Alexandria Romine ED 410 - 22044

Setting the Standards Assignment

KITE case 1: 2215-1 (p. 176)

Grade: 5th

Subject: Science

Technology used: digital camera, video camera, video editing software, digital microscope

Summary: In this case study, a fifth grade teacher takes a more constructivist approach when
incorporating technology use in a science project for her fifth grade students. For this project,
students research a topic and create a video presentation in order to teach what they have
learned about that topic to a class of pre-kindergartners. The fifth grade students completed
research on their given topics and, in a sense, these students became the teachers for that
specific topic. After completing their research, the student groups would then created,
developed, and presented a video in which they taught that topic. Every student in the group
had a different role; roles included producer, photographer, editor, and actor; the students were
required to complete and submit an application for their preferred position(s). The students
filmed, edited, wrote, and starred in each of their own video projects. Because the students
were unfamiliar with the video editing software, the teacher taught the editors in each group
how to use that software.

Reflection: This case study was an excellent example of how teachers can create authentic
projects in which technology is integrated. By utilizing the various technologies for this project,
the teacher in this case study was able to create a constructivist and student-centered learning
environment in which the students were really responsible for researching and becoming
experts on their given scientific topics. The technology allowed for a significant redesign of the
task; a project of this magnitude or design would not have been able to completed without
technology being readily available. Because of this, this project would be classified as
Redefinition with regards to the SAMR Model. In addition, this teacher met the NETS
standards for Technology Operations and Concepts, due to the fact she modeled how to
operate the various software systems on the computer, as well as the standard for Teaching,
Learning, and Curriculum, due to the fact that this project aligned with the current science
curriculum.

Suggestions for Improvement: Based on the information provided in this case study, the
teacher took time to teach only the students whose position was editor how to use the video
editing software. Because she was taking time to show show some students how to operate the
software, she could have, instead, taken time to show all of the students how to use the
program. This is important because if she decided to have students work on another project
which required the video editing software, she would have a handful of students who knew how
to use the application and others who did not. One suggestion on how to do this would be to
have students submit short video applications for their preferred position for the project. Within
this short video, the students could detail why they believe they would be a good fit for their
position, amongst other details. This would allow all of the students the opportunity to work with
the video editing program.
Alexandria Romine ED 410 - 22044
Setting the Standards Assignment
KITE case 2: 1100-1

Grade: 4th

Subject: Math, Social Studies, English Language Arts

Technology used: digital camera, e-mail, videoconferencing, educational software, wed

development tools

Summary: This case study focuses on a fourth grade teacher and her class in Missouri
collaborating with a class in New York when they are both studying about The Orphan Train.
As explained by the teacher in this case study, the project they collaborated on really happened
by chance. The Missouri class had already developed a connection with one school in New
York; however, when the New York teacher heard that they were studying The Orphan Train,
she connected the Missouri classroom with another class in Long Island, New York, who was
also studying about The Orphan Train. This connection then developed into a project in which
the two classrooms found experts on the subject, as well as survivors and relatives of survivors,
and they all set up a time in which they could do a videoconference. In this videoconference, the
students had the opportunity to ask questions of the other class and the other individuals joining
in on the discussion. The teacher of the Missouri classroom noted that had the students
complete activities and projects which met reading and social studies standards. The projects
were then uploaded to the teachers classroom website and shared to other students. The
teacher notes in the case study that students were assessed at various points throughout their
project.

Reflection: This case study served as an example of how technology can aid teachers and
students in being globally connected in the 21st century classroom. This project involves holding
a videoconference and using technology to discuss details about The Orphan Train with another
class in a different state and with experts on the topic; however, not much detail is given in what
aspects or specific parts of the project that the teacher assesses. Therefore, the scenario in this
case study could be categorized as either being Modification or Redefinition with regards to
the SAMR Model. With regards to the NETS standards, the teachers in this study met standards
which deal with Teaching, Learning and the Curriculum due to the fact that they created a
technology-rich learning opportunity which aligned with the curriculum. In addition, they also met
standards of Productivity and Professional Practice because the nature of this project allowed
the teachers and students to use technology to communicate and collaborate with peers,
parents, and the larger community in order to nurture student learning. (Source)

Suggestions for Improvement: As noted in this case study, the videoconferencing portion of
this project really happened by chance. The teacher did not give many specifics in the case
study of what all the assessed projects entailed. In the future, if they wish to complete a similar
project, rather than just talking and discussing with the other class and experts, a project could
be developed in which students work in groups with students from the other school and can be
assigned an expert as a mentor. This would allow the students to work on a more personal
level, not only with another student from across the country, but also with an expert in the
respective field which they are studying.
Alexandria Romine ED 410 - 22044
Setting the Standards Assignment
KITE case 3: 2041-1

Grade: 2nd

Subject: Social Studies

Technology used: Internet

Summary: The second grade class in this case study was studying about George Washington
for a social studies unit. During their study, they were able to take a virtual tour of Mount Vernon.
The students would work with the teacher at her computer, one or two at a time, and go through
the tour of Mount Vernon. The teacher in this case study had found the website beforehand
through her research for more up-to-date research materials, and she also had planned out how
the students would experience the virtual field trip. The teacher would click through the different
parts of the tour, while the students would observe. After they completed the tour, they then
worked on writing a story and drawing pictures related to what they had just done. Those stories
and pictures were then displayed in the hall.

Reflection: This case study serves as an example of how technology can be integrated to allow
students to experience different places without actually having to travel with the virtual field trip.
Many schools do not have the funding available to allow students to take field trips to sights a
significant distance away. The virtual field trip is a wonderful tool to employ which allows the
students to experience the tour or walk-through of a specific site without actually having to
leave the classroom. After completing the tour of Mount Vernon, students then wrote stories and
drew pictures related to what they had experienced and learned through this virtual field trip and
through their unit on George Washington. Assuming that the same tasks and activities could be
completed should they have been able to travel and visit Mount Vernon in person, this activity
could fall between Augmentation and Modification with regards to the levels of the SAMR
Model. In addition, the teacher in this case study met the NETS standards of Planning and
Designing Learning Environments and Experiences, as well as Teaching, Learning, and the
Curriculum. This is due to the fact that she took time to plan out this experience beforehand and
also created a learning experience and project in which technology was integrated through the
use of the virtual field trips.

Suggestions for Improvement: Collaboration is a key 21st century skill. A suggestion for
improvement for this project would be to create more opportunities for the students to
collaborate. Based on the information provided, it seems the students created stories
individually. With three computers in the classroom, the teacher could allow the students to work
in small groups and walk through the virtual field trip of Mount Vernon. Then, still working in
those small groups, the students could collaborate and create a story as a whole group. They
could each even have different roles like scribe, illustrator, presenter, etc. In addition, another
suggestion would be to allow each student to have the opportunity to operate computer for the
walk-through of Mount Vernon. This would allow for a more constructivist approach and allow
the students to discover knowledge and information about Mount Vernon on their own. This
could be achieved by completing the virtual field trip in a computer lab, if available, or having the
students utilize the classroom computers individually.