Technology Walk-Through Form Report #1

The first class that I observed was a second-grade classroom. I was observing a general

education class of 25 second graders. During the walk through, I observed work they were doing

as part of their morning routine and transitioning to writing in the morning. When I walked in,

the students were independently working. I took note of what technology the teacher was using

and also what technology the students were using. The teacher had attendance on the

Smartboard where students had moved their names to indicate what lunch they wanted to order

and in moving their name to the different lunch options it also counted as their attendance. The

lunch count was projected on the Smartboard from the teachers laptop. When I looked at the

students in the class, they were 23/25 students on a device. The two students who were not were

reading books. The technology that students were using included Chromebooks. The different

technology that students were interacting with included MyOn, an online literacy ecosystem

platform, Google Slides, and Google Forms.

I walked around to several different groups of students. There was a Google slide deck

that all the students were referring to. The slide deck had the morning work routine that had one

every day. The students had four steps they needed to complete. The first was their attendance

and lunch count. The second step was to watch a video on verbs that was embedded into the

slide deck. Then the third step was to complete a Google Form about the verb video they just

watched. The fourth step involved a list of four activities they could do including MyOn,

reading a book, finishing their under construction folder work and reading a selected article

that linked to Wonderopolis. Then the teacher rang the bell and students sat on the carpet area to

receive the minilesson for writing. For the five minutes of writing that I saw, the teacher was

using the Smartboard software to display the writing workshop schedule. She went through the
minilesson that had several sentences where students were asked to underline the verbs. She

called students up to underline the verbs in the sentences.

There were several areas where technology was integrated. One area where technology

was integrated was assessment. Students had to take a Google Form after they watched the

video on verbs. The assessment had three questions and the teacher instructed students to use this

technology tool which made it the adaptation level of technology integration. Another time

when technology was used in assessment was during writing when the teacher asked students to

underline the verbs on the Smartboard. The second area where technology was incorporated was

through research and discovery. Students were instructed to watch a video on verbs. This

embedded video was an opportunity to provide students with information. Due to the fact that the

teacher was facilitating which tool/video students were going to use it was at the adaptation level

of technology integration. Students were using the technology independently of the teacher

which made it the adaptation level as well. A final area where technology was integrated was

through communication. The Smartboard lunch count/attendance and the morning routine were

ways communication was delivered to students. This level of technology integration was

infusion in this case because the students chose the technology tools to accomplish parts of the

morning routine. Parts of the morning routine had students choose between MyOn, reading on

Wonderopolis, or reading a book. Student choice is part of the infusion level of integration.

My feedback to the teacher would include applauding how she has used technology to

manage the classroom, offer choice, and engage students. Students were not wasting any time

and technology was used effectively and not just to be used. My recommendations to the teacher

are that there are several fantastic ways technology can offer ways to have all students

communicate and collaborate during writing lessons like her one with verbs. Instead of having
students come up to the Smartboard to underline the verb in each sentence, technology can be

utilized to have all students to participate. This can be a valuable chance to look at who

understands the concept of verbs as opposed to the one person showing the class. Kahoot,

Google Forms, Quizziz can be used to have students answer which word in the sentence is the

verb. The data can be valuable and the game-like feature will make it engaging for students.

Flipgrid can also be utilized to have students communicate the verbs in the sentence or give the

opportunity for students to generate sentences and others can comment back with the verbs from

their sentences. Another suggestion would be to offer a place where students can refer to

common troubleshooting solutions. There were several students who had a few technical issues

that resulted in a page refresh or a turning the Chromebook on/off. This is the first year with

Chromebooks and so there is a huge learning curve. The benefit of having a place for students to

refer to common troubleshooting techniques will increase independence and overall help the

teacher address other more pressing concerns instead of trouble-shooting.