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Cobb, Jeff Technology Usage Assessment

ISLT 9467 Fall 2012 Dr. Wedman December 9, 2012

Technology Usage Assessment


Your Name: Jeff Cobb KITE Case Number: 3304-1 KITE Case Summary:
A 4th grade math class took a graphing unit and utilized spreadsheet technology to create graphs, demonstrating the proper set up of graphs and the correct components. They began by surveying the whole school about favorite things. They did this using tally marks and fundamental mathematical skills. Then, they took that information and made graphs using software, Appleworks.

For each of the five categories below, provide a rating of the technology usage based on each factor in the category. Provide evidence in the form of brief examples from the case. Direct quotes may be used. If the case does not contain sufficient information for you to give a particular rating, indicated UNKNOWN in the Rating column. Assessing Active Learning Factor Learner interaction with real-world objects Observation and reflection Rating high-medium-low Evidence Supporting Rating Learners created real-world surveys and then took High
that data and created applicable graphs.

High

Learner interactions Tool use

High High

They printed their graphs out and shared them with other groups. They reflected on other group graphs, asking the following: What kind of graph is good? What are good characteristics of these graphs? When would you use a pie graph? When would you use a line graph? What is the best kind of graph? Students worked in small groups. Students used tools (software) to create the graphs, which was the learning objective.

Assessing Constructive Learning Rating Factor high-medium-low Evidence Supporting Rating The students did put together the pieces of a Dissonance/Puzzling Medium

Constructing Mental Models and Meaning Making Assessing Intentional Learning Factor

High

puzzle by creating surveys and then presenting the data, but in my opinion, it was still at a medium level. Now, for 4th graders, maybe I should have rated this higher. I do think instead of drawing graphs, this technique of utilizing software to create the graphs constructs more retainable mental models that result in meaningful learning.

Rating high-medium-low

Evidence Supporting Rating

Cobb, Jeff Technology Usage Assessment


ISLT 9467 Fall 2012 Dr. Wedman December 9, 2012

Goal directedness Setting own goals Regulating own learning Tool learning how to learn Tool articulation of goals as focus on activity Tool technology use in support of learning goals Assessing Authentic Learning Factor Complexity Higher-order thinking Recognizing problems Right answers

Low Low Medium High High High

Goals may have been defined for students, however, they were not laid out in the example explained. Students were given a survey to administer and then create a graph. The students were not asked to set their own goals. While students worked together to create the graphs and then critique each others, the learning was not exactly self-regulated. The spreadsheet or Appleworks as a tool was demonstrated as a tool used for learning not only the technology but how to create graphs as well. Appleworks (tool) was used to articulate the goal as a focus on learning by creating the graphs. The spreadsheet or Appleworks as a tool was demonstrated as a tool used for learning not only the technology but how to create graphs as well.

Rating high-medium-low Evidence Supporting Rating th For 4 graders, I do believe that this assignment High Medium Low Low

demonstrates complexity. I do believe that some higher-order thinking could have been incorporated. Students were not asked to recognize problems. While they reflected on other group graphs, asking the following: What kind of graph is good? What are good characteristics of these graphs? When would you use a pie graph? When would you use a line graph? What is the best kind of graph?...their were no clearly right answers to guide students answers to the above questions.

Assessing Collaborative Learning Rating Factor high-medium-low Interaction among High learners Interaction with people Low outside of school Social negotiation Acceptance and distribution of roles and responsibilities Medium UNKNOWN

Evidence Supporting Rating


Students worked in pairs. Then, they looked at each others graphs. While there was interaction with other students outside of the classroom to complete the surveys, there was no evidence of interaction with people outside of school. Negotiation would have to occur for students to work in pairs. It was not made clear in which capacity or roles in which the students worked within their groups.

Cobb, Jeff Technology Usage Assessment


ISLT 9467 Fall 2012 Dr. Wedman December 9, 2012

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