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Technology Virtual Observation. Natasha Dahlberg Danielle Wiley September 13, 2007. Observation Setting. Video Title: No Gamer Left Behind Teacher: Daniel Gohl (Principal) School: McKinley Technology High School Grade(s)/Subject: High School/ Technology

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Technology Virtual Observation


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    1. Technology Virtual Observation Natasha Dahlberg Danielle Wiley September 13, 2007

    2. Observation Setting Video Title: No Gamer Left Behind Teacher: Daniel Gohl (Principal) School: McKinley Technology High School Grade(s)/Subject: High School/ Technology *There were other settings within this video*

    3. Observation Setting Activity/Project Summary: This article is based on computer simulation technology. It touches how and why another technology that could be enormously effective for student’s learning is being ignored by our educational system; despite the empirical evidence obtained. This article wants to inform educators and the public that technology immersion is not a fad, it is a true way to effectively teach students concepts and increase their knowledge about the world.

    4. Learning Analysis Learning Pyramid Level: Teach Others/ Immediate Use. Bloom’s Level(s) addressed (Cognitive Domain only) : Both application and evaluation.

    5. Student Use of Technology

    6. Student Use of TechnologyAdded Value

    7. Student Use of TechnologyREFLECTION Throughout this video, I learned a lot about integrating technology into the classroom. Involving students with technology is a much better way to teach compared to having students sit in a classroom and just throw information at them. The students are instead engaged and curious. They can make mistakes and fix them easily, increase their learning skills, and learn through information based on the real world. Tapping into children’s minds through games especially grasps, and channels student’s interests. Technology helps students see connections between subjects and real life, along with creating a desire within them to want to learn. With little guidance, students can become experts with technology and advance through school by receiving a future career. Through technology students definitely are learning through a much better proactive way of learning.

    8. Teacher Roles: Supporting Student Learning Throughout the video I observed, the primary role of the teacher was to construct a cognitively guided instruction. The teacher supported student learning of new technology tools through teaching with a program called pulse, video games, and a video game design program. One assignment that stood out to me dealt with constructing a video game similar to Donkey Kong. Through this lesson and all of the others, the teacher was always available for help; however, he tried to allow the students to be as creative as they wished so that every game and assignment would turn out unique. The students were even used to evaluate certain university level games at times. The teacher’s role also supported student learning of content through giving accurate assignments within the guidelines of the activities. There was not a lot of lecture taking place within this school, nor was there a lot of instruction; this school was very much independent and believed in advancing children’s knowledge through proactive learning.

    9. Teacher Practices: Making Learning Meaningful The teacher’s instruction was very effective at supporting student engagement. Through student interviews, you could see the passion in their eyes when they described their work and assignment completion. The students were very engaged and possessed an infatuation to learn through their mistakes and usage of the technology. As explained in the “Constructing Learning: Using Technology to Support Teaching for Understanding” article, arising interest within students allows them to challenge themselves and bring about prior knowledge to truly comprehend and learn more about each specific lesson. Lack of interest causes students to never fully comprehend a lessons full meaning. The teachers within the “No Gamer Left Behind” video, luckily interested their students to their fullest capabilities.

    10. OVERALL REFLECTION After watching my video observation, my knowledge and opinions toward technology compared to the beginning of the semester altered only slightly. I did not know that you could incorporate technology so much within your classroom, but after seeing it done, I know that it is what I aspire to do. I have always believed that technology simulation in the classroom is effective, for being raised with technology; I feel that it always encouraged me to learn and excited me. Students love computer classes for they are a fun and inventive way to learn. The vision of my classroom has changed quite a bit. Before, I did not know all of the ways that I could incorporate and include technology in my class, and hopefully my school will have the funding for it, but I do know that I for sure want a smart board and simulated laptops for my students. I also want my students to have game programs that practice learning skills through computer games that are fun and engaging. Luckily enough, I do not feel that I will need much new learning in order to make my vision come true. Having been raised with technology in my life and growing up with it, it is more or less second nature to me and I plan to make it the same way for my future students.

    11. Information References (2007, March). Edutopia Video. Retrieved September 12, 2007, from Edutopia Web site: http://www.edutopia.org/no-gamer-left-behind Lowery, Lee, L. Learning Pyramid. Retrieved September 12, 2007, from Lowery's Web Site Web site: http://lowery.tamu.edu/Teaming/Morgan1/sld023.htm Taxonomy of Educational Objectives. Retrieved September 12, 2007, from School of Teacher Education Web site: http://edweb.sdsu.edu/LShaw/f95syll/bloom/taxterms.htm Indicator: Range of Use. Retrieved September 12, 2007, from EnGauge Web site: http://www.ncrel.org/engauge/framewk/efp/range/efpranin.htm (2007, August). Technology Innovations Wiki for TEL 313 9:30. Retrieved September 12, 2007, from Main Page Web site: https://wiki.asu.edu/technologyinnovationsb/index.php/Main_Page

    12. Media References (2007, March). Edutopia Video. Retrieved September 12, 2007, from Edutopia Web site: http://www.edutopia.org/no-gamer-left-behind Oxford Brookes University. Retrieved September 12, 2007, from School of Technology Web site: http://www.brookes.ac.uk/schools/technology/images/main_tech/technology-logo2.png (2007, August). Technology Innovations Wiki for TEL 313 9:30. Retrieved September 12, 2007, from Main Page Web site: https://wiki.asu.edu/technologyinnovationsb/index.php/Main_Page Portions of this presentation are used under Fair Use guidelines. Further duplication or distribution is prohibited.