Real Classroom Experiences

Dissecting Technology Integration

Name: Viktor Baeza
Date: 12-8-2016
Video Title or Teacher Observed: NASA Resources Enrich STEM Curricula at
Forest Lake Elementary
Date of Observation: 12-8-2016
Grade and Subject: Elementary school STEM
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?
The goal was to have students use items they are familiar with in their everyday lives but to work
with them and discover the science behind why the items are used.
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:

Students used a super-absorbant polymer found in diapers. They were
able to test the polymer with different liquids and see what occurred
and see the science behind the material.

Organized incoming information, in preparation for sharing knowledge:

The students had several different tests they performed and had the
tests set out and organized in a way that they could explain each
experiment and their findings.

Shared Knowledge:
The students were able to share their knowledge and findings from the
experiment with several employees from NASA through a video
conference.

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
5%
(type here)
Reading

10%

(type here)

Audio-Visual

20%

The teacher talked about the

science as students were doing
experiments and see the
explanations happen for
2

themselves.
Demonstration

30%

(type here)

Discussion Group

50%

Students took part in a video

conference with NASA employees.

Practice by Doing

75%

The students were able to conduct

the experiments themselves.

Teacher
Others/Immediate
Use

90%

Students did multiple experiments

and saw different reactions with
different materials as they went
through the experiment.

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?

Most of what occurred takes place in the second level and some are in the third, higher
level.

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: This technique takes prior knowledge and experiences that
the students have to guide learning
Examples: A geography project in the students own neighborhoods,
examination of local wildlife

Technique: Interesting
Summary: Student interest is important in keeping them engaged and
allows for students to learn to mastery when interested in material
Examples: Technology-based materials allow for utilization of many
topics allowing students to pursue their interests.

Technique: Real Life

Summary: By showing application to real life, students have buy in and
develop a reasoning for learning material
Examples: Connecting concepts, such as polar and nonpolar substances
explaining why grease fires cant be extinguished with water.

Technique: Social
Summary: A deeper meaning can be achieved through discussion and
comprehension of different ideas and viewpoints
Examples: Students may have different ways of accomplishing a task
and by learning the different ways, the task may become easier to
solve or more understood

Technique: Active
Summary: Interacting with material stimulates the brain and allows for
5

students to better comprehend material.

Examples: WebPals allows students and teachers to actively engage
and discuss readings with each other.

Technique: Time
Summary: Time allows students to show understanding in both shortterm and long-term situations
Examples: Technology can be used to increase efficiency of time to
allow students to acquire and obtain more knowledge

Technique: Feedback
Summary: Feedback is essential for students to build more knowledge
by helping students revise their thinking when applying new
information.
Examples: If a student is incorrectly utilizing a process, feedback can
help them fix the problem and correctly utilize the process.

Technique: Supportive
Summary: Support allows us to meet the learners needs and work with
them in completing tasks and allowing them to learn.
Examples: Using calculators and spreadsheets to allow students to
develop understanding of new material by allowing them to commit
their cognitive load to the new material rather than what the calculator
or spreadsheet do for the student.

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.)

Content Knowledge
Super-Absorbant
Polymers
Development of
Experiments

Pedagogical
Knowledge
Project-Based
Learning
Discussing
results to an
audience
through
Online
Resources

Technological Knowledge
Online Conference

Professional Reflection
Compose your responses as a 1-page double spaced reflection. The following list of
questions will help you reflect on your observation and formulate your response.

What defines effective teaching for you?

Based on your definition, was the teachers instruction effective?
How do you know?
What was the teachers primary role during the activity you observed?
How did the teachers role support student learning of the content learning?
How did the teacher support student learning of new technology tools?
What scaffolds were in place?
Discuss the application of the teachers knowledge to facilitate the lesson you
observed. How did content, pedagogy, and technology complement each
other? Interfere with each other?
Because you had a birds eye view of the situation, you may have noticed
some things you would do differently were you to have been the teacher in
this situation. If you have ideas, record them here.
How were you inspired through this observation process?
Do you have any new professional goals or aspirations? What are they?