TechCaseStudy

Technology Integration Case Study (due 7/21-updated) Choose one of the following sites to find a case study on technology integration that is applicable to your teaching interests.


 *  [|__http://kite.missouri.edu/jkite/ad_search.htm__]  (text-based)
 * [|__http://fcit.usf.edu/matrix/__]
 * [|__http://www.intime.uni.edu/vidsearch/Search/PTT_Search.asp__]

With your learning team, spend time reading/viewing several case studies and think about/take notes on the following:
 * Describe the technology used, its capabilities and purpose.
 * Describe the level of technology integration (LoTi).
 * Describe an activity/lesson where you would use this tool.
 * What do you see as the strengths or weaknesses of the technology use in this case?
 * How does this lesson address issues of differentiation and UDL?

Using Blackboard groups, a wiki, google docs or another method, share your thoughts on the above questions with your team. Do you see similarities/differences in your findings?

Then, choose one case and respond to the following questions on the class wiki:
 * Briefly describe the case (include link).
 * Does the use of technology in this case fall in line with a level of the Thomas and Boysen Taxonomy or the LoTi Model? Explain.
 * <span style="background-color: transparent; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">What do you see as the strengths or weaknesses of the technology use in this case?
 * <span style="background-color: transparent; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">What are some of the benefits that students get from the technology used in the case assuming it is integrated well?
 * <span style="background-color: transparent; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">How can technology be used to promote the ideas behind UDL (Universal Design for Learning) to meet the individual learning needs of all children?
 * <span style="background-color: transparent; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Describe how student access to technology has caused these classrooms to operate differently from classrooms without technology. What is the same? What is different?

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0in;">Roles:

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0in;">Researcher: Rachael, Designer: Kristen, Editor: Maura


 * Briefly describe the case **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0.25in;">[]

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0.25in; text-indent: 0.25in;">This lesson was designed for fourth-grade students; their goal was to interview their classmates about their favorite things. Then take those answers and enter them into spreadsheets, they then created graphs based on their data. The teacher did use the assistance of the school technology wizard to help with the implementing of the technology.


 * Does the use of technology in this case fall in line with a level of the Thomas and Boysen Taxonomy or the LoTi Model? Explain. **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-bottom: 0pt; margin-left: 0.25in; text-indent: 0.25in;">LoTi Model level 2 exploration: it is level 2 because the students were gathering data but were not using any higher learning skills. They also did not have any choice as to what technology to use they only had choice about what kind of graph to create

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-bottom: 0pt; margin-left: 0.25in; text-indent: 0.25in;">Thomas and Boysen taxonomy reinforcing: it is reinforcing because the technology that was being used was easy to produce and required relatively low level of programming skills


 * What do you see as the strengths or weaknesses of the technology use in this case? **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-bottom: 0pt; margin-left: 0.25in;">Strengths- it was very motivating for the student to get a chance to show their work in a display to their parents. The technology that was used helped all students create neat and creative graphs that may not have been as neat and creative without the technology.

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-bottom: 0pt; margin-left: 0.25in;">Weakness- Many areas where more technology could have been used were found. The students could have used flip cameras or recorders when interviewing students. They could have also used a variety of spreadsheets for the students to enter their data into.


 * What are some of the benefits that students get from the technology used in the case assuming it is integrated well? **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0.25in; text-indent: 0.25in;">The technology that was being used was very user friendly and allowed for all students to be successful with it. It was also a very motivational lesson because the students knew their parents were going to see their final product. The final product that was produced from this project allowed for all students to feel successful.


 * How can technology be used to promote the ideas behind UDL (Universal Design for Learning) to meet the individual learning needs of all children? **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0.25in; text-indent: 0.25in;">Technology can be used to help create more individualized lessons. It allows students the opportunity to choose and create things that they might not have done without that technology. It can also be used to customize displays of information also it provides alternatives for auditory and visual information. It can also be used to help students with individual choice and enhance the value of the lesson because the students are getting a chance to create a final product. It fosters a community because the information that is learned while using technology is easily shared within the community in a variety of ways.


 * Describe how student access to technology has caused these classrooms to operate differently from classrooms without technology. What is the same? What is different? **

<span style="color: purple; font-family: 'Times New Roman'; font-size: 19px; line-height: normal; margin-left: 0.25in; text-indent: 0.25in;">Classrooms with technology tend to operate differently than those classrooms without. Classrooms with technology available have a greater opportunity to foster expert learners by; keeping students motivated, allowing for individuality, and fostering a community. It also helps the teacher individualize instruction, making it easier to reach students at every level. While having technology in the classroom is great, it is only as good as the teacher that is not afraid to use it. Classrooms with or without technology tend to be the same in the manner in which the classroom runs. Daily tasks such as attendance, lunch count, or going to recess are all done the same regardless of the technology that is in the classroom.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Fluffy Bunnies
**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Roles: ** **<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Researcher: Joe, Designer: Max, Editor: Mark **

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Briefly describe the case (include link). **

<span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">In this case study, fifth-grade students learn about their genealogy by publishing a book that outlines their family trees and includes scanned images of their family members. The details included students collecting pictures and pertinent information from home and using a computer, printer, scanner and graphics program to create a graphic representation of their heritage. The goals of this lesson were to create a student centered environment and familiarize students with the use of technology to help organize information and create a useful product. <span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Case study link: []

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Does the use of technology in this case fall in line with a level of the Thomas and Boysen Taxonomy or the LoTi Model? Explain. **

<span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">In this case the use of technology is not pervasive enough to fall in line with any level of the Thomas and Boysen Taxonomy. <span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">This lesson questionably registers at a LoTi Level 2 (Exploration). The discrepancy being, what level of interaction the students have with the technology. It is implied that students were able to manipulate content to some degree, but it was not explicitly spelled out. Digital tools are being used by the students to create a multimedia project. In this case, technology is reinforcing the lower cognitive skills, organizing and manipulating material. Therefore, we believe that this lesson represents LoTi Level 2.

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">What do you see as the strengths or weaknesses of the technology use in this case? **

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Strengths: ** <span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">This lesson does a good job of introducing technology and showing its usefulness. It is an excellent launching point to more technology rich projects in the future. In order to reach a LoTi Level 6, students will need a strong foundation in technology. This introduction helps build that foundation. Technology also helped yield a cleaner product and prevented damaging irreplaceable pictures. **<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Weaknesses: ** <span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%; text-indent: 0.5in;">There was only one scanner, one printer and one computer available for the entire class. This lack of resources made the lesson time consuming. Students also had to limit their material and computer time. Along with the teacher, an assistant was required to help the students with the technology.

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">What are some of the benefits that students get from the technology used in the case assuming it is integrated well? **

<span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">This lesson has great potential for some amazing applications. After scanning the pictures into the computer, a new world of options become available to the students. In addition to being able to manipulate the digital material in a multitude of ways, they could create a Glog, making the information easier to share outside the classroom. Another option could be to apply that data to a Flickr map. Then students could easily see the broad array of cultures they represent from around the world.

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">How can technology be used to promote the ideas behind UDL (Universal Design for Learning) to meet the individual learning needs of all children? **

<span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">UDL is a philosophy that revolves around meeting the needs of all students. That means giving the students options, more specifically the ability to personalize the way information is presented and the way they express themselves. In the non-digital world, this can be very difficult and impractical. However, in the digital world, those options are far more plausible. Digital content can be represented in many forms and It can be manipulated anyway the students choose. This flexible medium can help UDL come to fruition.

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">Describe how student access to technology has caused these classrooms to operate differently from classrooms without technology. What is the same? What is different? **

<span style="color: #0000ff; font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 115%;">This lesson could have been done without the use of technology, but as the teacher puts it,”…it would have been different.” The idea of creating a family tree pre-dates the invention of the technology used in this lesson. However, it is unlikely that the preponderance of the parents would have allowed their children to effectively destroy precious family photos for the sake of the lesson. The ability to scan and digitally reproduce the image changes the nature of the lesson considerably. <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px; line-height: 0px; overflow: hidden;">

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Iguanas
**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Briefly describe the case (include link). ** <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">In this case study an instructor is seeking to help students overcome their struggle with visualizing and using details from the text to support their thinking. This lesson is geared towards third to fifth grade students. The instructor used technology to help students overcome visualization problems. In this lesson, the instructor based discussion off of an article about mummies and mummification. The instructor removed all the images from the article. She put the images on a power point and showed them to students after they read and discussed the text. Specifically, students were asked to discuss what they are visualizing when they read the text. After the discussion, students will view images from a PowerPoint to determine how their visualizations connect with the pictures on the PowerPoint. To view this lesson click [|here]. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Does the use of technology in this case fall in line with a level of the Thomas and Boysen Taxonomy or the LoTi Model? Explain. ** <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">In terms of Thomas and Boysen’s Taxonomy, the use of technology for this case study falls within the level of reinforcing. The instructor has identified an area where all students are struggling. She created a PowerPoint with multiple images to assist students with their visualization skills and with the acquisition of new vocabulary. <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">As the students in this case study were struggling with visualization and comprehension, the use of technology falls within the level of exploration in terms of the LoTi model. The focus for these students was on lower level cognitive abilities including expanding vocabulary and improving visualization skills. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What do you see as the strengths or weaknesses of the technology use in this case? **

<span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">This lesson was very interesting. The topic of the article about mummies sparked students’ interest, but the use of technology made them even more excited to learn. One strength of the technology use was that it provided the teacher with the opportunity to expand on the lesson and gather more information on the subject of mummies. The teacher was able to include pictures from the article, as well as gather images from various sources to present a ‘real world’ lesson for the students. <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">The one weakness in technology use that I saw in the lesson was that the screen the teacher used was small. Students on the other side of the table might have a hard time seeing the pictures clearly. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What are some of the benefits that students get from the technology used in the case assuming it is integrated well? ** <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">The use of technology in this lesson was very beneficial to students. Not only did technology provide them the opportunity to see pictures of mummies and other photos related to the article, but they were also able to see other examples of pictures and information on the same topic. Students were able to expand their knowledge by asking questions and having them answered right away. Additionally, the fact that the hard copy of the article was the only item in front of them at the table helped students to focus on reading. I believe that the technology in this case was integrated well and was valuable to the students. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How can technology be used to promote the ideas behind UDL (Universal Design for Learning) to meet the individual learning needs of all children? ** <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Technology can be used in a variety of ways to promote the ideas behind UDL. First, technology can help diversify the ways in which a lesson is presented. There are many different types of technology available to provide multiple means of representation to students. Examples of this include speech-to-text technology, customizing the way information is displayed through using different font sizes or using images in place of text, and having options for the computer to read what is on the screen to students. All of these can be used to foster learning in students by individualizing the learning to meet their needs. Technology also supports comprehension of vocabulary, symbols, syntax and structure in the learning as students are exposed to the best possible way for them to individually succeed. Additionally, using computers in the classroom allows students to make choices about how to present materials and the ways in which they access and organize data. Lastly, student choice encourages self-regulation and makes the material and projects more engaging. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Describe how student access to technology has caused these classrooms to operate differently from classrooms without technology. What is the same? What is different? ** <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Classrooms without technology are limited to the materials with which they are provided. Textbooks are printed in a standard format for all students. Chalkboards present pictures in a two dimensional way and videos are a passive way of presenting knowledge to students. By allowing students access to technology, the walls to the classroom are in many ways removed. The internet, for example, is a seemingly endless source of information and applications. Technology like iPads, Kindles and other e-readers allow students to manipulate the ways in which they view text. They provide the opportunity for students to tailor the text to their specific preferences. Features on these types of devices allow students to find out more information about what they are reading with the touch of a button (or screen). This freedom encourages students and makes them more inclined to pursue knowledge. Using SMART boards or Mobi’s (Mobile Interactive Whiteboards) transforms the chalkboard into a collaborative tool that can show students more than just what is written on it. Online modules, videos and games can be interactive and allow students to participate in the learning rather than simply watch someone else say or do something. Classrooms with technology still allow students to learn the same curriculum as those without it. However, use of technology can promote making the classroom an interactive setting where students are the center of learning rather than the recipients of the learning the teacher passes on. <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Angi Buck – Designer <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">Julia Zingarelli – Researcher <span style="color: #008000; display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: left;">David Coyle – Editor

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In this case, students were expected to work in groups of three to create a KidPix Deluxe slide show presentation on a specific habitat they were assigned. In additions, these groups would create a model of their habitat to display in a common area in the school. On a specific predetermined day, students would dress according to their habitat and present their slide show and model. To assess how they did, each group created a rubric and survey to pass out to the audience upon completing their presentation. =====

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The technology used in this case falls in line with level three of the LoTi Framework. This level specifies that, "digital tools and resources are used by students to carry out teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation." It also mentions that students need to follow higher-level thinking strategies such as decision making and reflective thinking, both of which are evident in the case. =====

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The strengths of this case are the ability of students to independently work on their KidPix Deluxe slide shows, which allow for experimentation and creativity. The biggest weakness is the lack of other technology uses. For example, with the survey they have the audience take at the end of their presentation, students could have created one using any number of web 2.0 sites. =====

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The benefits from the technology used in this case are that students are able to collaberatively work in groups, experiment with how they want to give their presentation, and the ability to be as creative as possible. This technology also makes the presentations interesting for those in the audience, and hopefully others will really learn from each group's project! =====

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In this lesson the students are working in groups of 3. For those students needing extra assistance, working in groups will take care of that. The groups will create a KidPix Deluxe slide show, which is fun and exciting for all students and uses technology to present their project. With the use of this technology students are able to create a 3-D slide show using text narration or voice narration, which promote the ideas behind UDL. Also, along with creating a slide show, students are to create a model of their habitat. This reaches out for those artistic students who learn with their hands and also for the visual learners. By physically creating a habitat, it allows for students to really get a feel of the habitat. The model will also help the visual learners see how animals live in the habitat and what makes up each habitat. For students who are not oral speakers, they can simply have a voice or text narration on the slide show instead of orally speaking to the audience. I think this lesson really promotes the ideas behind UDL especially because the technology software has a variety of features for every student. =====

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In this lesson the students have access to computers and the KidPix Deluxe software. These students are fortunate to have access to computers, let alone access to the KidPix Deluxe software because without this technology students would probably be writing a paper or making boring old posters for this project. Classrooms without this technology probably wouldn’t even be able to do such a project or would only have the option of creating a model of the habitat. In both classrooms, with technology and without, students would still be able to enjoy creating a model of the habitat and presenting their habitat to the class, which is still fun and exciting for students. But, instead of being able to use WWW information sources students would have to get their information through books, which could take up more time than using a computer for research. Also, the use of computers and kid pix deluxe software gives every student the opportunity to succeed and learn in the best way possible. =====

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Sharks
Kevin O'Malley - Designer Lauren Zimmerman - Editor Emma Di Scuillo - Researcher PROJECT 3: Technology Integration Case Study Background: An 8th teacher used educational software (Oregon Trail) to teach aspects of American history. The Students explored life on the Oregon Trail and kept a diary. The teacher had 6 years of teaching experience and planned to use this technology consistently in lessons. The school was a suburban school outside of a major city. Most technology was located inside the classroom to complete the activity.

Link: []

Thomas and Boysen Taxonomy: The Oregon Trail program can encompass many different aspects of the Thomas and Boysen taxonomy. It can be experiencing to develop an intuitive understanding of the relationship between geography and traveling considerations. It can be informing to gain information about the geography of the Northwest. It can be reinforcing to provide practice in naming states, mountain ranges, rivers and cities in the western states. It can be integrating to provide an opportunity to apply information about historical development, economic growth, geography, climate and travel conditions with respect to westward migration. It can be utilizing to investigate possible outcomes in advance of decision-making.

LoTi: Students using the Oregon Trail would be an example of Level 2-Exploration. Student learning focuses on lower levels of cognitive processing using the available digital assets. The Oregon Trail is an example of an enrichment exercise that reinforces skill development relating to the geographical and historical content being studied. Strengths and Weaknesses: The Oregon Trail is an extremely versatile teaching tool that students will usually enjoy. The program gives students the opportunity to build upon knowledge previously learned during lessons on westward migration. Using the Oregon Trail can be an individual activity or group activity. Many different aspects of social studies can be conveyed to students using the Oregon Trail game including economics, geography, and history. A weakness of the Oregon Trail is that students may get reckless when traveling across the country and lose focus of the educational learning opportunity that is available. Some students might not be required to keep a diary that examines their riskier maneuvers, so they will attempt maneuvers that are unrealistic to reach their destination faster. Most of the time their crew dies before reaching the final destination.

Student Benefits: The Oregon Trail is an amazing tool to use for integrating geography into the lesson. It expands upon what the teacher shows on a map. Students could be required to name states, cities, waterways and describe climate, wildlife, and temperatures while having fun playing a game. Students will be able to test their advance planning capabilities while moving across the country during the game. Students will also be able to manipulate variables including start date, supplies carried, where to hunt for food, distance to travel, and when to rest. Decision-making skills will improve using Oregon Trail in the classroom.

How can the technology be used to promote the ideas behind UDL to meet the individual needs of all children? The Oregon Trail software is one of the most engaging student activities. It has the ability to motivate students to learn geography, challenge them at the appropriate grade level, and utilize the learners' interests outside of the classroom (video games). The Oregon Trail is another way for students to acquire and grasp knowledge. It is an excellent tool for clarifying vocabulary and language. The game is customized to the user's path across the Oregon Trail. Attaching a diary to the lesson plan involving the Oregon Trail will lead to self-assessment and reflection. Students will develop coping skills and strategies to achieve their goals. The students will be excited to collaborate with each other about their strategies. This software is also an excellent method for providing alternative visual and audio information.

Describe how student access to technology has caused these classrooms to operate differently than classrooms without technology. What is the same? What is different? A perfect example would be the example given by the teacher who used the Oregon Trail in her lesson plan. When her school hired her principle told her that she was the youngest person in the school and needed to show everyone else how to use the technology. That implied that the older teachers could not use, and not implement, the technology available to them at the time. It was most likely because computers in the classroom were a newer concept. Having access to technology allows students to be able to reinforce and expand upon what was taught in a traditional lecture format. The students are still taught the standards and objectives necessary to acquire knowledge in a classroom without added technology, but the reinforcement possibilities are weakened without the technological resources.