Directions to Access and search
KITE Case Library
URL of Kite Tutorial - http://kite.missouri.edu/jkite/tutorial/
Download whole KITE tutorial package -http://kite.missouri.edu/jkite/tutorial/tutorial.zip
Example of the Relationship between
KITE cases and Framework for Teaching Components
Interviewer: Tell me a little about your
Teacher: I have been teaching for the
past 10 years. I raised my family first then went back to
school and got my degree in special education. I have always
taught at the elementary level and am currently working
with students with mild disabilities who are in first through
third grade. Our school is located in a university town
in a suburban district in the Midwest. I have used technology
for forever it seems like. I just like it and think it is
extremely important for all students to learn. It is where
education is now and is going. My particular site is very
technology oriented. When I became National Board certified,
one of the important elements of my application was my use
of technology in education.
Interviewer: That is interesting.
Teacher: In our district we have always
been one of the leaders in getting current technology and
using it in the classrooms. We also have a very active PTA
and that has made a huge difference. For example, when we
were first working toward getting a lab, our PTA raised
enough money to purchase the equipment but the district
was dragging its feet on getting the school wired. So, some
of our parents who are involved in technology professionally
donated materials and installation on many weekends and
wired our entire school so we could get our lab up and running.
We've updated several times, but it's been the parents who
have kept us current. Each of our schools has its own server
that is networked through the district. That gives us access
to the Internet and the unified desk top4.
You know, basically, everything. At this point our school
has a lab and at least two computers in each classroom.
Most rooms have four. Our school population is mixed in
that we have students from families who are very poor all
the way to some of the town's most affluent families. In
our district most schools are like that which seems to work
Interviewer: Would you mind telling me
about at time when you have used technology in your classroom
and it has worked well?
Teacher: No problem. One of my favorite
projects that we did was we got hooked up with some e-pals,
equivalent of pen-pals in Louisiana, which is where I'm from
originally. It was through the World Wide Web on a site
School Notes4, I
believe. I'm sure that you could find a similar kind of
service to find pen-pals if that's
not the exact name of the website.
Interviewer: OK, good.
Teacher: Anyway, we got hooked up with
an elementary school in Shreveport, Louisiana, and we wanted
to tell each other about what was happening in our classes.
The culminating activity of this whole pen-pal thing was
just so cool. They put together a PowerPoint presentation1 about our city and sent it to them so that they could, in
turn, inform us about what they do in their class and in
their city. We, in turn, went on a field trip around
our town2 and took pictures of all the interesting things there
were to do here; made our own PowerPoint presentation and
sent it back to them.
Interviewer: What did your kids think
Teacher: Oh, they loved it. They loved
the field trip and they loved learning how to use a regular
camera and scanning the pictures into the computer. I was
learning myself, so it was a big job the way we did it,
but we did get it done and we all loved it. Of course, now
it is much easier with a digital camera, but we didn't have
that at the time. And, of course, most of my kids can enter
information into a PowerPoint presentation now.
Interviewer: So, you are still doing this?
Teacher: Not this exact project, but other
technology related projects that use photographs. With the
digital camera and my increased knowledge and confidence
in it, I can involve the students even more than I did then.
Interviewer: So you took a very active
role in the presentation?
Teacher: Yes, very much so. I would not
have to do as much now because of digital cameras, but those
were not available to us at that point.
Interviewer: So you did a good bit of
Teacher: Yes, I was more the worker
and the students told me what they wanted3. I would
like to do it again and that would be different this time.
Interviewer: How so?
Teacher: The kids could do the majority
of the work now, and I could serve as facilitator. In fact,
this year we've done a couple of projects based on field
trips that we went on. Another thing that was really fun
about this project is that after we did all the e-mails
and letters and things, we did a lesson on New Orleans and
how different it is from the way things are here. We talked
about Mardi Gras. I had somebody send a bunch of Mardi Gras
beads and everybody got to take some home with them. We
made masks and a King cake and had a parade. We also had
pictures of some of the floats. The kids loved it. They
just thought it was awesome. In fact, they made shoeboxes
into floats and we had our own parade through the classroom.
All of these ideas just snowball and they all started with
our project on the computer2.
Interviewer: How did you work this project
into your instruction? Or did you?
Teacher: Of course I did. In fact, sometimes
it felt like my instructional unit. Originally, we were
just doing a writing with technology project, but it became
a lot more than that. It became such a great social studies
and technology project.
Interviewer: Now what kinds of technology
did you say you used?
Teacher: Well, of course the Internet,
email, PowerPoint, and the scanner4. I use technology
as much as I can with my students. It is as important as
reading and writing as far as I am concerned.
Interviewer: How did you assess the students?
Teacher: Interesting question. With the
pen-pals e-mail situation, I gave a writing participation
grade and then social studies and art grades for the other
Interviewer: What would you tell someone
interested in doing a similar project?
Teacher: First of all, get the equipment
that is digital so the kids can take the lead. Then, get
ready to have a great time.
Interviewer: Anything else you want to
Teacher: I think that's about it, except
that I think this grant sounds like a great idea. I can't
wait to check out the website.
1. Content Representation
2. Activities and assignments
3. Grouping of students
4. Instructional materials and resources
5. Structure and pacing