Case Study B : Mr. Gonzalez 3rd Grade Algebra Lesson
Three Technologies
Mr. Gonzalez, who is a 10 year veteran teacher, teaches 3rd grade and is preparing a
unit on algebraic terms. He is reluctant to change his teaching style by adding technology.
He recently attended an in-district workshop on the importance of integrating technology
into his course. His goal is to give his students a fun and interesting way of learning
vocabulary terms. According to his goal I would suggest to Mr. Gonzalez to incorporate the
following technologies in his lesson: 2 digital video cameras, projection device, and Web
2.0 tool Vimeo.
First Technology
The 2 digital video cameras will be used to record real-world examples of the
algebraic terms Mr. Gonzalez will provide to the students. Students enjoy videotaping
anything so Mr. Gonzalez would not have to spend a lot of time training and explaining the
use of the video cameras. The use of the digital video cameras would make the hunt for
real-world objects of the algebraic terms very fun and interesting. Working in groups the
students would walk around campus to locate and video record the real-world examples of
the algebraic terms they have been provided. As the students are recording the real-world
objects one designated student will be speaking about the object that is being recorded and
explain what vocabulary term it references and why it references that vocabulary term.
Mr. Gonzalez will also direct several students in the group to take their journals with them
on the hunt so they can draw what object is being recorded. He wants them to do this just
in case there is some kind of problem with the video camera or if there are some kind of
technical difficulties with the presentation to the class. The drawings of the objects will
assist the dyslexic and ADHD students by helping them visually see and learn what realworld objects pertain to the algebraic terms Mr. Gonzalez have given them. By using the
video camera Mr. Gonzalez’ lesson will become fun and interesting for the students to
enjoy. It should help the students remember the terms that Mr. Gonzalez has presented to
them. The video and drawing should all help the class remember the terms that have been
presented to them by the different groups.
Second Technology
The projection device allows Mr. Gonzalez to present all the groups recordings of
the different objects that they found around campus pertaining to the algebraic terms he
gave them. By doing this the whole class is able to view the presentations together and if
they have questions about each other’s video they can ask right then and there. They
groups would get immediate feedback on their video from Mr. Gonzalez and their peers. By
receiving immediate feedback the groups will now how to improve on their next group
presentation. As for the dyslexic and ADHS student it will keep them focused and engaged
in the lesson by simply viewing and listening to other groups work and also being able to
ask questions to the other groups on the spot.
Third Technology
The Web 2.0 tool Vimeo is a useful teaching tool because it allows the groups to
upload their presentations and store them for later review for the whole class. Vimeo is
easy to use because it is just like YouTube except this is more for educational purposes.
Vimeo will store all video presentations that have been recorded and later viewed by any
student especially those that were absent the day of presentation or the day of vocabulary
search. It will also let any student go back and review all its contents to prepare themselves
for tests, daily work, homework, or any other project in the future. Vimeo will also help the
dyslexic and ADHD students because the students will be able to watch and hear all videos
that have been posted to help them with their vocabulary terms. Both students will not
have to worry about a lot of reading that might hinder their learning. Videos help them stay
focus and remember what they have been taught. They will be able to review the terms
and actually go on the hunt again to find the terms that each group was given.
Planning
Before Mr. Gonzalez starts with his lesson I would meet with him prior to the first
day of the actual lesson. We would discuss his goals and objectives for his algebra lesson.
We would discuss what outcome he expects from his students. We would also discuss how
much technology he is comfortable using and how much technology he is familiar with. We
would also discuss any special situations that are in his class and how he will handle them.
One final thing we would discuss is his timeline for his algebra lesson. Once I am familiar
with him and his class I would suggest the following technology for him to use: 2 digital
video cameras, projection device, and Web 2.0 tool Vimeo.
To make sure Mr. Gonzalez knows how to use the technology tools suggested to him
we would meet in my room a couple of days prior to the start of the lesson. On this day I
would have the tools out and ask him to show me first how to use the digital video camera.
If he shows any reluctance to picking up the camera or knowing what to do with it I will
then model to him the proper use and care for the digital camera. Once I have modeled for
him I would then ask him to show me how to use the digital camera. I would then suggest
to him that it is always good practice to make sure everything is working the day before the
lesson is going to start. I remind him to always check that the batteries on the video camera
are full charged. If he does not know how to do this or where to look for this I will then
model for him where and how to work the batteries. I would then make sure he is familiar
with the projection device. If he is not familiar with it and how to check if it works properly
I would once again model for him the proper way to use the projection device and the
proper way to care and maintain it. I would then remind him that once he starts checking
on these two technology tools and if he has any questions about them I will be available for
him to guide him on how to correctly use these two tools. We then discuss his dyslexic and
ADHD students. I would suggest to Mr. Gonzalez that if he is going to group the students, 2
groups of 5 and 3 groups of 4, he might think about putting his ADHD student within range
of where he will be so he can keep a close eye on him. As for the dyslexic student he might
consider putting him in a group with a student that will help him with any writing that
might come up in the algebra hunt. This will keep the dyslexic student from feeling
frustrated is he has to write lots of information down. The dyslexic student could stay
engaged by dictating to the other student what to write about what they found in their
hunt. I would remind Mr. Gonzalez that sometimes technology does not want to work
when you want to use it so have a back-up plan ready just in case that might happen on a
day the class is on the vocabulary hunt. Mr. Gonzalez and I would then discuss a backup
plan to have, that will meet his goals and objectives, just in case the technology tools decide
not to work.
The last thing we would discuss is the use of the Web 2.0 Vimeo. I would ask Mr.
Gonzalez if he heard of Vimeo. If he has not heard of it I would then introduce it to him. I
would show him how to get there and model for him what it all entails. Once on the Vimeo
website and showing him what to do, create an account and logging on, I would then have
him log on. I would also suggest to him to look for any trainings that will be located on the
website so he will know what to do with Vimeo before he introduces it to the students. I
would remind him if he has any questions once he becomes familiar with Vimeo I would be
available for him. I would tell Mr. Gonzalez that I would check on him in a day to make sure
he has become familiar with Vimeo and its features and to answer any questions he may
have. I would make sure that all of Mr. Gonzalez’ goals and objective are being met with the
Web 2.0 technology tool. The last we would discuss is how to keep the dyslexic and ADHD
student engaged. One suggestion would be that since the students will be in groups he may
need to assign jobs to the students. Examples of jobs would be video recorder, speaker, and
secretary. I would suggest to Mr. Gonzalez to assign the dyslexic student and the ADHD
student a job that would keep them engaged but still in the learning process. This will also
keep these two students focused on the assignment.
In order to make sure that the students are on task I would suggest to Mr. Gonzalez
to create a rubric pertaining to the algebraic vocabulary terms that he wants the students
to search for. I would ask Mr. Gonzalez if he knows how to create a rubric for his
assignment. If he states he is not sure I would then guide him through some rubric links
and show him samples of some rubrics that he could use and implement. By creating a
rubric Mr. Gonzalez would make sure that he is meeting his goals and his objectives.
Implementation
I would stop by Mr. Gonzalez’ room at least two days before the lesson is supposed
to start. I would make sure that he has checked all the equipment that he is going to use the
day of the lesson. I would suggest to him that he needs to make sure that the batteries for
the digital video cameras are working and that he know how to show the students to
upload their videos the Web 2.0 Vimeo. If he says he is not sure about these tools I would
go through one more model lesson on the use of the tools for him so he will feel
comfortable using and showing these tools to his students. I would then answer any
questions he might have for me that day.
I would pay one more visit to Mr. Gonzalez one day before his lesson is supposed to
start. On this day I would answer any final questions Mr. Gonzalez might have for any of
the technology tools he will be using. I would make sure that Mr. Gonzalez is comfortable
using and introducing these tools to his students. I would ensure Mr. Gonzalez that I will be
available for him if he runs into any problems with his lesson or technology tools.
Evaluation
Once the lesson is done I would set up a post conference with Mr. Gonzalez. On this
day we would evaluate his use of the technology tools and how well he incorporated them
into his lesson. We would discuss if he felt his goals and objectives were met. We would
then discuss how his students responded towards the new technology that he introduced
to them. I would proceed to ask Mr. Gonzalez how he felt using the new technology with
his lesson and if he would use them again for future lessons. We would then discuss when
he was using the technology what worked for him and what didn’t work for him. I would
ask him if he would change anything or would he keep everything the way he taught.
Finally, I would ask Mr. Gonzalez if I guided him through the new technology with ease or
did he have difficulty with me showing him what to do?
Other Use of Technology for Another Subject
The 2 digital cameras are good tools to use for a science lesson. An example of this
tool being used is if the students are studying different type of rocks. The students would
work in groups and go out around the campus to find the different type of rocks they have
been studying. Also, if they are studying living and non-living things the students can also
go around campus and video record any objects they have spotted that are living and nonliving things. As the students are video recording their findings they will also be recording
their voice of what they found, what it is, where they found their object, and why they
believe their object is what they say it is. By video recording these objects, depending on
what they are learning, the videos will be stored for later viewing and review for the
students.