LME 535-Blog 4: Technology Integration

Japanese Video Clip

Real-World Learning -- Level 2 (Practicing)

I chose level 2 for the Real-World Learning component because one student, Bernard, polled the class in a Japanese classroom to determine what they wanted to know more about in the Japanese culture. Bernard took that information and found links that gave more information about the topics of interest. Even though the content is real-world, the learning will not impact the classroom, school, or community in any way. Furthermore, there is not collaboration with experts in a field to identify more information on this culture.

Cognitive Complexity -- Level 2 (Practicing)

I chose level 2 for the Cognitive Complexity component because once Bernard found the information that his peers wanted to learn more about, it simply becomes a research project. The other students click on the link to learn more about the topic. It may also turn into teacher-directed lessons using computers to review Japanese culture.

Student Engagement – Level 3 (Investigating)

This video clip shows level 3 in the Student Engagement component because the students had a choice of what they wanted to learn more about in this specific culture. Learning interests were different amongst the students in this Japanese class and the links were provided to allow further investigation on those interests. In addition, the students may be using technology to investigate or gather more information about their specific topic.

Technology Integration – Level 2 (Practicing)

In the Technology Integration component, I gave this video clip a level 2 because students will use the computers for gathering more information and understanding more about their specific topic of interest. The teacher does not mention what the students will be doing with the links. She was very appreciative of Bernard’s willingness to find the links. The teacher states that this will allow the integration of computers and that she will be able to use the links in the classroom.

Animation Video Clip

Real-World Learning -- Level 4 (Integrating)

In the animation video clip, I chose a level 4 for the Real-World Learning component. Two students, Kevin and Ryan, were involved in making a demo tape for the leading software company, Microsoft. The students had to design sophisticated computer graphics for Microsoft to use to display their new technology. This demonstrated a task that can make an impact in the community and integrates knowledge across subject areas for the students.

Cognitive Complexity -- Level 5 (Specializing)

For the Cognitive Complexity component, level 5 is represented. The students were working at the Evaluate level of Bloom’s Taxonomy. They were checking their graphics to make sure movement of the graphics were seen well on the screen. They were also critiquing their work by discussing what the graphics looked like and how the graphics could be improved.

Student Engagement – Level 5 (Specializing)

I believe the Student Engagement component is a level 5 in this video clip. Kevin and Ryan explain how a variety of information from various content areas are needed to perform this task. They mentioned using information from physics, math, science, and english. In addition, the students rely on the teacher to proofread the creative writing portion for a Microsoft script, Bloodstar Sequence Animation, to help make sure this writing is a professional quality script. Level 5 of this component is also evident in that this shows inquiry-based learning. The students are the key planners and designers of this project. They collaborate with the teachers when needed, but are active participants in their own learning. Kevin and Ryan collaborate with each other on the project. The clip shows how the boys discuss what is working and what needs improvement on the project.

Technology Integration – Level 4 (Integrating)

Technology is the basis of this project. Therefore, I gave the Technology Integration component a level 4. Kevin and Ryan use information learned from several content areas to help them complete the project successfully. The boys are working to solve authentic problems by working for a very prestigious software company. This is done digitally and it is their own creation.

REFERENCES

Animation. [Video file]. Retrieved from https://blackboard.wku.edu/bbcswebdav/pid-4072714- dt-content-rid-21068967_2/courses/201620LME53528753/video_clip_4.m4v

Japanese. [Video file]. Retrieved from https://blackboard.wku.edu/bbcswebdav/pid-4072714-

dt-content-rid-21068966_2/courses/201620LME53528753/video_clip_3.mp4