afrench D092 Task 2 PDF

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Choose any three videos from the “Video Observation” attachment to complete the following task. You must use a different video for each observation....

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Alicia French Student ID: #001495095 D092 Task 2

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Video Observation 1

A. Case #680- “Applying Listening and Speaking Skills while Presenting a Digital Scrapbook about the Early Settlers”

A1/A2. In the case video, “Applying Listening and Speaking Skills while Presenting a Digital Scrapbook about the Early Settlers,” I examined a teacher explaining to a second-grade classroom how to be an efficient listener. The students are presenting their digital scrapbooks on early setters using a smartboard. The teacher introduces the lesson using a smartboard and is used by the students while they are performing their projects. The level of technology being used per the SAMR model is substitution. In substitution, the students create images designs on a computer instead of using a pencil and paper. Each student presents their early settlers scrapbook using technology and not other materials like a poster. Using the smartboard technology helps the classroom be efficient by using fewer supplies than a paper like a posterboard would have used. While the teacher was presenting the lesson on the smartboard, the students witnessed how they would be using the same technology device. A smartboard can influence the teaching process by replacing chalkboards or a whiteboard. The teacher was able to deliver explicit instruction while using various google slides. As a result, it was easier for the classroom to transition from teacher instruction to student presentations. The students got to see what their other classmates created by watching the presentations on the smartboard.

A3. One more practical level of SAMR with these lessons could be modification if the teacher presented the lecture on the smartboard and had the students use their school-assigned Chromebook or iPad to take notes while the other students presented on the smartboard. The

Alicia French Student ID: #001495095 D092 Task 2

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teacher could post a google note page for the students to fill in about the presentations on early settlers. It would increase the student's typing skills while saving time and sources like writing notes on paper. Typing into an application is a lot less time-consuming than handwriting notes.

Video Observation 2

B. Case #14- “Using Technology in Creative Writing”

B1/B2. In video case #14, "Using Technology in Creative Writing", the teacher is helping her fifth-grade students create their own "Choose Your Own Adventure Story" and students using PowerPoint to write their stories. The integrated technology being used by the students is PowerPoint software. The students use PowerPoint to design their adventure book with hyperlinks. Augmentation is the level of technology in this instruction corresponding to the SAMR model. The students are substituting from creating a paper book to creating a hyperlinked text with PowerPoint. Using PowerPoint, the lesson is enhanced by allowing for links for the reader to go to other locations by clicking on a word or text in a document. Using a paper book, you cannot take readers on further adventures. Technology can boost a reader's experience, unlike a paper book on a library shelf.

The teaching process took some time at the early stage of the lesson. The teacher had to remind the students how to use PowerPoint but to increase the skills they know. The learning process affected the beginning of the task cause the students had a few questions about their ability. Some students did seem to struggle with writing, and some students had no experience with PowerPoint. The teacher could group the students who had enriched skills with those who may

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need more help with working with PowerPoint technology. The teacher had to continue helping students with the technology besides the rubric of the lesson.

B3. Another level of technology integration that could have improved the students learning would be going back with a more straightforward form of technology and the substitution level. If the students were using a substitute level on the SAMR model, the lesson would have been a lot easier. Some students were ready for enhancement applications like PowerPoint; On the other hand, some may have been better off using a simpler app like Word to type their creative Adventure story. Without focusing so much time on using PowerPoint, the students who struggle would adapt to the creative writing with Word, besides PowerPoint. The teacher could have improved the students' learning by choosing between a few applications in which they feel confident. The students would be more engaged in the stories they create than spending too much time learning applications. They are still using technology to create a book besides using paper and a pen, but they are also getting to create a story they choose fit.

Video Observation 3

C. Case #1676- “Answering Questions Using Communication Devices”

C1/C2. This case shows a teacher delivering direct instruction to a small group of 10th-grade students with exceptional needs with severe or multiple disabilities. I have worked with middle school students with disabilities like the one in the video; using a communication device can increase communication in a classroom and be a tool to improve a student's goals. Often it is hard communicating with students who may be nonverbal. The students use technological augmentative communication devices to answer questions about transportation, allowing

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communication with the teacher and support staff. Without using a communication device, the students would not be able to voice or show their answers effectively. The integration of technology in this class affected the lesson's instruction by allowing the staff to create materials for use with the communication app. It will enable students to learn more successfully, stimulates the guessing process, and advance them to more words in their vocabulary.

C3. Like the video, the teacher can integrate the redefinition level of SAMR model. A teacher can play off what the students are learning by scaffolding questions on how they answer questions using the communication device. It would have been challenging to have the students speak or create a poem without using technology. The communication devices instruction utilizes a system to talk to, model language, and instruct the students. It increases student participation, comprehension, and interaction rather than teaching memorization of the content vocabulary of any given unit.

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