Chapter 3, TIE into Practice: Technology Integration Examples

ED 6346: Literacy in TechnologyProfessor: Christopher Quek

Date: July 08, 2010

Group #3: OutskirtsUles BaxterHeather DixonLusinda FrostAngelique RossStephanie Ross

A demonstration of tasks students will be expected to perform.

CATEGORY Excellent Work Very Good Work Poor Work No Credit

Problem and Solution Content

Reflected comprehensive knowledge of solar system; all facts and ideas were completely accurate; there was a good match of problem and solution.

Reflected fairly good knowledge of solar system; most facts and ideas were completely accurate; there was a good match of problem and solution.

Reflected some knowledge of solar system, but there were several factual inaccuracies; the solution was not the best match for the problem.

Reflected limited and/or inaccurate knowledge of solar system; there was little or no relationship between the problem and solution.

Clarity of Problem and Solution

Both problem and solution were clearly stated; other students could readily understand both.

Both problem and solution were fairly well stated but needed some clarification.

Either the problem or the solution required extensive clarification.

Both the problem and the solution required extensive clarification.

Presentation Organization

Presentation was extremely well organized; content was divided into logical sections for presentation, and transitions were smooth.

Presentation was usually well organized; content was divided into logical sections for presentation, but transitions were somewhat uneven and choppy.

Presentation was somewhat organized, but there were no transitions within the presentation.

Presentation was choppy, confusing, and difficult to follow.

Presentation Mechanics

Presentation was interesting and compelling; visual aids and/or multimedia were used and were well designed to support content.

Presentation was fairly interesting; some visual aids and/or multimedia were used and were well designed to support content.

Presentation was acceptable but could have been more interesting and could have used visual aids and/or multimedia better.

Presentation was uninteresting; no visual aids and/or multimedia were used.

Cooperative Group Work

Project and presentation work was divided equally; each student had a clearly defined role in the work; it was clear that students worked well together.

Project and presentation work seemed to have been divided equally, but exact roles needed clarification; students seemed to work well together.

Project and presentation work was not divided equally; roles were unclear, but students seemed to work together.

Only one or two students did all the work of the project and presentation; there was little evidence of cooperative work.

How did the Alien Rescue software offerrelative advantage in comparison to other

waysof teaching scientific inquiry that Mr. Leroy

hadused in the past?

gets students involved

makes experimentation safe

makes the impossible possible

saves money and other resources

allows observation of complex processes

allows repetition with variations

Mr. Leroy designed a five-item survey to assess

students’ attitudes toward using this approach

to learning science. What kinds of items would

you include on such a survey?

Which roles could you assign to individuals ineach working group of students to help focustheir tasks and make their work more

efficient?

Leader

Recorder

Time Keeper

Presenter

Errand Monitor

One of the tasks students completed to collect

information was to design and send out space

probes, which the Teacher’s Manual said was a

fairly complex activity. Why shouldn’t Mr.Leroy create a directions sheet for students

onhow to do such a complex task?

too much structure works against the purpose and design of software

PURPOSE: ◦ demonstrate a problem-solving approach to assigned

problems◦ work in small groups◦ create and present new problems and methods to solve them◦ enjoy using inquiry methods

Mr. Leroy found that students’ scores on thesolar system test varied across the class. Whatcould he do to make sure that students weremore uniformly successful on this kind of test?

formative assessments

use data to identify struggling students

provide extra support ◦ interventions done by teacher◦ buddy system◦ drill and practice/tutorial software

give students multiple attempts to improve test scores

What NETS for Students skills would studentslearn by completing the Alien Rescue project?

•http://1.bp.blogspot.com/_8IkUmvk2JSg/SKHKgiIvJsI/AAAAAAAAATc/nwTTGQS2dak/s320/breaking-news.gif

•http://thumbs.dreamstime.com/thumb_196/1192628030s29yFP.jpg

•http://thumbs.dreamstime.com/thumb_226/120032959385GNIv.jpg

•http://www.edb.utexas.edu/alienrescue/index.php

•http://rubistar.4teachers.org/index.php?screen=PrintRubric&rubric_id=1922473&

•http://cuip.uchicago.edu/~cjohnson/2003/Pic%20Choices(2)/rubistar(2).gif

•http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

•http://net.educause.edu/apps/eq/eqm05/eqm053_images/EQM0535_fig_1.gif

•www.readwritethink.org/files/resources/lesson.../cooperative.pdf

•http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/2006-2007%20Photos/Mystery/Portfolio/magnify%20question%20mark.gif

• Integrating Educational Technology into Teaching: Fifth Edition (M.D. Roblyer and Aaron H. Doering)

ReferencesReferences