Running head: TECH INTEGRATION CASE STUDY 1

Alley Hart

Tech Integration Case Study

ISTC 674
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Instructional Lesson

https://fcit.usf.edu/matrix/project/practice-video-word-problems/

The lesson was modeling how a second-grade class used literature and conceptual understanding

of addition and subtraction to write their own word problems. First, the students went over math

vocabulary words pertaining to addition and subtraction. Then, the teacher read a book called,

The Lemonade Stand, and the purpose was to solidify the understanding of addition and

subtraction. Finally, they developed their own word problems using the language of addition and

subtraction and showed how they solved their word problems using technology. This was

another way for students to solidify their understanding because not only did they construct their

own word problems, they showed how they solved them, as well.

Strengths and Weaknesses

The strengths of the lesson seemed to be that the students were engaged. They were able to use a

form of technology, touch screen tablets, to solve word problems rather than a pencil and paper.

The teacher also integrated literature into a math lesson which showed cross-curricula content.

Finally, the lesson involved student choice because they were able to write their own word

problems.

There were not really any weaknesses because as this is a second-grade class, the technology

integration is under the exploration level, meaning the teacher basically substituted the

traditional method of paper and pencil to solve problems with a form of technology.
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Benefits

The benefits the students received from the technology in this lesson is simply engagement. The

students were using a hands-on resource to solve the word problems they created and

constructed. They used touch-screen tablets to model with equations, show with pictures, and

explain with math vocabulary.

Integration Model

The integration model in this analysis is the LoTi Framework. The LoTi Framework is

comprised of seven discrete implementation levels teachers can demonstrate, ranging from No-

use (level 0) to Refinement (level 6). As teachers move from levels, changes to the instructional

curriculum are observed. The instructional focus shifts from being teacher-centered to learner-

centered. The technology is utilized as a tool that supports and extends students’ understanding

of the concepts involved when using technology programs. Throughout the framework,

traditional activities are progressively replaced by authentic hands-on inquiry related to a real-

world problem.

The case exemplifies the ideas expressed through the LoTi Framework. The lesson falls under

the exploration level, or level two out of six. That means the technology presented and used

serves as a supplement to the traditional instructional program. Rather than utilizing pencil and

paper to solve student word problems, they used a technology program to solve, model, and

explain. In this level, technology is often used as an extension activity or an enrichment

exercise. Without technology, the lesson would not have been affected; technology was not
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required or necessary for this lesson. However, the teacher integrated technology to substitute

traditional methods of solving to make the lesson more enriching and engaging.

Improvements

Based upon strategies and ideas expressed through the LoTi Framework, there would be a few

minor changes to the case. The students appeared to be engaged in their learning, and the lesson

was taught to a second-grade class, so the use of technology was appropriate for the content and

the level of experience they have. One thing that could have enhanced the learning was to video

tape or record themselves constructing the word problems rather than writing them on paper to

fully utilize the technology. Then their peers could have listened, taken notes, and modeled their

thinking using the touch-screen program rather than the students solving their own word

problems. This is a minor change to the lesson, but could have enhanced it by using

collaboration, peer feedback, and could have moved the lesson to the infusion level of the LoTi

Framework, which uses technology-based tools to augment instructional activities.

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References

Moersch, C. (1998). Levels of Technology Implementation (LoTi): A Framework for Measuring

Classroom Technology Use. Learning and Leading with Technology, pg. 40-42.

Retrieved from https://blackboard.towson.edu/bbcswebdav/pid-4997146-dt-content-rid-

35011762_2/courses/1192-07382-07376-

241/Moersch%20Levels_of_technology_implementation_LoTi.pdf.

Winkelman, R. (n.d.). Practice Video: Word Problems. Retrieved from

https://fcit.usf.edu/matrix/project/practice-video-word-problems/.