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Overview
Activity 1: Considerations for Media Selection Read the following resources related to media selection. Then, contribute to the discussions about this topic. Resources related to media selection
Activity 2: Evaluating Technology Integration of KITE Cases Search through the KITE case library for 3 cases which use a technology (i.e. digital camera, internet searching, educational software, etc.) that is of interest to you and evaluate its media selection. You will evaluate each case based on its technology integration appropriateness in the discussion activity. Present the cases you have selected with a summary, reflection, and suggestion for improvement for each case.
To begin your search for technology integration cases which use the same media and have similar situations such as topic and grade, prepare a simple table of your interests before you search for cases. Also, use the "Find Similar Cases" link provided in the KITE case to find similar examples of technology integration experiences. The following are three sample reviews of KITE cases. Don't forget to read the overall evaluation provided after the third case. This format should be used to complete the assignments in Activity 2 and Activity 3.
Target Audience:
Grade 9 Summary: This case provides two technology integration stories. One is a PowerPoint presentation and the other is a video brochure presentation. A teacher assigned research projects either to individuals or to a group and designed instructional activities around the projects. Both technology integration projects have the purpose of requiring students to find information and to present what they have found in their research about the certain regions. The PowerPoint project is for Africa and the video brochure project is for Southeast Asia. For both projects, the teacher provided 7 topics (i.e. the economy, the people, the history, and so on) and let students decided 4 or 5 topics among them. The students researched independently or with group members, made presentations, and presented in class. According to the teacher's reflection, technology had an impact on students' learning by encouraging them dig into a little deeper and focus on the topic. Also, at the end of the class, students were really proud of what they had done so far. The teacher assessed the students' projects based on the rubric and the rubric was presented to students earlier in order to make sure they knew the expectations. Reflection: This case is an excellent example of incorporating technology to make students more engaged in their learning process, and thus enhancing learning. The teacher designed the experience well and managed the technology integration in the class by considering almost all important elements for media selection. First, the teacher used technologies to support the students' learning activities and help them to achieve the learning goals; which were understanding the regions and being able to present what they have researched. Also, the Internet was used as one of the research tools. Second, the technologies used seemed to be appropriate for the grade level of students. However, the teacher understood that students had different levels of technology competency and accessibility. For example, the teacher considered the students' socio-economic level that has an impact on their exposure to technology. Thus, the teacher took that into account and prepared other ways for the students to achieve the learning outcomes (i.e. poster board). Also, the teacher let students know that they could get help the teacher at any time during the project. Third, the time-line had been carefully scheduled to manage the class including the time needed for preparing students to be able to manipulate the technology well enough for them to make a presentation. For instance, the teacher provided instruction on filming techniques for the video brochure project. Fourth, the teacher made it clear what was expected by providing clear assignment descriptions with exemplary projects from previous years and by providing rubrics. These helped the students focus on the content and prevented them from just focusing on learning the technology. Suggestions for Improvement: This case could be improved by considering the direct and indirect costs to the student more in the design stage of technology integration. Although the teacher was aware of the students' different exposure and accessibility to use a particular technology such as a digital camcorder, and the media center had 3 or 4 camcorders available for students to check out, it might not have been enough. Also, students' prior knowledge and skills and affordability of technology had an impact on the quality of making the presentations. For instance, students who had access to a scanner and had experience of using iMovie made fancier PowerPoint presentation and video brochure than other students. Thus, the teacher should take this into consideration when assessing the students' projects.
Target Audience:
Grade 10 Summary: After covering the French Revolution in detail, a teacher assigned a research project to students which involved studying Latin American Revolutionaries individually and then required them to do PowerPoint presentations as a backdrop for an oral report. The teacher hoped that the students would become acquainted with famous people from other revolutions. They researched online in the computer lab and spent three days creating PowerPoint presentations. The students used online clip-art and images from the Internet. The teacher reflected that more guidance should have been provided in using technology to transfer information more effectively and which would have reduced the amount of difficulties in managing the students because they wanted to try every single element in PowerPoint. Reflection: In this case, the teacher used technology as a tool to present what students have researched and the difficulty level of technology seemed to be appropriate to the target audience. The teacher had a hard time during class due to the incapability of the computers in the school to hold a large number of examples. The teacher could have reduced this problem by examining the technology capability ahead of time. With this problem, the students were frustrated. In addition, the students were not sure how they would be assessed. Suggestions for Improvement: This case could be improved by explaining tbe task to the students more clearly including the teacher's expectations for the final product. For this, the teacher could have provided a rubric to students with examples of work. This rubric could have been used when the teacher assessed the students' work. Also, if the teacher had known the capacity limitation of the school computers, a plan could have been made for another way for students to present or bring up what they have prepared. Finally, the class activities need to be more structured.
Target Audience:
Kindergarten Summary: A kindergarten teacher wanted students to make a presentation using Hyper Studio and to see some other uses of technology besides playing games with it. But the teacher did not own the program, and thus she used PowerPoint instead of Hyper Studio. The teacher assumed that the students would be able to do tbe activity by themselves after she showed how to do it. However, it turned out that the program was too complicated for little children to use and they could not do the activity by themselves. Thus, the teacher changed the activity and let students decorate the printed pages and they made a book. Reflection: This case shows the importance of learner analysis in terms of their ability in using technology, especially when you want them to manipulate certain software by themselves. The teacher assumed that the students possessed a certain level of technology competency, and they would be able to follow a demonstration. However, they could not. The teacher ended up with a different activity for the students which required the students to make a book by decorating printed pages. The case did not describe whether the revised activity was aligned with the original goals. It is obvious when the teacher changed the program from Hyper Studio to PowerPoint based on the practical factor of program availability, user expertise and user familiarity in using technology was not considered. Suggestions for Improvement: The learning situation in this case could have been improved if the teacher had used a simper and easier technology which would be more appropriate for kindergarten students and if the teacher had planned the activity ahead in detail. In order to do that, the teacher would need to have knowledge and understanding about the students' ability to understanding abstract symbols, reading, and so on. If possible, the teacher could have done a test with one or two children in order to make that kind of judgment.
Overall Evaluation The preceding three cases have each used PowerPoint as the technology for the students' task. These three cases are very similar in that the students were required to present information with PowerPoint. The target audiences for the first two cases (KITE case NO. 3167-1 and KITE case NO. 8029-2) are about the same age level. The students in both cases did research on the Internet and made the PowerPoint presentations in order to present their research results in class. In the second case the teacher could adapt the first case teacher's methods to solve the problems in the class; the students' lack of knowledge and skills in using PowerPoint to present information effectively. The teacher could have done the following to improve the learning experience:
The first case teacher could also benefit from some information from the second case teacher. For instance, the first case teacher mentioned that the students who had a scanner or other technologies to use at home made fancier PowerPoint presentations than other students who did not have access to those technologies. In the second case, the first case teacher might adopt some solutions for this problem to make it possible for student to use online clip-art and download images from the Internet. Although the third case has a different target audience from the two other cases, the third case teacher could benefit from the other cases regarding what to consider when using technology in class; students' technology competency, how to structure learning activities appropriate to the target audience, and how to prepare a backup plan. Rubric for Activity 2 Assignment
Activity 3: Selecting Technology for Intended Learning Outcomes Scenario
You are planning to teach the same topic soon, and so you decide to hear how other teachers designed their learning activities for the learning outcome and instructional activity. Assignment Search through the KITE case library for cases in a grade and subject of your interest. Select three cases to evaluate in the same format as above. Your report should include a table for each case, case details as shown above and the overall evaluation for the three cases. Rubric for Activity 3 Assignment
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