Technology Integration Form STUDENT PORTFOLIOS

GENERAL INFORMATION
Selected Technology/Resource Name: Age/Grade Level: Technology/Resource Type:
Seesaw K-12
Application Software Device Website
Source: (Web address, company name, etc.)
Httos://web.seesaw.me

Associated Learning Standard(s): The resource may be generally applicable, if so, simply state that. List any ISTE-S standards that
seem to naturally align with the selected resource.
Empowered learner:
1a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on
the learning process itself to improve learning outcomes
1b: students build networks and customize their learning environments in ways that support the learning process
1c: students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways
Digital Citizenship:
2b: Students engage in positive, safe legal, and ethical behavior when using technology, including social interactions online or
when using networked devices
2d: students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used
to track their navigation online
Creative Communicator:
6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models, or stimulations

RESOURCE DESCRIPTION
Give a brief description of the technology/resource.

Seesaw can be used through the website or downloaded as an app. It is a portfolio for students to document their learning, for
parents to see and communicate about their childs work, and for teachers to keep organized as well as integrate technology into
their classrooms. Some describe it a safe Facebook for students to post their work to. A student sets up a profile/portfolio; from
there the student can add pictures, videos, drawings, documents, blogs, and journals. The students, parents, and teachers can like
and comment on the work the child posts. Teachers have settings that allow for students to be able to see other students work as
a way for collaboration or keep it private, for parents to see childs work and make comments, and to require approval of new
items. The sign up is free for students, parents, and teachers however there is a pro seesaw that costs money, which comes with a
few extra features, like skills, where teachers can report the skill of the students work.

INTEGRATION IDEA - PORTFOLIOS

How might you use this resource in a lesson plan to promote student-centered learning?

In my internship students are preforming a 4-day egg lab. The students soak an egg in vinegar, formulate a hypothesis, make
observations and leave it to soak over the weekend. On Monday they will make observations, then put the egg in corn syrup,
make observations, and leave it over night. The next day they will make observations, put the egg in mystery fluid, make
observations, and leave it over night once again. Finally, on Wednesday they will make observations and formulate a conclusion.
Something that I have noticed with the students observation thus far is they are really short and not detailed. Due to the lab
being several days long and observations that are shorter, drawing a conclusion could be difficult. One idea I have for this is if the
students use the seesaw app to take pictures of each step throughout the days and add comments underneath of the
observations they saw. I would allow students to see each others work that way they can compare their own observations with
other groups in all of the classrooms that are running this experiment and allow parents to have access so the parents can see
what their children are doing. On the final day, I would have students draw conclusions and answer some driving questions, and
have students comment on each others postings stating if they agree or not and why. In doing this on seesaw. Students can refer
back to this osmosis lab with the pictures and conclusions when studying for tests or finals.

Value-Added Rating Scale

3 2 1

The integration idea described: The integration idea described: The integration idea described:

aligns to content standards aligns to content standards aligns to content standards

transforms a lesson in a way that would enhances a lesson; likely to serves as a nice supplement to a lesson
be impossible or very difficult without it; increase student engagement and but wouldnt necessarily play a critical
very likely to increase student engagement support mastery of the concept(s) role within the lesson
and contribute to mastery of the
will most likely be used by the will most likely be used by the teacher
concept(s)
students directly during a lesson (e.g., a demonstration)
optimal in a student-centered
environment where students are active
and engaged in learning content

VALUE-ADDED EXPLANATION
Based on the value-added rating scale above, how would you rate the technology integration you described, using the
selected resource?
Explain your rating based on the rubric indicators.
I would give the integration idea a three. The content standards that aligns with this lesson plan include:

Strand 1: Concept 1: Observations, questions, and hypothesis.

PO1: Evaluate scientific information for relevance to a given problem
PO2: Develop questions from observations that transition into testable hypothesis
PO3: Formulate a testable hypothesis
PO4: Predict the outcome of an investigation based on prior evidence, probability, and/or modeling
Strand 2: Concept 2: Scientific Testing
PO1: Demonstrate safe and ethical procedures
PO5: Record observations, notes sketches, questions, and ideas using tools
Strand 4: Concept 1: The Cell
PO3: Explain the importance of water to cells
PO4: Analyze mechanisms of transport of materials in and out of cells

The lesson is transformed in a way that would be impossible to do without the technology tool since students have to post
their lab to seesaw, make comments, and make a blog. This also increases the engagement of the students because each
student has to use seesaw in the lab. The students are active and engaged in the learning as they are commenting on each
others postings, collaborating with students from different classrooms, making a hypothesis, making observations, and
formulating conclusions.
This template has been adapted from the following resources:
Christie, A., (2007). Dr. Alice Christies 6C Model for Evaluating Apps. Retrieved from
http://www.kathyschrock.net/uploads/3/9/2/2/392267/evalipad_content.pdf
ISTE, (2012). iste.netss Advancing Digital Age Learning. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.
LearnZillion, Inc. (July 2014). TeachFest Guide | Mathematics. Retrieved from http://ctcorestandards.org/wp-
content/uploads/2014/08/Math_TeachFest_SA_Guidebook.pdf.
Schrock, K., (2011-14). Critical Evaluation of a Content-Based IPAD/IPOD APP. Retrieved from
http://alicechristie.org/6C/6C.pdf.