Learning Environment & Situational Factors to Consider When

Implementing Student Technology Teams In Junior High

1. Specific Context of the Teaching/Learning Situation

How many students are in the class? Is the course primary, secondary, undergraduate, or
graduate level? How long and frequent are the class meetings? How will the course be delivered:
live, online, blended, flipped, or in a classroom or lab? What physical elements of the learning
environment will affect the class? What technology, networking, and access issues will affect the
class?

Student Technology Teams will consist of five 7th or 8th-grade students and will meet on a block
schedule. Teams will have an in-person facilitator. Teams will be housed in a classroom and will
require access to Chromebooks and video creation tools (i.e., cameras/iPads, lighting, microphones
with windscreens, green screens, and gimbals). Teams need to share Google Drives and access to
appointments, feedback, and interaction logs.

2. General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by the school, district,
university, college, and/or department? the profession? society?
The first iteration of Student Technology Teams will be designated as office aides. The learning
expectations of the teams are to expand their knowledge of technology integration in the
classroom, be servant leaders, think through/design new student onboarding processes and create
a strategy for intaking new students.

3. Nature of the Subject

Is this subject primarily theoretical, practical,
or a combination? Is the subject primarily
convergent or divergent? Are there important
changes or controversies occurring within the
field?
The nature of Student Technology Teams is
dealing with practical, real-world
problem-solving. However, as students begin to
ponder working for the benefit of others and
what it means to be a servant leader, our
discussions will shift to a more
theoretical/practical realm. My goal is for team
members to experience many types of thinking
and creativity.

Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
 One of the most controversial topics in education is the student use of AI. If teachers can get past
the possible loss of essay writing in their courses, they may see that interacting with AI is critical
to our student's future. These student examples of using AI to “futurize the scene of agricultural
inventions from the Industrialization Era by using a descriptive writing piece about the invention”
on Twitter are genuinely inspiring.

4. Characteristics of the Learners

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family,
professional goals)? What prior knowledge, experiences, and initial feelings do students usually
have about this subject? What are their learning goals and expectations?
Student Technology Team members from various backgrounds, interests, and aspirations will be
explicitly chosen. Although team members will be diverse, every team member must embrace a
servant-leader ethos.

I believe that students will be excited about using technology to help students, as well as,
creating learning aids and videos. However, team members will presumably be nervous about
assisting teachers to whom they don’t already have a relationship.

At the end of each week, teams will reflect on the previous week and 1) celebrate successes, 2)
share new knowledge, 3) discuss areas of concern, and 4) request additional support and training.

Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
5. Characteristics of the Teacher
What beliefs and values does the teacher have about teaching and learning? What is his/her
attitude toward the subject? students? What level of knowledge or familiarity does s/he have with
this subject? What are his/her strengths in teaching?
Student Technology Team Facilitator will need to have the following characteristics and beliefs:
Must be passionate about transforming learning through technology
Must embrace student choice and voice, and open to authentic experiences whenever possible
Not only train students on technology, but give students a introduction to best practices,
student choice and voice, servant leadership, empathy, and customer service
Able to get students from various backgrounds and expertise to work together as a cohesive
group
Create structured trainings that allow for a gradual release of team responsibilities to the
students.

Learning environment & Situational factors adopted from: by L. Dee Fink, (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
 Questions for Formulating Significant Learning Goals

A year (or more) after this course is over, I want and hope that the stress of integrating
technology will be significantly lower for both teachers and students. Additionally, student
technology team members will have a strong sense of belonging and will be indispensable
assets to our school.

My Big Harry Audacious Goal (BHAG) for the course is to create a Student Technology
Team to help teachers and students at my school successfully (and hopefully painlessly)
integrate technology in the classroom so that students can have more choice and authenticity in
their assessments for learning. I hope that one day this could lead to more technology courses,
Code.org’s CS Discoveries. Through these additional technology courses, I hope to encourage a
greater diversity of students taking computer science at high school and college levels in the
future.

I also plan to apply for a coveted spot at this summer’s ARRL Teachers Institute on Wireless
Technology. The Teachers Institute is an expenses-paid professional development program with
lectures, hands-on activities, and demonstrations intended to provide teachers with tools and
strategies to introduce basic electronics, radio science, satellite communications, Amateur
Radio, weather science, microcontrollers, and electronic sensors to their students. Through this
training, I hope to find a way to give students a well-rounded view of technology.

Foundational Knowledge
● What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.)
is/are important for students to understand and remember in the future?
● What key ideas (or perspectives) are important for students to understand in this course?

Students will need to understand the key features of:

Canvas
Adobe Creative Express/Canva
Chromebook OS (Wiping, Accessibility, etc.)
various video creation apps for Chromebook and iOS
basic hardware: printers, projectors, various peripherals, cords and connections, display
settings
Basic Graphic Design skills for marketing/team swag creation
Writing, capturing (Tango), and presenting step-by-step directions
Set up tech for events/guest speakers
Present during campus Advisrory Zoom meetings throughout the year
Future Skills:
Basic Hardware Maintenance (fixing keyboards, Chromebook cleaning/disinfection, etc.)
Help convince other campuses in the district to have Student Technology Teams and
provide Computer Science/Technology classes.
Using training from AARL to build data-gathering sensors for the school

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
Add support for possible NEW Technology TEKS for the 2024-2025 school year:
7.6(A) demonstrate proficiency in the use of technology terminology in projects through team
collaboration and communication

8.6(A) integrate use of appropriate technology terminology in scholarly inquiry and dialogue,
such as classroom discussion and written samples

7.6(D)/8.6(D) select and use the appropriate platform and tools, including selecting and using
software or hardware for a self-identified task;

7.6(F) determine potential solutions to solve hardware and software problems using common
troubleshooting strategies, such as restarting digital tools or transferring work from one device
to another

8.6(F) apply common troubleshooting techniques independently, seeking technical assistance as

needed

7.6(I)/8.6(I) use collaboratively multiple technology tools to design and create, revise, or
responsibly remix and publish digital projects such as digital portfolios, multimedia, a blog, or a
webpage

7/8 utilize goal setting and personal character growth independently, such as demonstrating
calculated risk-taking and tolerance to innovate using design processes

7/8 collaborate and publish for a global audience on digital platforms, such as recording and
editing videos using appropriate formal and informal digital etiquette

7/8 analyze the importance of managing a digital footprint and how it can affect the future

7/8 demonstrate adherence to Acceptable Use Policy (AUP) and practice and advocate for safe,
ethical, and positive online behaviors;

7/8 analyze real-world scenarios to identify cybersecurity threats and propose ways to prevent
harm from them

7/8 evaluate scenarios to identify warning signs of a cyberbullying victim, such as withdrawal or
lack of sleep, and predict the outcomes for both the victim and the bully

Application Goals
● What kinds of thinking are important for students to learn?
♦ Critical thinking, in which students analyze and evaluate
♦ Creative thinking, in which students imagine and create
♦ Practical thinking, in which students solve problems and make decisions
● What important skills do students need to gain?
● Do students need to learn how to manage complex projects?

Team members will use practical and critical thinking to evaluate the best approach to working
with new students, presenting detailed information in a way that is easy to follow and
evaluating how they have contributed to the betterment of the school culture.

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
Team members will use creative thinking for marketing their services, design engaging
presentations and materials, and develop innovative ways to use technology and software
already in use.

Integration Goals
● What connections (similarities and interactions) should students recognize and make…:
♦ Among ideas within this course?
♦ Among the information, ideas, and perspectives in this course and those in other
courses or areas?
♦ Among material in this course and the students' own personal, social, and/or
work life?

Team members should gain skills such as leadership, design through an iterative process,
customer service, listening, speaking, and presentation that will benefit them throughout their
lives.

Human Dimensions Goals

● What could or should students learn about themselves?
● What could or should students learn about understanding others and/or interacting with
them?

Before working with others, students need to acknowledge their strengths and weaknesses. Do
they have triggers that can cause a heightened/rapid onset of fear, anger, or stress? Can they
put aside their frustrations and empathize with those struggling with technology use? Can they
refrain from judging and gossiping about those who seek assistance? Are they trustworthy?
What are their motivations? Can they understand why others may fear or are against using
technology? Can they critique themselves with honesty?
At the end of each week, teams will reflect on the previous week and 1) celebrate successes, 2)
share new knowledge, 3) discuss areas of concern, and 4) request additional support and
training.

Caring Goals
● What changes/values do you hope students will adopt?
Feelings?
Interests?
Values?

Team members will become more empathetic toward their peers and teachers and adopt a
system of self-reflection.

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
"Learning-How-to-Learn" Goals
● What would you like for students to learn about:
♦ how to be good students in a course like this?
♦ how to learn about this particular subject?
♦ how to become a self-directed learner of this subject, i.e., having a learning agenda
of what they need/want to learn, and a plan for learning it?

To be productive team members, students need to be self-starters and can learn independently
but also depend on their team members for help. They must be willing to fail and try again over
and over. The need to be able to “roll with the punches.” because technology can be
ever-changing and unpredictable

Worksheet questions adopted from: L. Dee Fink, (2003) Creating Significant Learning Experiences: An Integrated
Approach to Designing College Courses. San Francisco: Jossey-Bass
BHAG (Big Hairy Audacious Goal) – Overarching Student Technology Team Goals

My Big Harry Audacious Goal (BHAG) for the course is to create a Student Technology
Team to help teachers and students at my school successfully (and hopefully painlessly)
integrate technology in the classroom so that students can have more choice and authenticity
in their assessments for learning. I hope that one day this could lead to more technology
courses, Code.org’s CS Discoveries. Through these additional technology courses, I hope to
encourage a greater diversity of students taking computer science at high school and college
levels in the future.

I also plan to apply for a coveted spot at this summer’s ARRL Teachers Institute on Wireless
Technology. The Teachers Institute is an expenses-paid professional development program
with lectures, hands-on activities, and demonstrations intended to provide teachers with tools
and strategies to introduce basic electronics, radio science, satellite communications, Amateur
Radio, weather science, microcontrollers, and electronic sensors to their students. Through this
training, I hope to find a way to give students a well-rounded view of technology.

See Three Column Table on next page.

 Learning Goals Learning Activities Assessment
Activities
Foundational Review common district software
Student Technology Team members will use and hardware
district software to onboard new students and
help teachers to integrate technology in the Discuss COVA and Bloom’s
classroom so that students can have more Taxonomy
choice and authenticity in their assessments for
learning

Application Needs Assessment/Survey Teacher Feedback

Student Technology Team members will Team
members will use practical and critical thinking Team Meeting Discussions Student Peer
to evaluate the best approach to working with Review
new students, presenting detailed information in Roll Play
a way that is easy to follow and evaluating how
they have contributed to the betterment of the Meet with district technology
school culture. team

Student Technology Team members will use Discuss basic principles of

creative thinking for marketing their services, graphic design
design engaging presentations and materials,
and develop innovative ways to use technology Create learning aids,
and software already in use. presentations, advertising, and
team swag

Integration Team Meeting Discussions Teacher Feedback

Student Technology Team members will gain
skills such as leadership, design through an Reflective Journal Student Peer
iterative process, customer service, listening, Review
speaking, and presentation that will benefit Meet with district technology
them throughout their lives. team Possible team social
media
Invite guest speakers

Human Dimensions/Caring Team Meeting Discussions Teacher Feedback

Student Technology Team members will become
more empathetic toward their peers and Reflective Journal Student Peer
teachers and adopt a system of self-reflection. Review

Learning-How-to-Learn Create/suggest new classroom Teacher Feedback

Student Technology Team members will be activities to teachers
self-starters and can learn independently but Student Peer
also depend on their team members for help. Team Meeting Discussions Review

Reflective Journal