Real Classroom Experiences

Dissecting Technology Integration

Name: Kaitlyn Coates
Date: 14 September 2016
Video Title or Teacher Observed: March of the Monarchs
Date of Observation: 2002
Grade and Subject: Elementary Science
The process outlined on the following pages will help you analyze your observation experience
through the following frameworks:
Learning Pyramid
Blooms Taxonomy
Learning for Understanding
Technological Pedagogical Content Knowledge (TPACK)
NOTE: Since you are nearing the end of your program, you should be familiar with the content of
these frameworks (however, the format may be a new to you). Look at each page, if you have
questions or need explanation; please contact the instructor for clarification.
OBSERVATION: Conduct an observation of a real classroom experience where technology is in
the hands of the students, and a project-based approach is being used. This can be a live
observation at your internship site, or a virtual observation through one of the videos listed in the
assignment folder.
BACKGROUND INFORMATION: If you are conducting a live observation, schedule some time to
learn about what the students have accomplished prior to your observation, and what they will
likely accomplish afterward. If you are doing a virtual observation, read the text surrounding the
video to gain this information. You should keep field notes during your observation that you can
refer to when completing this document.
TOPIC: What were the specific content goals of the lesson?
Studying butterflies and their migration patterns and what impacts them.
SUMMARY: Describe as best you can how students completed the following tasks during the
unit. Some of this may not have occurred during the limited time that you observed.

Gained New Knowledge:

Study the patterns of butterflies and what impacts it

Organized incoming information, in preparation for sharing knowledge:

Students begin by getting information from Journey North about
butterfly migration

Shared Knowledge:
Students report the migration information to Journey North as well as
discovering what might influence the butterflies to change from their
patterns.
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LEARNING PYRAMID
To Analyze Average Retention Rate

Describe the student process(es) at any of the levels you noticed by filling in the table
below.
Level
Retentio
Student Process(es)
n Rate
Lecture
30
Their mostly sitting and sometimes
answering questions
Reading
Audio-Visual
Demonstration

Doing research and working with

maps

10

Using computers to look at maps

and photos

Looking at maps and teaching

computer skills

Discussion Group

15

Working together to map migration

Practice by Doing

35

Teacher
Others/Immediate
Use

Writing letters, working together in

competitions, collecting data
Connecting with students from
around the world- mainly mexico

BLOOMS TAXONOMY
To Analyze Higher Level of Thinking
In what way(s) did students go about investigating, organizing, and reporting about the
topic? Highlight any verbs or products that apply. Click and copy this yellow square to
use as a maker for each item you observed. Paste it and drag it over the words you want
to mark.

What do you notice about your markings on the Blooms chart?

This project focused mostly on application and understaning while it didnt do much with
analyzing, creating, or evaluating the data.

Constructing Learning:
Using Technology to Support Teaching for Understanding
In the article, Constructing Learning: Using Technology to Support Teaching for
Understanding (Sherman & Kurshan), the author identified eight techniques teachers use
to create genuine interest in students and to fully engage them in deeper learning
processes.
(Yes, you will need to read the article in order to understand the eight techniques).
Analyze your observation in terms of those eight techniques.
Technique: Learner Centered
Summary: focus on what students experience and what they can bring
into classroom
Examples: students go out and report on what theyve seen in the
community

Technique: Interesting
Summary: focus on what intrigues students
Examples: students get to explore and focus on butterflies and connect
with others

Technique: Real Life

Summary: focus on whats really happening
Examples: the butterflies can be seen in their school and homes as they
move across the country in real time

Technique: Social
Summary: Interacting with others
Examples:
Students work in groups to teach each other as well as communicating
and interacting with students in Mexico
Technique: Active
Summary: active involvement in education
Examples: students are doing expirements in the real world, tracking
movements on a map, writing letters, and doing reseach
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Technique: Time
Summary: appropriate use of time- not too long, not too short
Examples: students are working with the butterflies and the rest of the
country in real time as the migration is happening

Technique: Feedback
Summary: helps students revise their thinking
Examples: This video didnt really talk about it but an example would
be a teacher reviewing writing to look for ways to improve

Technique: Supportive
Summary:
assistance at the right time
Examples: again not super obvious in this video although the teacher
did mention that she had taught them out to do it and so they can now
be left to do it on their own.

Teacher Knowledge
How was teacher knowledge applied in the lesson you observed?

Label the diagram with elements from the lesson you observed. (An example is
provided above next to the diagram of TPACK.)

Studying cultural
backgrounds of
students their
interacting with, the
science of migration
patterns and
butterfly habits

The teacher is meeting

state standards for
social studies, writing,
and science.

Working with Journey norths

website to track butterflies, study
maps, and work on the where in the
world the pictures are coming from

Professional Reflection

An effective teacher for me is one who engages their students and gives each student an opportunity to
explore and learn in all areas. Yes, I feel the teachers instruction was effective because all of her students where
actively working in each area of the project and fostering their love of learning.
The teachers primary role during the activity I observed was to convey knowledge and keep an eye on
students as they explored the project. The teacher supported student learning of the content material by
presenting the material then giving them real life examples to implement it on. The teacher supported student
learning of new technology tools by showing them how to work the program then letting them go and explore it
in groups. I do not believe there was scaffolding in place although its possible it was not shown in the video
I think content, pedagogy, and technology complemented each other with minimal interference. The teacher first
set her goals based on state standards. She then found the technology piece through Journey North that met her
standards and taught her students the content knowledge that helps her implement the process. I think this was a
great way to involve students in their own education and it allows them to be social, active, and engaged in the
material.
It may have just been the way the clip was field but there are a few things I might change. First I think I
would have changed how the content was presented so that it better fit among the active skills and was better
remembered instead it felt like the material was presented to the students then forgotten about. I also think the
use of multiple Journey North tools as once (the butterflies and the picture game) might be distracting (although
each program is cool on their own, neither are being used to their full potential when using both at once).

I was inspired by this project. Although butterflies are not super common in Colorado all the time I love
the idea of the global tracking idea. I think its a great way for students to see the real life applications of school
in their daily lives. Something that it made me think about career goal wise is to develop programs that engage a
student in more than one area (here they worked on science, writing, and social studies all at once)
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