Phase 1 Questions

1. What is the problem Mia wants to address?

The problem that Mia wants to address is the issue of different cultures. She wants to include
more multicultural activities in her social studies class. She wants her students to learn about
other cultures and not be disrespectful or say rude things about others who have differences.
2. What evidence does she have that there is a problem?
She knows there is a problem as she has heard her students talking about others from different
cultures in a disheartening way. Mia wants to address it with a different approach by using other
students from different cultures.
3. What would be the relative advantage of the method she is proposing?
An advantage to this method is that her students would be able to work with other students from
another country. By doing this, it makes it more difficult to talk down about someone after
getting to know them. Having students work with others requires them to address their own
prejudice towards others.
4. In what ways does she hope this method will be better than previous ones?
Students are having to work with others to complete a common goal or assignment. They also
have to do research on their own about the country and region they are given. This makes them
more engaged in the assignment.
5. What deficits does she have in technology, content, and pedagogical knowledge?
Mia is unsure of what she needs to be successful for this assignment. She does not know
anything about digital cameras or the resources the teachers used in the workshop. Also, she only
knows a little bit about the cultures that they would be studying. She feels as though she can
structure a good curriculum around the activities once she understands and knows more of what
is needed.
6. How could she go about addressing these needs to improve her Tech-PACK?
Mia can review any material for the content that she does not know to better prepare herself. She
also can learn the technology that she is going to need so she can better assist her students when
they have questions. Mia should have plenty of notes and examples for the students and herself.

Phase 2 Questions
1. How do you think Mia should use the product rubric to assign grades?
She can observe her students' attitudes but also she can use semantic differential. This allows her
to gauge the students in a better aspect. Also, the short answer test that she plans to give out will
help her be able to assign grades properly.
2. What kinds of questions could Mia include in a survey to measure how much students
liked this way of learning?
She could take the students' take-aways and thoughts about what they did and how to better
improve this project. She could ask the question what do you think would make this project
better in the future? She also can ask the question what did you learn from this project? This way
she is able to measure the students interest in this way of learning.
1. Is Mia's approach primarily directed or constructivist?
Mia was taking a direct approach rather than a constructivist approach when teaching her
students how to use the internet and how to email in order to be successful in their projects. She
used more of a constructivist approach when the students were actually doing the project because
they were learning by doing instead of by just listening.
2. Why did she decide to take this approach?
This way ensured her that her students were able to have the basic understandings of the internet
and how to properly send an email. By doing this, her students would feel confident in their
skills in order to be successful in completing the project.
3. At which point should Mia do the pre-assessments to measure students' skills and
attitudes prior to the project?
Mia should assess the students skills before doing anything. She needs to measure their abilities
before she can teach anything. Mia would know what needs to be taught and how to better reach
her students with their capabilities. Also, she can see where students are having difficulty with
certain cultures.
4. How should Mia determine students' level of required Internet and email skills?
In having the students complete a type of assessment Mia can know each student's level. This
way she knows what each student knows and how to better devise a plan for them. Some
students may not have the knowledge of how emailing works or how to use the internet properly.
1. If Mia wanted to do a demonstration and display of the project website to the whole class
at once. what resource(s) would she have to arrange to do this?
She would need a computer that had internet connection along with connection to a projector or
tv. She would also need to have made a website and an example of the project itself to show the
students so they would know what was expected visually.
2. Mia was concerned about students revealing too much personal information about
themselves to people in their partner schools. What guidelines should she give them about
information exchanges to protect their privacy and security?
Mia should inform her students to discuss only the questions that they are asking and to not ask
personal questions to the partnering schools students. She can have a day where she teaches the
students about not sharing private information with others and that it can be dangerous. Students
need to follow the guidelines given in order to protect themselves. Make sure that students
understand the severity of misusing the internet along with the benefits it has when used
correctly.
3. If the network or Internet access were interrupted for a day, what could Mia have the
students do to make good use of their time during the delay?
Mia could teach about the differences in the countries that they are addressing and have students
share what they have learned from their partnering schools. Students could share what they
found interesting or different versus what they were expecting to learn.

Phase 3 Questions
1. Although all of Mia's groups did well on context overall, rubric scores revealed that most
groups scored lower in one area: spelling, grammar, and punctuation in the products.
What steps could Mia add to the production work checklist that might improve this
outcome next time?
Some steps that Mia could add would be to have students revise their work before submitting it.
This allows all group members to look over the finished product to catch any errors that were
present and or overlooked. This can take place in several places within the project to better
ensure that students are focused on the grammar aspect of the assignment also.
2. If Mia found that only five of the seven groups in the class were doing well on their final
products, what might she do to find out more about why this was happening?
She could conference with the groups as a whole or as individuals to see what was going on and
to better understand the dynamic of that particular group. She could also have the students
complete a peer review to see if everyone was actively participating in the project.
3. One teacher who observed the project told Mia that it might be good to have the school
district media/materials production office do the final work on the products for the
students. Does this seem like a good idea? Why or why not?
No, because the students need a sense of accomplishment. They are able to say that they
completed the project from start to finish. Having the production office finish the project would
take that aspect away from the students.
Assignment Questions
1. Did you find the TIP Model as helpful resource for technology integration? Explain your
answer.
I did find the TIP Model helpful in many ways. This model allows teachers the ability to
integrate technology into the classroom. Also, having the capability to incorporate technology to
better the learning environment for students. By having to determine the advantages of the
assignment, the teacher has to have seen a problem that needs to be addressed directly. The
teacher has to acknowledge where their shortcomings are whether that be content knowledge or a
technology deficient.
2. Do you foresee yourself using a model or framework like the TIP model for technology
integration? Yes or No? Why or why not?
Yes, I do see myself using a model or framework similar to the TIP Model. The reason is it is
laid out and explained well. There are steps that have to be taken in order to move on to the next
step in the model.
3. If you responded "yes" to question 2 - Why do you think this sort of model is helpful for
technology integration?
This allows the teacher to take into account the needs of their class along with the assessments
that will take place in order to better the students' learning. It also integrates the technology
slowly and at the pace of the teacher.
4. If you responded "no" to question 2 - Why do you think this sort of model is not helpful
for technology integration?