• What technology(ies) is the teacher incorporating in the lesson?
Mrs. Tennant incorporates the use of an overhead projector in this lesson.

• How is the teacher incorporating these technologies?
Mrs. Tennant puts a worksheet on the overhead and used a highlighter to teach the lesson.

• What are the benefits and drawbacks for the teacher related to using the technology(ies)?
The teacher is able to make marks on the worksheet and erase it as many times as she needs to, and she can quickly change worksheets.
I think the drawback is that if she used a Smartboard, she could walk around the room and have her eyes on the students. Also, she could enhance the lesson with the features of a Smartboard.

• If the teacher took the students to the computer lab, describe how he/she managed students in the lab environment.
N/A



Students’ use of Technology:
• What activities are the students engaged in?
o During the lesson, the students were able to go up to the overhead and answer a question by circling the correct answer.

• What technology(ies) are students using?
o The students used the overhead projector to answer questions.

• How are the students using technology?
o The students are using the technology by answering a question in front of the class on the overhead. Therefore, the class was able to see the answer.

• How (if any) does the technology incorporation address the diversity of learners?
o The students could visually see the lesson while also listening to Mrs. Tennant teach. The students could even answer a question by themselves on the overhead.

• What are the benefits and drawbacks for the students related to using the technology(ies)?
o I saw that some students were not focused on the lesson. However, this technology allowed the students to interact in the lesson. They also were able to visually and auditory learn.

X - Ask a Student:
• Think of 3 questions you can ask a student to find out what s/he thinks about using technology for learning.

What is technology to you?
Do you like when Mrs. Tennant uses technology to teach?
Would you like if Mrs. Tennant used more technology more when she is teaching?

• Write down the 3 questions you asked and summarize your student’s responses.
o “Technology is like using the computers and TVs and when I play video games.”
o “Yes. I like when we get to help Mrs. Tennant in the front of the class.”
o “I wish we could use the computers more; I like using the computers.”

X-Reflection
• How did incorporating this instructional technology(ies) help the students to learn? How effective was it? Explain your answer.
o I think using the overhead helped the students stay focused and involved more than just using the chalkboard. I think it was effective, but a Smartboard or Elmo would increase the effectiveness of the lesson.

• How did incorporating this instructional technology(ies) help the teacher? How effective was it? Explain your answer.
o The overhead helped the teacher by being able to write on the worksheet and erase it if she needed to. Mrs. Tennant was able to teach and point out examples for the class at the same time. It was effective, but it is hard to walk around and teach while using an overhead.



• What other instructional technologies could you have selected to work with in this lesson? And why?
o I believe a Smartboard would have helped create a more enticing lesson. The teacher would have been able to pull up more examples and make the lesson more interactive for the students. I believe using different strategies with the Smartboard would keep the students more focused on the lesson.


• What other teaching strategies could you have selected to work with the same technologies? And why?
o I think a math lesson would work well on an overhead. The students are learning to add and count by 2’s and 5’s. The teacher could use the overhead to show the adding of numbers and skip counting process. Also, the students could interact by going up to the overhead and answering a question.