Technology Integration Report Ipt287
- 1. Technology Integration Report IP&T 287 Sam Gardner
- 2. Learning Objective 3 rd Grade Science Standard 3, Objective 1c: Investigate how forces applied through simple machines affect the direction and/or amount of resulting force.
- 3. Introduction Computer projector in the classroom, as well as microphone used.
- 4. Students Using Technology Students were able to choose where we would go next with the activity. Each student was also able to identify which simple machine was shown and read an explanation about it.
- 5. Four Principles of Effective Technology Integration This was an introductory/follow up lesson as we began teaching the different simple machines. We focused on describing simple machines, and having students identify what they are and what they do. This lesson incorporated students using technology. They were able to come up to the laptop and choose where we would be going next, and each child was able to view the screen with the projected internet game on it as well as have the microphone near when they made a comment so each student could hear them. The technology used in this lesson was essential because it clearly illustrated each simple machine and how they can be found in household items. As a teacher I could have shown students the items and tried to explain how they included a simple machine, but having it projected made it possible for each student to see the movement and item as well as interact instead of listening to me lecture on simple machines. The technology I used was simple and something that students were already capable of doing. Luckily, they were comfortable with talking into the microphone and using the computer so the real focus could be on the learning task. Each activity done with the internet game clearly reinforced what we had learned about simple machines. It was repetitive, so students were able to interact multiple times and have the information in front of them. Technology added value to this lesson because it showed the students how each simple machine works. Without the technology, I would have had to show students small items and then walk around and show them so that they could see each object. The technology made it very clear what they were supposed to be learning and how each item contained a simple machine.
- 6. How Technology Enhanced the Lesson We were able to use the classroom microphone for this activity. This made it easier for students to listen to and follow directions. We played a game on found on the internet that went through different locations throughout the home that had simple machines. This enhanced their learning and understanding of the targeted objective because they were able to see how there are simple machines anywhere. Each student was able to see the screen and students were called on individually to participate.
- 7. Things That Went Well or Not So Well Students were able to individually use this technology and serve as a model for their peers. The students came up to the computer and chose which room, or item they would click on next. This would take us to a series of questions about simple machines, and finally an explanation of how the simple machine works for each item was displayed; the student orally read the description and we discussed how it worked as a class. Students saw exactly how each object related as a simple machine. Technology was essential for this part of the lesson because there was a visual representation that moved and illustrated how each item was a simple machine. It made it easier for students to identify simple machines around the school later because they had been shown exactly how each simple machine works. The one thing that could have gone better is having more time to include more students. Each student was so excited about being able to use the computer an pick out their own item in the game, but there was not enough time to allow everyone to participate. I also think that it would have been better to hand each student the microphone. We wanted to make sure that everyone in the classroom could hear their peer’s answers, so we tried to hold the microphone while they talked. This became very tedious and difficult as we had to try and move to another student so they could use the microphone, this created more time that could have been used for instruction.