1. I was extremely impressed with the 5th grade math goal-directed transformation video. It was the one where the teacher started out recording his kids talking through the steps of doing a math problem involving decimals. When the project started it was not goal-directed nor was it transformations. What happened was the kids began to write scripts with the step by step instructions and after hearing themselves they made revisions until they became the expert (teacher). The teacher edited the audio to a cd and then imported the audio and keynote slides into garage band. Garage band 3 timed the slides and audio and produced an iTunes pod cast and an IWeb so the kids could access it from their iPods or the web.
This experience appears to illustrate extensive and higher order use of tools to plan and monitor as well as including a wide variety of technology which is consistent with the technology integration matrix goal-directed transformation.
Relative to the text readings it appears this exercise would be appealing to various learning styles by using methods of interacting, absorbing, and processing stimuli. From an educational psychology perspective it provides a progressive educational setting. From an overall learning perspective the students were exposed to a variety of new knowledge, behaviors, and skills in this assignment.
This is an example of a teacher who was willing to go the extra mile to incorporate numerous aspects of technology to foster learning.
The social studies collaborative infusion video using the internet and photo-booth had me raising my eyebrow just a bit. I found the exercise to be a useful demonstration of using technology in a social studies environment but had a few issues with implementation. In the video it appears the number of computers utilized for this exercise was extremely limited and only a few students were actively engaged. The students operating the computer were gaining experience but those observing will not receive the same benefit. While several groups of three were utilizing the laptops, other students were lying on the floor doing a separate assignment. Our school is limited on certain resources; however, when it comes to technology we do have computers on wheels that can provide a computer for each child to be an active participant.
2. One of my favorite technology integration tools to use in class is the interactive white board. Typically, depending on the lesson it would fall into the collaborative-adaptation or the constructive-adaptation. Unfortunately, the white board is a shared resource; if it were dedicated to my room I believe we could achieve higher levels of technology integration.
The white board allows cognitive apprenticeship where I am the master and the students are the apprentices. For many of our activities I lead off and introduce the lesson and then the students engage in independent and/or collaborative learning by having responsibilities at the white board individually or in groups. At this point I become a facilitator. In a collaborative setting, the students are exposed to problem-based learning. In addition to working as a team to solve the problem they reflect on their experience. This exercise fosters communication, teamwork, problem solving, leadership, and self-directed learning. Also, this exercise allows for a quick formative assessment of the lesson being taught.