In order to help us improve the KITE case library, you are asked to search the KITE case library. The URL of the KITE case library is http://kite.missouri.edu/. Then each participant will post a comment that includes the following:
• A brief description of the case selected including case number.
• Ideas for adaptations that can be made to the case. These adaptations can include teacher experiences based on the case, changes to make the case better meet local state standards, added information that could improve the case usability, suggestions for combining cases, or any other information the participants would find useful.
Thank you for your participation! (To post your comment, click the comments link right below the next line. You can post as an anonymous user. But please indicate which university you are from.)
Subscribe to:
Post Comments (Atom)
2 comments:
UNLV-Masters Student....
Case 1152-1
This particular case uses a publishing project for writers and illustrators in the fifth grade. There was nothing spectacular or earth shaking about the project except for one point briefly touched.
That was the phrase, "word-processing." In the environment today we tend to lose perspective, sort of forest and trees thing. Word processing, even a lowly typewrite represents some level of technology in the classroom. Imagine what Dewey would have thought of our sorting, stapling color photocopiers as tools of technology!
UNLV Undergrad. EDSC 323
Case # 3007-2
This teacher experience involves a lesson in which the teacher asks her students to utilize digital cameras to take pictures of themselves, load those pictures on to a computer, and then photo-edit those pictures on to another picture they have previously scanned.
There were a few issues that the teacher shares in this case. Apparently, this teacher ran into technical problems such as incompatibility of IBM and APPLE computer products and inability to use network resources.
From reading this case, I got the impression that the teacher was not prepared at all with her lesson. She probably assumed the process of taking digital pictures and loading them onto a computer would be very simple. Although it might truly be simple, she obviously did not take the time to understand the minor nuances that made her lesson difficult. Perhaps a dry run of the procedures would have helped diagnoise the issues before class time. This also could have prevented some of the trouble she had with the networked resource folders. It would have been more opportune to seek an aide's help before class, rather than during class. All of which could have been prevented by working through the process as a practice run.
Overall, when it comes to computers and electronics, not all devices function the same way your home personal devices function. You cannot count on what you are used to with your own digital camera to be universal with all other digital cameras. This fiasco could have been avoided by doing a trial to ensure all aspects of the lesson will be trouble-free.
Post a Comment