Karen, Reflection

This is the technology video I watched:

http://www.edutopia.org/images/movies/toadb.wmv

A short summary of the video case.

This video case was about a fourth grade horny toad project at Waterville Elementary School in Waterville, Washington. The project involves cooperation between Mrs. Peter’s fourth grade class, scientist Karen Divornich, and local farmers. What happens is that the farmers record when and where the spot horny toads. The students combine the information and map out the data using computer programs. A lot of their progress and learning comes from using different technologies.

2. What technology was used in the video?

The farmers and the students used computers to compile all of the data that they collected. Also they used the computers to create maps and different charts. Some other technologies that the students were able to use include GPS comparison devices and a radio collar tracking device to help them track/find the horny toads.

3. The technology used in this lesson was teacher-centered (meaning the teacher, not the students, utilized the technology), or student-centered?

All of the technology was student based. Each student and farmer had the chance to work with a computer to organize their own data. The video did not show as many teacher-led activities. All of the students were provided with GPS units and the students took turns using the radio collar tracking system to track down a marked horny toad.

4. Do you agree that the technology makes the lesson more engaging? Why or why not?

I definitely think that the technology made the project more engaging. In fact Karen Divornich even commented on how there trip out to the farm was not just a field trip but it was an experiment that the students took seriously. They set out to find horny toads using the aid of technology instead of playing tag or putting minimal effort into the task.

5. Think about what kind of preparations that teacher might need to make to implement this lesson. What would the teacher need to think about, both from a technological standpoint and a pedagogical standpoint?

This lesson is quite different than most lessons for several reasons. First of all, it is an on-going project rather than a 50 minute lecture. In order to run this lesson a teacher would have to be in the right demographic area. They would need to have farms in the town. Although you could carry out this project with different animals, to replicate this project a teacher would have to find an area that has a large population of horny toads. From the technological standpoint, a teacher would have to be proficient with GPS systems, tracking device, and the respective computer programs in order to monitor the student’s use of the technology. Although the GPS and tracking machine aren’t really necessary, they do provide another level of learning to the project.

6. What strategies would you use to assess student performance in the video?

I would have to assess their performance by how well they were following my instructions on how to use the technology as well as their interest level and willingness to participate further in the activity.

7. What are the advantages of using the technology in the lesson?

The students get to actually see what a GPS device system does and how to use it. Like I stated before the GPS system was not 100% necessary but it does provide a different perspective to finding the horny toads.

8. What challenges would the teacher and students face when integrating the technology in learning and teaching?

I think it would be difficult to teach students, especially young students how to be proficient with these advanced technologies. I know that I often times find foreign technology difficult to follow and I think I would have to get very comfortable with it before I was able to explain how to use it to students.