R 2. Scenario: - technology The teacher plans a lesson using computers. Students log on and complete the assignment. The teacher gives a formative assessment. The assessment clearly indicates the students have taken inaccurate information from the lesson. For example: It’s a great day in Ms. Mira’s class. Students will be using the newly acquired Chromebooks, a substitution for the usual worksheet, to investigate innovations during the age of the Industrial Revolution. The lesson is tied to goal WH.H.6.4 Analyze the effects of industrialism and urbanization on social and economic reform (e.g., Industrial Revolution, urbanization, growth of middle class, increase in productivity and wealth, changes in economic status, new types of labor organizations, etc.). Individually students will work to complete a chart of inventions with invention, inventor, nationality, date of invention and description. They will work from predetermined websites (not googling) and then manipulate the chart (sorting and alphabetizing), building their technology skills. Most students in the class have smart phones and are comfortable with technology. At the end, the charts are beautiful, the students enjoyed the work, but they do not understand the effect of technological advancements on social and economic reforms. The NBPTS process: Student learning - What did students learn? What was the outcome of the strategies? In this class students engaged in a variety of activities. Keeping the focus on what students do and what they learn is the unrelenting work of an accomplished teacher. Transitions, writing, reading, thinking, doing, all are PARTS of the lesson but the outcome is student learning. Accomplished teachers are perpetual students of their craft who continuously expand their repertoire. Successful teachers judiciously use their sources well to advance student learning. In the lesson presented, Ms. Mira reflects and realizes that the students concentrated on the technology skills more than the academic and skills of the lesson. She remembers, from previous experience, that students enjoy using their smart phones, but sometimes lose sight of the main idea of the lesson. Ms. Mira decides to add an additional component to the lesson that asks students to explain HOW the inventions changed society both in the past and in the modern world. This will service to reinforce the analysis needed to connect the inventions to social and economic reform. She will ask the students to write a constructed response that analyzes the charts in relation to the resulting social and economic reforms. In the constructed response students will then provide modern examples of technological advances that have changed the contemporary world in their lifetimes. SAMR Framework for Technology Integration

6 Publizr Home

You need flash player to view this online publication