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CASE STUDY C
Background:
Miss Martinez is a first grade teacher who is preparing a unit on animals. Her class is composed of 20 students and two have severe dyslexia. She has successfully presented this unit on animals to her first grade students in the past, but this year she would like to take advantage of the school’s technology to make her unit more interesting and appealing to the students. She would like students to be more involved a take a more active role in this unit. Miss Martinez goal is for students to pick a zoo animal, find interesting facts about the animal and present to the class with a slide presentation.
Three Additional Technologies Recommended:
After identifying the teacher’s technology level and assessing the teacher’s needs, three recommended technologies that will meet student diverse learning needs and enhance student learning include concept mapping, screen reader software and Web 2.0 tool technology (Storybird). Concept Mapping is an excellent technique students can use to plan and organize their ideas. This form of technology will not only benefit students with learning disabilities, but all students by allowing them to gather and link their information. To further promote student learning and achieve unit objectives, the use of screen reader software will aid students master unit objectives by allowing students read text on the screen.
This tool will provide all students opportunities to help with text, words they may encounter challenges throughout the animal research.
Finally, I would recommend the using storybird.com for students to present their findings. This Web 2.0 tool is age and grade level appropriate while fostering a safe online learning experience. Students can select their zoo animal from the image library provided by Story Bird. The unit’s goal is to have students select a zoo animal, find facts about the animal and present them to class. Thus, I will recommend the use of Storybird to help students meet objectives and deliver animal findings using this form of presentation software. Storybird is student friendly engaging students to become creative thinkers, have fun while acquiring technology skills and learning to create a factual story about their chosen zoo animal. Furthermore, Storybird addresses student diverse learning styles. Although students are not required to work in pairs or in groups, students can share ideas a view each another’s finished product.
This type of software is very visual meeting diverse learning styles.
Planning
In order to provide Miss. Martinez the most adequate support, as an MTT the first step is to make a preconference to review unit objectives/goals, time allotment, student needs and to assess teacher’s current technology level. Setting up a pre-conference helps determine necessary support I need to provide and consider the teacher’s comfort zone. Furthermore, inquiring how the teacher has taught the lesson will help identify how recommended technologies will enhance students master lesson objectives and goals.

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Part of the planning stage will also have to include meeting with the teacher to determine what type of software and hardware she has integrated in past lessons. Knowing what type of software and hardware the teacher has integrated in the past will provide a starting point to recommend innovative technologies. After recommending the technologies mentioned, I will provide Miss. Martinez an overview of these technologies available and how these they can help her students meet unit objectives and goals. If Miss. Martinez is not familiar with the recommended technologies, I will ensure she is provided proper training and Web 2.0 suggested is unblocked. Moreover, Miss Martinez and I would create a technical support list that will include basic troubleshooting, campus technician number, my phone number and links to recommend tutorial videos for further assistance. Furthermore, I will advise to have Plan B and Plan C in case of technical difficulties. Before the lesson, another suggestion is for
Miss. Martinez to create a rubric with her expectations and generate a Storybird with the rubric to find any glitches. The rubric and the final presentation can be utilized to evaluate content, technology skills and presentation skills.
Implementing:
Prior to integrating recommended technologies into the classroom, I will suggest Miss. Martinez create a sample to provide students an idea of the finish product. Collaborating with Miss. Martinez and providing support is crucial to ensure lesson goals and objectives are met. Providing ongoing support will make certain Miss. Martinez and her students become successful integrating technology. To address further questions, meeting with the teacher before class time will help ensure the teacher feels comfortable about the recommended technologies. Furthermore, reminding the teacher to refer back to the checklist generated. Finally, meeting with the teacher at the end of the day will help to evaluate recommended technologies and MTT support.
Evaluating the technologies:
To make certain the suggested technologies meet teachers and students’ needs, it is necessary to evaluate such technologies. Setting up post-conferences after the lesson will provide the strengths and the flaws of the technology. Evaluating each technology and determining its usefulness in meeting student diverse learning needs and learning styles will help find alternative technologies that can enhance their learning. Providing the teacher with a small survey with questions such as: Were lesson objectives and goals met?; How was your technology experience?; Were you comfortable with the recommended technologies?; Would you use these technologies?; What would you do differently?;
What were students reactions to these new technologies?; Do you see yourself integrating these technologies into a different subject/lesson?
Technology Used in an English Lesson:
Storybird will be a recommended technology that can work well in an English class for all students. It is a collaborative Web 2.0 tool that enhances student creatively and writing skills. Students can create essays/stories on a given prompt using the Web 2.0 tool (Story bird), use pictures to help visualize the essays/stories. Students can apply story elements—setting, plot, character, conflict, resolution—by creating their own version of the story.

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