High+School

proficient or advanced** || Ms. Robson is on the novice level. According to CT State Teacher Technology Competencies, a developing teacher “integrates technology into the curriculum using learner-centered instruction and inquiry based learning.”Ms. Robson has not achieved this level yet because the learning is not inquiry based. She did not take into consideration the students’ needs, interests or background knowledge. She decided on the topics and assignments and left little room for student choice. || Ms. Robson should collect data prior to instruction to use in planning her instruction. She should conduct a needs assessment to better structure the instruction to meet the needs of the students. In that assessment or another Ms. Robson should also find out the interests of the students and relate the lesson to them. (more authentic) She also needs to determine what information concerning local history she wants her students to walk away from the lesson with, what is she really trying to teach? ||  || teaching? Learning? Both?** || There is little change to teaching and learning in this classroom. Technology is changing the learning slightly in the form of presenting the material that has been learned. The use of audio clips acknowledges students with physical/cognitive learning disabilities, as we saw in the presentation in class this summer with students completing book reports through podcasts.
 * < **Issues to Address** || **Positives/Negatives in Ms. Robson's Lesson** || **Suggested Practices to Improve/Enhance** || **Pedagogical Rationale** ||
 * < **Novice, beginner,
 * < **Issues to Address** || **Positives/Negatives in Ms. Robson's Lesson** || **Suggested Practices to Improve/Enhance** || **Pedagogical Rationale** ||
 * < **Novice, beginner,
 * < **Could money be better spent?** || Yes. Before considering new technology, there should be an investigation as to how the technology will improve the learning. Is there more than one tool that can achieve what the same goals? Are there any service/maintenance implications to consider? || The district could have spent the money on effective technology training before implementing the use of laptops in the classroom. It would have been better to start small with one new tool, for example a Smartboard per classroom and some training to accompany this technology. Effective training with this material could show how the tool could effectively be used to provide classroom access to real-world situations. ||  ||
 * < **Is this use of technology changing

Other than the changes mentioned above, there are not many changes to the teaching and learning. Most of the learning objectives in the lesson could be accomplished through basic means - the partnership with China by paper and pencil correspondence, the presentation through a poster project, etc. I don’t think the application of tech is saving the teacher any time or making her more productive. If anything this project may actually take the teacher more time to conduct if she needs to first teach students how to use the technology they are being required to incorporate. || * Mrs. Robson could have had her students discuss in a wiki or google chat about their research findings. Students could have exchanged ideas about not only biographies but articles written in local newspapers (researched on the internet), old town photos and stories, etc… ~Do the students have enough time to learn the literacies if they dont know they already ||  ||   || domain understanding or pedagogical skill?** || I do not believe the use of technology is enhancing the teacher's domain understanding or pedalogical skill. She is not doing anything with technology that she could not do without it. ||  ||   || is "working"?** || Using past research on student work, perhaps through using rubrics to assess student understanding in aspects that the technology can now aid in, Ms. Robson can use similar rubrics where the technological aspects are involved. In comparing the "pre-technology" scores with the "post-technology" scores, Ms. Robson can determine if the technology is indeed working. Not only this, but before students use the technological resources to help determine an understanding of the content, they can complete a reflection that has a comfort rating scale - How comfortable are they in using technology in school to help them understand something, on a scale of one to five? They can also have an area to discuss why. Then, after the technology is incorporated into the curriculum, there can be a post-reflection with the comfort rating scale as well as an area for additional response. In this way, there can be both quantitative and qualitative analyses that displays scientific "proof" of the ability of technology to enhance student understanding. ||  ||   || students from having a more authentic real-world experience?** || I think it is not preventing it from being more authentic. The use of cameras during interviewing is a huge part of the job if you are a reporter. ||  ||   || Technology and media are also a major function in the workplaces of many people, exposure to such in school is an authentic representation of situations students will encounter upon graduation. ||  ||   || If you are going to show a person’s face in a video, you need to have him or her sign a talent release form. If someone happens to step in front of the camera while shooting, a release form will be required. However, if the face of the person cannot be seen, then a release form is not needed. ||  ||   ||
 * The opportunity to share information with sister school in China could have brought a rich topic for them to work on. Comparisons and Connections could have made between the two countries.
 * Assessing new literacies and skills students already have (as it relates to the technology that will be utilized for this project) and what would need to be taught could help Ms. Robson organizer her time and lesson more appropriately. ||
 * < **Use of time/productivity** || Is the lesson being dragged out because of the technology use. Is each part essential to the learning skills.
 * < **Use of time/productivity** || Is the lesson being dragged out because of the technology use. Is each part essential to the learning skills.
 * < **Enhancing the teacher's
 * < **Scientific proof that technology
 * < **Is technology preventing
 * < **Danger that students might become addicted to media and less social in real life?** || ~No. You will always encounter people in your life, on the streets, at work, at school, the gym, etc.
 * < **Ethical, legal, or social concerns ?** || Keep in mind that when you put your project on a website, then it is being shown outside the school. If you have any copyrighted material that usually is exempted for student projects, it no longer falls under the fair use umbrella.