Technology Vs. Non-technologyin the Classroom<br />EDU 590<br />By: Sarah Kuenner<br />
Classroom Dynamics<br />
Sequence of the Action Research Lesson<br />
Lesson Purpose <br />
StategicMethodology<br />Primary Strategy from<br />	“Using Technology with Classroom Instruction that Works”<br />Nonling...
Michigan EducationalTechnology Standards Connections: METSGrades K-2 From Michigan Department of Education <br />
Michigan Grade Level Content Expectations Connections: GLECS<br />
Pre-Assesment- Questioning, and Modeling<br />To pre-assess the students I will create an alternate book cover using the b...
Sequence of Activities<br />
Technology<br />
Name: ___________________		Date:___________________<br />1.	Which did you enjoy more? (Circle One)  Paper/ pencil        o...
Comparing<br />
Rubric<br />Rubric<br />
Final Thoughts<br />Resources Used <br />”Using Technology with Classroom Instruction that Works.” Howard Pitler, Elizabet...
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Technology vs. Non-Technology

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This is an action research project done in a 2nd grade classroom, comparing technology vs. non-technology.

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Technology vs. Non-Technology

  1. 1. Technology Vs. Non-technologyin the Classroom<br />EDU 590<br />By: Sarah Kuenner<br />
  2. 2. Classroom Dynamics<br />
  3. 3. Sequence of the Action Research Lesson<br />
  4. 4. Lesson Purpose <br />
  5. 5. StategicMethodology<br />Primary Strategy from<br /> “Using Technology with Classroom Instruction that Works”<br />Nonlinguistic Representation- <br />is the imagery mode of representation; primarily mental pictures and physical sensations. Using non-linguistic representations will help students increase knowledge with mental images. (Marzano)<br />Secondary Strategies from<br /> “Using Technology with Classroom Instruction that Works”:<br />Summarizing and note taking<br />
  6. 6. Michigan EducationalTechnology Standards Connections: METSGrades K-2 From Michigan Department of Education <br />
  7. 7. Michigan Grade Level Content Expectations Connections: GLECS<br />
  8. 8. Pre-Assesment- Questioning, and Modeling<br />To pre-assess the students I will create an alternate book cover using the book “Horrible Harry and the Green Slim” because the all students are familiar with the book. I will have the students help me create the book cover to model the assessment requirements. This will be an open ended discussion. <br />Questions I will ask:<br />1. Where would be a good place for the tile?<br />2. What would I want to include in the picture? <br />3. Would I want to use a picture of something that happened in the book?<br />4. How do we write a “catchy” sentence?<br />5. What was the main theme of the story?<br />6. What was the most exciting part of the story?<br />7. Should my sentence tell about the theme? <br />Paper & Pencil<br />
  9. 9. Sequence of Activities<br />
  10. 10.
  11. 11. Technology<br />
  12. 12.
  13. 13. Name: ___________________ Date:___________________<br />1. Which did you enjoy more? (Circle One) Paper/ pencil or Computer<br />2. Why did you like it more?<br />3. Which one of your book covers look better? (Circle one) Paper/Pencil Computer<br />4. Why do you think it looks better? <br />5. What was hard about the assignment?<br />Post Assessment<br />
  14. 14.
  15. 15.
  16. 16. Comparing<br />
  17. 17. Rubric<br />Rubric<br />
  18. 18. Final Thoughts<br />Resources Used <br />”Using Technology with Classroom Instruction that Works.” Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim Malenoski<br />”Putting the Pieces Together; Intergrating Technology with Marzan’s Instructional Stratigies ”- http://gets.gc.k12.va.us/vste/2008/5nonlinguistic.htm<br />
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