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KITE in Action
 
| * Kansas State University |
University of Missouri-Columbia1 :: 2 :: 3
   

Kansas State University

Part I: Instructional Media & Technology

Part II: Integration of KITE technology case library and Framework for Teaching criteria

Appendix A : Directions to Access and search KITE Case Library

Appendix B : Engaging Students [Component of Domain 3: Instruction]


Part I: Instructional Media & Technology

EDETC318 Instructional Media & Technology is the required undergraduate technology course in the College of Education at Kansas State University. The purpose of this course is to insure that each undergraduate teacher entering their professional course work in the College of Education has a fundamental grasp of digital technologies and how they are used to instruct young people in their content. The course includes a broad range of activities and is conducted entirely on-line in a Blackboardc course management system. One unit of this course deals with web based resources for teachers to use in their classroom. Students are required to visit three "mega" sites or collection of sites for teacher resources. KITE is one of these "mega" sites. Students evaluate first the "mega" site for ease of use and applicability to their content areas and then conduct an in-depth analysis of one site (or case) supporting the content they will teach. Each year, this program interacts with 300 preservice teachers in their sophomore year.


Part II: Integration of KITE technology case library and Framework for Teaching criteria

Implemented in several EDEL and EDSEC Courses (Methods and Core Teaching Skills) during the Spring 2004 semester.Anticipated impact for 140 ± preservice teachers in the junior or senior year.

Objectives:

  • The lesson addresses the following ISTE General Preparation Performance Standards:
    • Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning (I, III, IV V)
    • Observe and experience the use of technology in their major field of study (III, V)
  • Students will utilize KITE cases, which are technology-based, to discern key characteristics of technology-based instruction and the characteristics necessary for engaging students in learning.
  • Students will gain a greater understanding of the relationship between the domain, component and element of the Framework for Teaching with a focus on 3c: Engaging Students in Learning.

Materials:
Handout packet of materials (Appendices A & B)
Framework for Teaching text pages 95 - 97.
For Teacher: CD that contains: Lesson plan, appendix A & B for posting on Blackboard

Length of Lesson:
The lesson consists of 5 sections:
1. Memorable Moments (10 min)
2. Small group discussion to define "engaging students in learning" (20 min)
3. Overview of KITE case library and review of a KITE case as it relates to "engaging students in learning" (30 min)
4. Students search KITE case library and read cases that align to "engaging students in learning". Students may work individually or in pairs. (20 - 30 min)
5. Students complete assignment that consists of answering questions that are accessed on a class website.

The activity may take 0 - 90 minutes of class time depending on the manner in which the various sections of the lesson are integrated into the curriculum.
0 minutes: Assumes the "Memorable Moments" activity has already been completed. Sections 2 - 5 are given as an assignment.

20 minutes: Assumes the "Memorable Moments" activity has already been completed. Only the small group discussion is completed in class. Sections 3 - 5 are given as an assignment.

30 minutes: Assumes the "Memorable Moments" and small group discussion activities are completed in class. Sections 3 - 5 are given as an assignment.

60 minutes: Assumes the "Memorable Moments", small group discussion and overview of KITE case library are completed in class. Teachers are available to lead the class through a case in the KITE case library. Sections 4 -5 are given as an assignment.

There are 5 portable labs that have 15-20 lap top computers that can be brought into the classroom for the activity. Smaller classes may reserve the lab classroom.

90 minutes: Assumes the "Memorable Moments", small group discussion, overview of KITE case library and searching aspects of the individual activity are completed in class. Students complete questions on web, section 5, as an assignment.

Procedure:

Memorable Moments Activity [10 minutes]

1. Conduct the "Memorable Moments" activity from the Framework for Teaching. If students have already completed this activity in a previous class you may want to go directly to step 3 of this lesson plan.
2. Think/pair/share
2.1. Ask students, individually, to think of one of their "memorable experiences" from high school. [give students 1 - 2 min of individual think time]
2.2. Ask students to categorize their "memorable experience" as primarily related to domain 2 or 3. More advanced students may be asked to classify based on all four domains. [1 minute]
2.3. Ask students to turn another student and share their experiences and their domain selection. [1 - 2 min]
2.4. Students should concur on the domain selection. [Another modification would be to ask student to also identify the component/element level.]
2.5. Ask students to share memorable moments: examples of each domain 2 and 3.
2.6. Make a table on the board. Count the number of students for each domain.

Domain 1
Domain 2
Domain 3
Domain 4
Optional
 
 
Optional

Transition: Most memorable moments relate to the respect/rapport and culture of leaning (domain 2) developed by the teacher or the engaging instructional (domain 3) aspects. The rest of the activity will focus on the later.

Small Group Discussion [20 min]

[May have students prearranged in groups of 4-5 or have them organize in groups of 4-5.]
[If the class has less than 20 students this may be a large group discussion rather than a small group discussion.]

3. Group discussion questions. [10 min]
3.1. What does it mean to learn something?
3.2. What criteria are necessary for learning?
3.3. Based on your previous experiences and the experiences stated in the previous class discussion, list some characteristics the "engage student in learning". In other words, how would you describe those "memorable moments" from domain 3 that related to actual academic learning experiences?
3.4. Describe instructional activities that group members have experienced that were memorable but do not have any of the characteristics listed in question 3.3. These would be activities that although they were memorable, you didn't actually learn from the experience (fun stuff with no real academic objective).
3.5. As future teachers, what characteristics of "engaging students in learning" listed in question 3.3 would you use to engage students that would result in real learning? That is, what characteristics engage (3.3) and result in actual learning (3.1, 3.2) rather than the activities that are engaging but do not result in real learning (3.4).

4. Connection to the Framework for Teaching [10 min]
Students read pages 95 - 97 in the Framework for Teaching book or the instructor can present the materials to the class. Compare the elements and performance criteria from the FFT to the characteristics their group developed. Reconcile differences. [i.e.: Are all the group's ideas subsumed in the FFT definition?]

Overview of KITE case library and review of a KITE case as it relates to "engaging students in learning" [30 minutes]

5. The teachers can conduct this part of the lesson as a demonstration projected on the screen for students to observe or materials (Appendix A) can be distributed to students to complete individually or in pairs.

Students search KITE case library and read cases that align to "engaging students in learning". Students may work individually or in pairs. [20 - 30 minutes]
6. The teachers can facilitate this part of the lesson if students are working in the computer lab or have access to the portable lab lap top computers. Otherwise, students should complete this part of the lesson on their own time outside of class.

Students complete assignment that consists of answering questions that are accessed on a class website.
7. Students complete on their own time outside of class. (Appendix B)


Appendix A

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 teaching experiences.

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 well.

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, the technology equivalent of pen-pals in Louisiana, which is where I'm from originally. It was through the World Wide Web on a site called 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 of this?

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 the work?

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 activities1.

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 tell me?

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.

Key

1. Content Representation
2. Activities and assignments
3. Grouping of students
4. Instructional materials and resources
5. Structure and pacing


Appendix B

Engaging Students [Component of Domain 3: Instruction]

Student Name: __________________________________________________

o Search the KITE case library for cases in the subject area and grade level(s) you would plan to teach.

Record the subject area selected: ___________________________________
Record the grade level(s) selected: ____________________________________

o Find 3 cases that align closely to the Framework for Teaching criteria "engaging students in learning" component in Domain 3: Instruction. [Keep track of the number of cases you read in totality]

o Record the total number of KITE cases read: ________________________
Case 1: Record the KITE case number: _____________________________
Case 2: Record the KITE case number: _____________________________
Case 3: Record the KITE case number: _____________________________

o Synthesize the information read to develop similarities and differences you find across the three KITE cases you selected. Use this information to answer the questions below:

For each question below list your responses as bulleted phrases. You do not need to write full sentences but you do need to make sure your answers are concise and descriptive.

Refer to pages 95-97 in the Framework for Teaching text to review the elements that support component 3c: Engaging Students in Learning.

1. Which characteristics of content representation were most prevalent in the cases you read?

2. Which characteristics of activities and assignments were most prevalent in the cases you read?

3. Which characteristics of grouping of students were most prevalent in the cases you read?

4. Which characteristics of instructional materials and resources were most prevalent in the cases you read?

5. Which characteristics of structure and pacing were most prevalent in the cases you read?

6. What characteristics of "engaging student in learning", component 3C, were not found in the cases you read?

7. Are all lessons that utilize technology engaging? Why or why not?

8. As a future teacher, how would you use the case information in the KITE case library to develop a lesson to "engage students in learning" for your classroom?

9. Assume you are working in a school that is interested in using the KITE case library with their teachers. Based on your experience with this product, your principal has asked you to share your comments about the KITE case library with the rest of the faculty. What would you say?








 




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