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Samantha Ritts

Tech Integration Case Study

Module 2

ISTC 735, Fall 2022

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Instructional Lesson  

The lesson I chose for this case study is called “The Value of a Number”. This

lesson is intended for a fourth-grade math class, as it focuses on place value of multi-

digit numbers. More specifically, this lesson plan focuses on Common Core Standard

4.NBT.A.1- Recognize that in a multi-digit whole number, a digit in one place represents

ten times what it represents in the place to its right. For example, recognize that 700 ÷

70 = 10 by applying concepts of place value and division.  Students are put into 4-6

groups where they must work collaboratively to come up with a list of 7-9 digit numbers

which they present to the class. Students are then randomly called on to read the

numbers. The lesson continues until each group has presented.

Lesson Objective: students will be able to identify the value of each digit in a given

number from ones to millions.  

Materials Needed: Plain sheets of paper/cardboard, and markers. Example sheets of

paper with numbers, some with commas; each place value written out on a sheet of the

same size paper (ones, tens, hundreds, one-thousands, ten-thousands, etc.) to be used

as “labels”; a 7 to 9-digit number. 

This lesson plan does not feature any technological components, making it a

perfect example when considering technology integration. Click the link to view the

lesson plan: lesson plan

Technology Component: Kahoot!

This lesson could benefit tremendously from a technological component that

could be integrated into the lesson. One suggestion would be to deviate from traditional

paper/pencil, written tasks and consider utilizing student laptops.

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Kahoot!

Kahoot is a game-based learning platform used as an educational technology in

schools. It generates multiple choice quizzes (kahoots) that can be accessed via web

browser or the Kahoot! app. Kahoot users can create their own kahoot quizzes or select

from a variety of pre-made lesson topics. Individuals engaging with the Kahoot access

the quiz via link on just about any device (laptop, phone, iPad, tablet, etc). The only

thing students would need is the generated pin number and a device to gain access and

participate.

Since the students in this lesson are being evaluated on how they read a number

based on place value, I would simply conduct my whole group lesson where we would

review each place value, and how to write 5-7 digit numbers in standard, expanded and

written form. Afterwards I would conduct a whole group Kahoot where we practiced

identifying the place value of a number when presented with a 7-9 digit number.

Students would then be divided into groups where each group designed their own

Kahoot using a variety of 4-9 digit numbers.

Strengths and Weaknesses

Kahoot is a great tool to integrate into any classroom for really any age group. I

personally like the fact that Kahoot provides real-time data and feedback for teachers,

however given the nature of the quizzes, students only have a specific amount of time

to answer each question. I wonder how this would serve students who need testing

accommodations such as extra time, visual supports and text to speech?

Kahoot also provides anonymity which is a great tool to use to increase class

participation and foster autonomy. This allows students the freedom to pursue learning
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without the fear of being wrong, and the opportunity for them to receive the feedback

they need without being singled out in the classroom. Something I noticed in the lesson

was that the teacher randomly called on the students to read the number. This is a

tactic I don’t necessarily like to use in the classroom. The last thing I want to do is give

students the anxiety of being called on and potentially being incorrect.

Integration Model: Taylor Framework (Tutor, Tool, Tutee)

For this case study I chose to utilize the Taylor Framework. I have utilized this

framework before to review technological components in the classroom. The Taylor

Framework was developed in 1980 by Robert P Taylor. This framework suggests three

modes for the application of technology in the classroom: Tool, Tutor, Tutee.

Kahoot! as the Tutor

For technology to be applied as the Tutor, Taylor suggests the applied

technological component I used in a way that teaches, really assists the students in

instruction. An example of this could be the instructor utilizing Kahoot to create content-

based quiz on place value or choosing from Kahoot’s pre-planned, standards aligned

quizzes from approved sources. Additionally, Kahoot offers a very flexible approach to

data collection as results can be used for summative and formative assessment results.

For this case analysis, I would use Kahoot as a method formative assessment to

help critique instruction and give purposeful feedback to students which is another

beneficial component of Kahoot in that it provides real-time data and grading for

teachers.

Kahoot! as the Tool

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Taylor further explains that for technology to serve as the Tool, it should be used

and applied as a means to enhance the lesson or instruction. Basically, to amplify the

instructor and students’ ability to address academic tasks. Kahoot succeeds in making

content more engaging for students. It definitely transforms typical forms and modes of

assessment and is relatively customizable to address the needs of your students.

For this case study, Kahoot would replace the list of numbers students would

create. Instead, they would create a 5-10 question Kahoot where their classmates could

participate in answering multiple choice questions versus being randomly called on to

read a number. They would pick the correct answer on the Kahoot.

Kahoot gives students the opportunity to be creative and work to their strengths

instead of highlighting weaknesses. For example, I could have some groups only

provide a field of 2-3 answers on their Kahoot or assign a group that provided a list of

numbers with 3-5 digit numbers instead of 7-9.

Kahoot! as the Tutee

Lastly, for technology to serve as the Tutee, Taylor suggests the applied

technological component is actually programmed and used to create a new product. In

regards to this case study, students have access and can create their free account on

Kahoot, which is an approved application through Calvert County Public Schools, and is

featured on the Student Clever Portal. Kahoot fosters a collaborative learning

experience, both whole group and small group, by allowing students to create their own

Kahoots or participate together in completing one as a whole group like I previously

mentioned.
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Looking at this case analysis, that is exactly what I would do. Instead of asking

the students to write down numbers, I would ask each group of students to create their

own Kahoot for the class to complete. For those who wish to work independently or

have difficulties working in groups, this is an opportunity for those students to

demonstrate their independence and autonomy in this lesson. This is just another way

Kahoot would serve as a great classroom tool for project-based learning, giving

students the chance to take responsibility in their learning. As the instructor, this gives

me the opportunity to step back and allow my students to “be the experts in the field”.

Allowing my students to take control with project-based learning allows them the

opportunity to engage with the content in a more meaningful way that encourages

responsibility for learning. (Taylor, 1980).

Changes to the lesson

When I think about the changes to this case, I like that the instructor utilized

small groups and provided independent practice. However, I wonder if student groups

were created in a meaningful way, or were students allowed to group themselves? I

would want to base my groups off of ability, and perhaps even create a teacher led

group where I am providing a little more support.

Looking at my own, personal method of instruction, I find students thrive and are

more responsive in small groups. Traditionally, Kahoot is used in a whole group setting

where the whole class types in the pin number, everyone makes their sign-in name, and

participates in the Kahoot quiz. Instead of having a whole group Kahoot quiz. I would

make a variety of 5 question Kahoots, all ranging in levels of ability. A number would be

displayed on the Smart Board and they would have to pick which answer is the correct
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answer from a given field. This would give me more specific feedback at the individual

level so I can see which students need more support and which students need less

support.

Additionally, I could also create a teacher led group where students who need

more support worked with me to create their Kahoot. Since Kahoot offers read aloud

features, scaled answer fields and limited visual supports, I could utilize these with my

teacher led group to address student needs.

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References

Couros, G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and

Lead and Culture of Creativity. San Diego, CA: Dave Burgess Consulting,

Incorporated.

Taylor, Robert. (1980). The Computer in the School: Tutor, Tool, Tutee. Cite Journal.

Retrieved from: https://citejournal.org/volume-3/issue-2-03/seminal-articles/the-

computer-in-school-tutor-tool-tutee/