Assessing Technology

1.    Name of Video: Improving Speaking Skills with Poetry Podcasting

2.    Lesson Objective: Plan and produce a podcast of student speeches for peer critique.

3.    Where does this lesson rate on Bloom’s Digital Taxonomy? Why?

This lesson falls under analyzing, evaluating, and creating, which are the three highest level thinking skills on Bloom’s Digital Taxonomy. In this lesson, students create a poetry podcast by selecting a nursery rhyme to research; writing a script; and recording a 30-90 second podcast with background information and their poem. The students also apply their speaking skills during production of the podcast.  Classmates analyze their peers’ work using critical thinking skills. Students evaluate their peers and themselves using a rubric and practicing accountable talk.

4.    Where does this lesson rate on the SAMR model? Why?

If using technology in the classroom allows students to think differently and perform new tasks, I think this lesson would rate on the Transformation side of the SAMR model, most likely under Modification. Seventh and 8^th Grade Literacy teacher Mr. Van Owen modified the format of student presentations by designing a more inclusive, flexible assignment. Because older, more traditional styles of presentations can cause anxiety for shyer students and embarrassment for non-native English speakers, digital presentations like podcasts transform the task of presenting, allowing for significant task redesign. Podcasts still achieve the result of presenting in front of the class but also provide the opportunity for speaker self-critique as well as two or more replays for critical, constructive, and accountable feedback from peers.

5.    Do you feel this is an effective integration of technology? Why?

Yes; At the core of the critique and discussion were the podcasts—presentations that had already been completed—so the focus would be less on the feelings of anxiety and more on the content of the creations. In addition, the tasks were student-centered and more engaging with the technology incorporation. The selection of the poem, research, and recording were directed by the students. Next, each student’s podcast was peer-critiqued and allowed for positive feedback and constructive criticism. The teacher provided rubrics for the listeners to evaluate the podcasts consistently. He also modeled language for accountable talk, leading to student-directed discussions. Because the podcasts were digital, they could be listened to multiple times—analyzed and evaluated with precision. This is an effective way to develop critical listening skills as well as to self-reflect on speaking skills. 

1.    Name of Video: Improving Research Skills with Effective Keywords

2.    Lesson Objective: Use precise vocabulary to improve Internet searches.

3.    Where does this lesson rate on Bloom’s Digital Taxonomy? Why?

This lesson encompasses understanding, applying, and analyzing, which are mid-level thinking skills on Bloom’s Digital Taxonomy. First, students are demonstrating their understanding of using precise keywords in a search engine by experimenting with keyword searches and comparing results. Next, students are applying their new knowledge and skills in new (but similar) situations by refining their searches using multiple words, synonyms, alternate words and phrases. Finally, students are analyzing in this lesson by drawing inferences to explain their search results including exploring relationships between various kinds of search inputs.

4.    Where does this lesson rate on the SAMR model? Why?

5.    I believe this lesson on digital citizenship is an example of Redefinition because the computer technology allows for new tasks that were previously inconceivable. All the activities Ms. Ramos incorporates—particularly Fetch and Doggy Data—use technology as a support for student-centered learning rather than as an end in itself. Students are learning content and skills as they apply strategies to increase the accuracy of their keyword searches. Questions are increasingly student-generated as both activities consist of partner work where discussion and collaboration are necessary.  Through technology, learning is not only enhanced but transformed because new tasks and understandings are demonstrated.

6.    Do you feel this is an effective integration of technology? Why?

Yes, I think this lesson effectively scaffolds the skills for precise keyword selection and research to increase student interest and engagement. Ms. Ramos designs thought-provoking activities that allow students to actively apply their new knowledge and skills. These activities incorporate tasks that become increasingly challenging and illuminating. The activities to improve students’ vocabulary use are also transformed through the integration of technology.  Technology acts as a support and means for learning transformation by functioning as a platform of use (Google search engine) and as content (advanced searching). Improving the research skills of students by choosing effective keywords provides a bridge for future searching and initiating of research projects. Once again, technology is not an end in itself but serves a transformative purpose.