_ III. Lesson Information
A. Name of the study lesson: Using Technology for Research Project Presentations
B. Goal(s) of the study lesson:
Students will be introduced to various technologies for their research project presentations. At the conclusion of the lesson, students will demonstrate competency in at least one of the technologies.
C. How this study lesson is related to the lesson study goal:
This lesson is directly related to my students’ research project presentations because it gives them suggestions on which technologies are appropriate to use in their presentations.
D. Process of the study lesson: Steps of the lesson: learning activities and key questions (and time allocation):
1. For this lesson study, students were exposed to seven software technologies to utilize for their research projects and presentations. Students could use these technologies to gather data (polleverywhere and surveymonkey) and/or present their research (Animoto, Camtasia, Glogster, Prezi, or Voki).
2. Fifty minutes will be allotted for the entire lesson; however, 35 minutes will be used for the seven technologies. The remaining 15 minutes will be used for a Q&A session and to introduce and conclude the lesson. Also, students will be reminded of their responsibility to include a minimum of five sources in their research paper (book, interview, scholarly journal article, statistical survey results, and a graphic (bar, pie, or line graph).
E. Student Activities/Expected Student Reactions or Responses:
Students will take notes on the technology demonstrations and especially notes which one(s) is/ are of interest to them. Also, they will participate in a polleverywhere.com (real-time results) survey. It has been suggested for appropriate technology to be used in the classroom to reach our students. As a result, my students were asked whether or not they were familiar with glogsters—electronic poster boards. The survey results are listed in the link below. Of the 19 students that responded, only one of them was familiar with the term, glogster, which means I must demonstrate this tool to my students. thus, Poll Everywhere was used as a formative assessment tool to determine my students' knowledge base on electronic collages (glogsters). Click on link to see complete poll: http://www.polleverywhere.com/multiple_choice_polls/LTI5NDIxNDE2MQ
F. Goals and Method(s) of Evaluation:
1. Before students are formally evaluated on their research paper presentations, I wanted them to practice with at least one of these technologies. This practice will demonstrate their competency and guidance will be given for those students who have not yet shown mastery skills.
2. In hindsight, I should have given the students an easy reference guide as I was presenting the technologies beforehand instead of just the website addresses. Furthermore, it would have been useful for them to follow along with the screenshots as I demonstrated the information. Also, for the students who were not able to participate electronically, a paper survey should have been available for them to complete. Moreover, because it was only a one question survey, a simple show of hands would have sufficed for those without electronic devices.
IV. Lesson Outcomes:
The lesson was successful because the students learned new technologies that they had to utilize to gather their research data and/or in their research presentations. Also, the students were actively engaged as they polled in their answer to a survey question. In hindsight instead of simply giving the students the tools' web addresses initially, I later decided to include a tips sheet for the tools as well.
V. Technology Justification:
Technology was used in this lesson to expose students to available technologies that they may not have been aware of. Also, I wanted students to present their research data outside of the normal PowerPoint presentations that many students have already mastered.
VI. Technology Learning Enhancement or Failure:
Yes, technology enhanced learning because students' electronic presentation tools were challenged, which took them outside of their comfort zone i.e., solely relying on PowerPoint presentations. Also, students were especially wowed by voki, and I was impressed to see the real-time survey results change "right before our eyes" as students polled in their response to a question.
A. Name of the study lesson: Using Technology for Research Project Presentations
B. Goal(s) of the study lesson:
Students will be introduced to various technologies for their research project presentations. At the conclusion of the lesson, students will demonstrate competency in at least one of the technologies.
C. How this study lesson is related to the lesson study goal:
This lesson is directly related to my students’ research project presentations because it gives them suggestions on which technologies are appropriate to use in their presentations.
D. Process of the study lesson: Steps of the lesson: learning activities and key questions (and time allocation):
1. For this lesson study, students were exposed to seven software technologies to utilize for their research projects and presentations. Students could use these technologies to gather data (polleverywhere and surveymonkey) and/or present their research (Animoto, Camtasia, Glogster, Prezi, or Voki).
2. Fifty minutes will be allotted for the entire lesson; however, 35 minutes will be used for the seven technologies. The remaining 15 minutes will be used for a Q&A session and to introduce and conclude the lesson. Also, students will be reminded of their responsibility to include a minimum of five sources in their research paper (book, interview, scholarly journal article, statistical survey results, and a graphic (bar, pie, or line graph).
E. Student Activities/Expected Student Reactions or Responses:
Students will take notes on the technology demonstrations and especially notes which one(s) is/ are of interest to them. Also, they will participate in a polleverywhere.com (real-time results) survey. It has been suggested for appropriate technology to be used in the classroom to reach our students. As a result, my students were asked whether or not they were familiar with glogsters—electronic poster boards. The survey results are listed in the link below. Of the 19 students that responded, only one of them was familiar with the term, glogster, which means I must demonstrate this tool to my students. thus, Poll Everywhere was used as a formative assessment tool to determine my students' knowledge base on electronic collages (glogsters). Click on link to see complete poll: http://www.polleverywhere.com/multiple_choice_polls/LTI5NDIxNDE2MQ
F. Goals and Method(s) of Evaluation:
1. Before students are formally evaluated on their research paper presentations, I wanted them to practice with at least one of these technologies. This practice will demonstrate their competency and guidance will be given for those students who have not yet shown mastery skills.
2. In hindsight, I should have given the students an easy reference guide as I was presenting the technologies beforehand instead of just the website addresses. Furthermore, it would have been useful for them to follow along with the screenshots as I demonstrated the information. Also, for the students who were not able to participate electronically, a paper survey should have been available for them to complete. Moreover, because it was only a one question survey, a simple show of hands would have sufficed for those without electronic devices.
IV. Lesson Outcomes:
The lesson was successful because the students learned new technologies that they had to utilize to gather their research data and/or in their research presentations. Also, the students were actively engaged as they polled in their answer to a survey question. In hindsight instead of simply giving the students the tools' web addresses initially, I later decided to include a tips sheet for the tools as well.
V. Technology Justification:
Technology was used in this lesson to expose students to available technologies that they may not have been aware of. Also, I wanted students to present their research data outside of the normal PowerPoint presentations that many students have already mastered.
VI. Technology Learning Enhancement or Failure:
Yes, technology enhanced learning because students' electronic presentation tools were challenged, which took them outside of their comfort zone i.e., solely relying on PowerPoint presentations. Also, students were especially wowed by voki, and I was impressed to see the real-time survey results change "right before our eyes" as students polled in their response to a question.