On October 4, 2010, the researcher visited a seventh grade Social Studies class during the planning period (2:15pm-2:35pm). Upon entering the classroom the students had completed a map skills sponge activity (a worksheet where the students where to identify countries in Southwest Asia). The teacher was giving directions for the group activity to follow. The standard for the lesson was SS7CG4 elements a, b, c: Governance in the Middle East. The teacher assigned each child a partner to work with and describe the ways government systems distribute power: unitary, confederation, and federal. Give an example of a Middle East country or countries using the aspects of the type of government system. Example: Iraq uses aspects of a Federal system.
There was no sign of engaging technology being used at this point in the lesson other than the assignment being posted on the active board for students to see. This teacher’s LOTI level could be assumed to be rather low from this observation. The technology level shown in this classroom is exclusively used by the classroom teacher for classroom and/or curriculum management tasks. The level could be improved by using the active board flipcharts to engage the students in the matching activity of the country with its location for the sponge.
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