| Design and Instructional and Learning Strategies |
| Student Learning Goals |
Target Technologies / Desired Tool Functions |
Constraint(s) |
Situation Match / Mismatch |
| Students will learn the importance of communication. |
Media projector and drawing boards. |
The media projector is not always as interactive but the teacher will use this to discuss the communications chapter(s) with the students. Not always an appropriate method for all types of diverse learners due to visability issues. Drawing boards will be used so the rest of the class can observe progress during the one of the group projects. |
This mode of technology is a good match based on the information needed shared and the classroom layout. Handouts and notes will be made available as needed for learning disabled and diverse students. |
| Students will learn to work together as a team. |
Computer lab equipped with switch operated mice. Lab is accessible for all. |
Relocating the class can be distracting and difficult for disabled students. |
Match for the research and for the diverse student needs that are required. |
| Students will cooperatively develop and implement a plan for a newspaper structure. |
Media projector and Internet equipped computer. White board. |
Not as interactive without adding fill-in information for the students. I recomment that the teacher leave blanks thoughout the information to have the students fill in the information. |
Best match given the setting, class size and information. |
| |
Internet and the technology instructor. |
The Internet sometimes goes down and the technology teacher is not always available. |
Match for the project. |
| Teacher Learning Goals |
Target Technologies / Desired Tool Functions |
Constraint(s) |
Situation Match / Mismatch |
| Developing a relationship with the mentee before diving in. |
Planning, discussing collaboration and white board. |
It may take longer to get started and to progress. The visual aspect of the white board is helpful though. |
Match |
| Practicing good listening skills. |
Discussing and re-statement. |
Takes longer but the benefits outweigh the time it takes. |
Match |
| Not leading the mentee by the way I ask questions. |
Planning, pausing and reviewing the information afterward by using a recorder. |
Time consuming to listen to the discussion again. |
Match |
| Mentee Learning Goals |
Target Technologies / Desired Tool Functions |
Constraint(s) |
Situation Match / Mismatch |
Active, successful
student participation in
the learning process. |
Observation. |
Some students are more engaged at some times than others. |
Match |
Learner-centered
instruction. |
Internet research and collaboration. |
Different levels of knowledge. |
Match |
Evaluation and
feedback on student
progress. |
Rubric presentation on projector and examples by video. |
Possible projector problems. |
Match |
Classroom
management in various
settings. |
Demonstration of expectations and signal for noise level issues. |
Not all examples will be demonstrated. |
Match |
