Phase 3
Design of Integration Strategies
This project employed both direct and constructivist methods of teaching. The first objective was to utilize directed methods and the second objective was to utilizing a higher inquiry based method as students will synthesize the information they have learned to create their own product. (Bloom, 1956)
Teaching Strategies
As previously discussed in Phase two, objective one, students are required to identify appropriate business documents and demonstrate their ability to create the documents. This objective is a requirement for this class according to the school district’s goals for the computer applications class. SynchronEyes is the technology that allowed students to achieve these goals.
The introduction of the new technology had a positive impact on the progression of the course.
- The first step was to understand what level of experience your students have with a computer. This is particularly important for this school since it is located in a low income area. A large majority of the students do not have computers at home and are not as comfortable with a computer as someone who has exposure to it at home. The teacher allowed time for the students to adapt to the computer and overcome this lack of experience. Also in this stage, teachers communicated with the students on how the course would proceed. This was the stage where teachers thought about the course objectives and how the activities met these objectives.
- Once the students’abilities and characteristics were been assessed, the teacher generated interest and motivation in computer applications by letting the students become active in the learning process. Although students may find their freedom restricted with SynchronEyes installed, the teacher was able to make learning core elements of the class engaging and fun. Examples of business documents were provided as well as how they are applicable to the business environment.
- Teachers then outlined and explained the content and the instructional training that followed. Students learned about the different types of business documents and the computer applications that were required to create them. These methods used directed strategies to learn the basics of computer applications. By using SynchronEyes the teacher was able to open these computer software applications on each computer in the classroom simultaneously. Students became familiar with the software by learning how to use the basic features of the application. These applications include software for spreadsheets, databases and business publications. A test was given in this stage that assessed what the students learned through the teacher’s directed learning strategies.
- Next, the teacher began to demonstrate how to create their own business documents. Teachers then provided instructional training for the course. The instructional training material showed students how to use the software applications to create their own business documents. Students learned how to create Word, Excel, Access and Publish It documents. With SynchronEyes, the teacher was able to guide students through document creation and view each of the students’ screens on her computer. Using this software, the teacher also was able to display one students' work to the class.
- Finally, the students used their acquired knowledge and created a unique and original product as defined by the synthesis level of Bloom’s taxonomy. (Bloom, 1956) Constructivist activities at this level were supported through the use of computer group work. (Zurita & Nussbaum, 2004) Students worked on a group project that utilized skills learned to date. This group project facilitated the learning process and its relationship with real world applications. In this project students created a brochure that advertised a hypothetical company. The students had time to work with their teams in both a physical and virtual setting. Working with teams in a virtual environment through the use of computer networking has become very pervasive in the workforce. SynchronEyes features components that enable students to work in this environment much the same way. The students were encouraged to work on the project using this feature.