Glenn Reed Setting the Standard KITE CASES Assignment ED 410 (11802) ASU Fall 2013

KITE case #1: 2006-2 Grade: K Subject: English/Language Arts Technology used: Word processing/Educational software

Summary: A teacher of a kindergarten class attended a workshop and learned about introducing word processing into the curriculum of journal writing. The intent was to type what the students had written in the journal so they could have the accessibility of digital media. She believed it was a great lesson and decided to try integrating the use of iBooks into a class of twenty students. The school was equipped with ten iBooks so she grouped the students in pairs. She did not plan ahead of time and consider the possible restraints of the technology. She assumed, with the students using computers already, they would have no problem learning how to use word-processing. The integration attempt became very frustrating for the teacher. The lesson seemed to work in her mind, but the procedure did not go as predicted. She was faced with multiple issues from beginning to end. Each of the iBooks required a username and password. Next, the students wanted to play on the device since it was the first time they had the opportunity to use them. In addition, the students wanted to change the font size to match the teachers that was on display over the LCD screen in the front of the class. Since she did not properly prepare the lesson with the foreseeable problems, the integration of the technology was a failure. Although the students were in kindergarten, the lesson would have not worked well without planning. She learned from her mistake and tried the lesson again with smaller groups and more knowledge of the technology.

Reflection: This case was a good example of the need to plan the integration of the technology prior to implementation. The intent of the lesson would help familiarize the

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students with the electronic world. The technology used was simple, but the students needed guidance to be appropriate for the grade level. According to the SAMR Model, the technology use was in the Augmentation level because the technology was a substitute with some improvement. It was a good way to introduce the students to the capabilities of word-processing and the versatility of electronic documents. It also was a good way for the teacher to extend classroom activities by getting the children use revision skills when they typed the information they had previously written. The teacher would be able to encourage writing and creative thinking if the lesson could be presented and fine-tuned for the students. Throughout the experience, the teacher was faced with drawbacks and the lesson became an example of being a lifelong learner. The teacher provided support for learning, but the technology use was not able to extend the students experiences. The teacher met the NETS for teachers in the area of Ongoing Professional Learning by "designing or adapting relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity". The use of word processing is becoming a relevantly common technology in education. Students use the technology for essays, reports, and other writing lessons in higher grades. Implementation at early years can encourage the writing process.

Suggestions for Improvement: It seems that one whole session was wasted with the teacher walking the students through the setup of the activity. This case could be improved by using the TIP Model when planning the lesson. With the different phases of the TIP Model, the teacher could have anticipated the possible restraints that could occur. Phase three of the TIP Model would have made the teacher realize the difference of directed teaching and the need of constructivist teaching to interact with the students. Additionally, phase three would have given the teacher an understanding of what to teach the students prior to the lesson. When reaching phase four, the teacher would have reached the point of thinking of the possible restraints the students could encounter. At this point, the issue of the username and password could be resolved. In KITE case 2047-1, the teacher used word-processing to give the students a good understanding of computers and enjoy using the keyboard. The expectations were more on grade level with much more success.

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KITE case #2: 2124-1 Grade: K Subject: English/Language Arts Technology used: PowerPoint presentation

Summary: A teacher used a PowerPoint presentation to demonstrate the connections of objects and colors. The role of the teacher was a facilitator in constructivist teaching. The teacher constructed a presentation that contained pictures of objects that were depicted by specific colors. The teacher used commonly recognizable objects with their natural color with a poem or song to promote student involvement. The presentation had pictures of real world objects that the students could recognize. Students were able to recognize the color of the item and participated in singing the poem. The presentation was a success and the teacher was able to meet the expectations set at the beginning of the presentation. Students were then asked what object were certain colors without the aid of the presentation. The teacher was able to assess the students by the enthusiasm and participation of the students. As the teacher continued the day, the students were observed singing the poems without the aid of the presentation or teacher.

Reflection: This case was a good example of the use of technology to enhance learning because it demonstrated how the teacher was able to present real world objects (pictures of objects in their natural color and words) and the students were able to relate to the objects from real world contact and experience. The technology used was simple, but was appropriate for the grade level of the students. According to the SAMR Model, the technology use was in the Modification level because the technology slightly altered but did not change the task. It was a good way to introduce the students to the objects and relate them to the words and spelling of colors. It also was a good way for the teacher to extend classroom activities involving connections of the spelling of words, environmental print, and commonly seen or referred objects. The teacher was able to engage the students with poems and songs to make learning

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simple and comprehendible. Throughout the experience, the teacher provided support for learning and the technology use extended the students learning experiences while contributing in making connections to prior knowledge. The teacher met the NETS for teachers in the area of Assessment and Evaluation by "using technology resources to Promote, support, and model creative and innovative thinking and inventiveness". The pictures were used to teach the students how to relate the colors to the object and the poems or songs were used to engage student learning.

Suggestions for Improvement: This case could be improved by using anecdotal notes or checklist. The teacher could use these in informal assessment of the students. Using a checklist or taking notes for further reference could aid the teacher in future lessons and assessments. While the teacher discussed the expectations, taking notes or checklist were not mentioned. The teacher could have prepared more materials to extend the activity that may have improved the learning experience. If the purpose of the activity was to have more experiences with spelling and colors, the teacher could have prepared a writing activity to accompany the presentation. The teacher had little trouble engaging the students, but seemed to leave them wanting more. I feel the students were off to a good start with a learning activity but had no chance to make the knowledge concrete. In KITE case 7062-1, the teacher used PowerPoint to learn words for colors and numbers.

KITE case #3: 2220-1 Grade: 1 Subject: Science Technology used: Digital camera, video camera, video editor/Movie maker

Summary: A teacher decided to teach the integration of technology through the curriculum of science. The class began the project with the hopes of making a presentation, creating a student centered environment, and comprehension of information for writing or presentation. The class was studying animals, so the students went to the zoo and made iMovies to document their experiences. The teacher gave a

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handout prior to the trip, requiring the students to ask questions and gather facts of the animals. Prior to the trip to the zoo, students wrote about the animals from prior knowledge. After the trip, the students made an individual video presentation of three facts about the animals they saw at the zoo. First, the students would make an individual presentation in front of a blue screen so they could be cropped onto a video of the animals. Next, the students would state their three facts, and then the teacher would go through and add the backgrounds, the transitions, and put it all together. The videos were compiled and edited to make a video that was shown to peers. The students were assessed on the three facts that were given in their individual presentation of the animals. The primary motivation for using technology in this lesson was for the kids to see how technology is growing and interact with it. The role of the student was being an active learner while the teacher was a supportive facilitator.

Reflection: This case was a good example of the use of technology to enhance learning because it demonstrated how the teacher was able to bring in real objects (the animals at the zoo) and the students were able to create their own facts based on their observations and answers. The technology used was more complex, but was appropriate for the grade level of the students. According to the SAMR Model, the technology use was in the Redefinition level because the technology allowed for creation of new tasks that were previously inconceivable. It was a good way to introduce the students to the capabilities of technology. It also was a good way for the teacher to extend classroom activities involving focus on writing, observation, collaboration, and presentation skills. The teacher worked on most of the video editing, but led the students through the decision-making process. The teacher helped them decide the appropriate questions to ask and which facts to look for with the handout. Throughout the experience, the teacher provided support for learning and the technology use extended the students experiences. The teacher met the NETS for teachers in the area of Student-Centered Learning by "using technology resources to engage students in exploring real-world issues and solving authentic problems using digital tools and resources". The videos were used to teach the students how to analyze the data they

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had collected and then communicate the findings by creating a video presentation of the facts.

Suggestions for Improvement: This case could be improved by using a rubric to assess the students. A rubric would allow the students to know exactly what they were expected to do and how they could accomplish the task. While the teacher discussed the expectations, a rubric was not mentioned. Additionally, the use of explicit instruction could have improved the learning experience. If the activity was to have more experiences with fact-finding and video presentation, the teacher could have created a better reflective video of what the students learned while on the trip. The teacher was required to complete the editing of video content, but could have lengthened the project to incorporate more student participation in making the video. With a pre-made checklist or proper use of the TIP Model, the student participation level could have been increased and more learning could take place. In KITE case 3305-1, the teacher used a video camera and video editor/Movie maker to create a newscast, which demonstrated the students knowledge of many subjects.