SCHOOL OBSERVATION REPORT 1
School Observation Report
Olga A. Oborkina
University of Balamand
EDUC 340 Technology Integration in Education
Professor: Dr. Guenia Zgheib
Date: 7.12.2023
SCHOOL OBSERVATION REPORT 2
Introduction ...................................................................................................................................3
Educational Technology Observation Checklists Summary .....................................................4
Comparison Table 1 - Technology Used in the Classroom .......................................................4
Similarities in the Technology Used in the Classroom ............................................................. 5
Differences in the Technology Used in the Classroom .............................................................6
Teacher’s and Students’ Use of Technology ............................................................................... 7
Comparison Table 2 - Teacher’s and Students Use of Technology .......................................... 8
Reflection on the Technology Use - Checklist Part D .............................................................. 16
Comparison Table 3................................................................................................................. 16
Recommendations of How Differently the Technology Can be Used .....................................18
References .................................................................................................................................... 20
SCHOOL OBSERVATION REPORT 3
Introduction
Integrating technology into the school curriculum is crucial for creating a learning
environment that goes beyond traditional boundaries and equips students with essential
21st-century success skills. As emphasized by Howland and Marra and reflected in the ISTE
framework for students, meaningful technology integration expands traditional education by
fostering active, constructive, cooperative, authentic, and intentional learning (Howland et. al.,
2012). Therefore, this report aims to comprehensively examine technology integration in
classrooms, provide a detailed description of tools used and cross-analyze how technology is
used differently/similarly across different subjects from Kindergarten to Grade 5. Moreover, a
summary and data analysis based on Educational Technology Observation Checklists will be
presented to interpret whether the integration of technology was geared towards augmenting
student learning or merely served as an add-on (Bates, 2015). Additionally, this report offers
useful recommendations and proposes alternative ways to use educational technologies based on
course readings to enhance students’ learning.
SCHOOL OBSERVATION REPORT 4
Educational Technology Observation Checklists Summary
My observation took place in a High-Tech school in Koura. Every classroom is equipped
with an Interactive Whiteboard and a laptop for the teacher. Internet access is available for
teachers’ and students’ devices. Teachers utilize technology daily to enhance the teaching and
learning process. Both teachers and students demonstrate ease and familiarity with technology,
indicating strong digital literacy skills and comfortable usage without notable difficulties.
In Table 1., I summarized the data collected during my 6 hours of class observations and
presented a comparison summary of tools teachers and students used in the classroom.
Comparison Table 1. Technology Used in the Classroom
Session 1 Session 2 Session 2 Session 3 Session 3 Session 3
Science Science English Math Math English
2B 3B 5C 5C KG3A 2A
Teacher
Computer/Lap
top
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Student
Computer,
✔️
Laptops &
Laptop/Tablets Tablets
Interactive
Whiteboard
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Digital
Camera
Clickers
Websites ✔️
Quizlet,
McGraw-
Hill
Connected
Videos
✔️ ✔️ ✔️
Interactive
✔️ ✔️ ✔️
SCHOOL OBSERVATION REPORT 5
Video
PowerPoint
Presentation
✔️
Flipchart
✔️
Flipchart
Games ✔️ ✔️ ✔️ ✔️ ✔️
eBooks
Digital Lesson
Builder
(Nearpod)
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
Similarities in the Technology Used in the Classroom
There was a consistent pattern in the way technology was employed across all six
observed classes.
In each of the six classes, the teachers used the Interactive Promethean ActiveIspire
Board and a laptop to model and project lesson content, explain learning objectives, display
digital worksheets and provide direct instructions. This approach saves time, enhances
engagement, and improves lesson clarity for both teachers and students.
In each of the six classes, the teachers used a short video to activate prior knowledge or
introduce a new concept to engage students and ensure a comprehensive understanding of the
material.
In each of the six classes, the teachers used Nearpod (Digital Lesson Builder) to actively
engage students in interactive activities, assessments, collaborative discussions, games and
real-time feedback during lessons.
In five out of six classes, the teachers used games on Nearpod, such as Matching Pairs
and Time to Climb to boost student engagement, foster competition, assess comprehension,
encourage active participation, and reinforce learning in an enjoyable and interactive manner.
SCHOOL OBSERVATION REPORT 6
In two out of six classes, the teachers used Flipcharts to present lesson content in an
interactive digital format. They included digital worksheets, fill-in-the-blanks and other
interactive activities, such as drag-and-drop and matching. This approach offered advantages
such as increased interactivity, reduced paper consumption, improved accessibility and diverse
learning methods, for students.
Differences in the Technology Used in the Classroom
In one out of six classes, students were asked to bring their devices to school. This
practice facilitated personalized learning, encouraged digital collaboration and communication,
allowed access to resources, and promoted a more interactive blended learning experience for
students. Students had the opportunity to practice inquiry skills and the choice to decide on how
to express their ideas effectively.
In one out of six classes, the teacher used digital flashcards on Quizlet to activate prior
knowledge, and digital worksheets on McGraw-Hill Connected Website to conduct grammar
exercises on the board, review previous material, and correct the homework assignment
completed in the copybooks.
In one out of six classes, the teacher assigned a collaborative group project as homework
to facilitate collaboration and foster creativity. Students were asked to work in groups, choose
one idiom from the given list and describe it creatively using images and/or use it in a sentence.
The final product will be combined in one file and shared in the Google Classroom with other
classes and/or in the School Virtual Library which is publicly accessible from the School
Website.
SCHOOL OBSERVATION REPORT 7
Teacher’s and Students’ Use of Technology
In today's education, technology isn't just about having gadgets, it's about blending
teaching methods with technological tools in a meaningful way. Howland et al. (2012) and Bates
(2015) stress this shift, highlighting that effective technology use involves active, constructive,
cooperative, authentic, and purposeful learning (Fig. 1).
Howland emphasizes how important it is for educators to follow a certain educational
framework for meaningful technology integration to create inclusive learning environments that
cater to the diverse needs and abilities of all learners. He highlights the relevance of the ISTE
(International Society for Technology in Education) framework (Fig.2) in this aspect (Howland
et al., 2012).
Selecting the right tool is also crucial. Educators must understand technology's
affordances (Fig.3) and their alignment with pedagogical goals and ensure that chosen tools
effectively support and enrich the educational process depending on the learning activity (Bates,
2015).
Fig.1 Adapted from Howland et al., 2012 Fig.2 Adapted from Howland et al., 2012 Fig.3 Adapted from Bates, 2015
SCHOOL OBSERVATION REPORT 8
Moving forward, my analysis will examine how teachers and students interact with
technology in the observed classes and what kinds of technological affordances were utilized to
promote meaningful learning based on the frameworks mentioned above.
In Table 2., I presented a comparison summary of how teachers and students used
Educational technologies in the observed classes.
Comparison Table 2. Teacher’s and Students’ Use of Technology
Session 1 Session 2 Session 3 Session 4 Session 5 Session 6
Science Science English Math Math English
2B 3B 5C 5C KG3A 2A
Teacher uses
technology to
model and project
content (text,
pictures, audio,
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
video): Direct
instruction
Teacher uses
technology to
differentiate
content and
curriculum tasks
to meet all
individual
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
students’ needs
and competencies
through
technology.
Teacher uses
technology to
encourage
students to
research answers
✔️
to questions
(inquiring).
SCHOOL OBSERVATION REPORT 9
Teacher uses
technology to
engage students
in authentic
learning
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
(experimenting
with hands-on
activities).
Teacher uses
technology to
promote student
participation in
the online or
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
face-to-face
session (such as
through polling).
Teacher uses
technology to
engage students
in drilling and
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
practice.
Teacher asks
students to use
technology to
write and publish
✔️
online (such as on
blogs and wikis).
Teacher uses
technology to
engage students
in higher-order
thinking skills:
synthesizing,
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
analyzing,
creating,
applying…
Teacher asks
students to use
technology to
create or design a
✔️
project or a
product.
SCHOOL OBSERVATION REPORT 10
Teacher uses
technology to
facilitate student
collaboration and
✔️ ✔️ ✔️
communication.
Teachers’ and students’ use of technology remained consistently patterned across all six
observed classes.
In each of the six classes, teachers utilize ActiveIspire Board to model and project content
through different kinds of media such as text, audio, images and video.
1. Following Bloom’s Taxonomy, at the beginning of every lesson, teachers use Nearpod or
Flipcharts to:
- display and explain the learning objectives of the lesson;
- activate prior knowledge or review previous material through songs, videos,
digital flashcards, and word problems.
2. For new concept development, teachers use Nearpod or Flipcharts to broadcast a video or
a song with visuals related to the concept. Students are asked to focus on particular
words, phrases, objects, or ideas within the broadcasted media, fostering purposeful and
intentional viewing (Howland et al., 2012). The Interactive Video feature in Nearpod
allows teachers to embed open-ended or multiple-choice questions within the video
content, transforming students from passive viewers to active participants (Bates, 2015).
This approach engages students in constructing knowledge and interacting meaningfully
with both media and technology during the learning process (Howland et al., 2012).
In each of the six classes, teachers use technology to differentiate content and
curriculum tasks to meet all individual students’ needs and competencies through technology.
SCHOOL OBSERVATION REPORT 11
1. Teachers use Nearpod and ActiveBoard features to provide multiple ways of content
representation (text, audio, video, images) and offer a variety of ways students can learn
to meet their individual needs and cater to all learning styles.
2. Teachers use digital and interactive worksheets and activities on Flipcharts or Nearpod
such as Draw-it and Matching Pairs slides instead of traditional paper methods, creating
a more engaging classroom where students actively participate rather than passively
listen (Bates, 2015).
This approach aligns with differentiated content and curriculum tasks, offering diverse
ways for students to interact with the material. It allows teachers to better address individual
needs and learning styles (Bates, 2015).
In each of the six classes, teachers use technology to engage students in authentic
learning (experimenting with hands-on activities).
To make learning more engaging and relatable to real-life scenarios:
1. The Grade 2 Science teacher took her students on a virtual trip to the Zoo using the
Nearpod VR feature. She also used the 3D image of the human body on Nearpod
allowing students to examine human body structure. The Grade 3 Science teacher
designed an interactive Quiz on Nearpod using authentic visuals and asked students to
come to the board and answer real-world questions about the water cycle using the active
pen.
2. In the KG3 Math class, the teacher employed a creative approach using Nearpod - a song
focusing on adding numbers and forming pairs. During the activity, students were
prompted to display corresponding numbers using their fingers whenever mentioned in
the song. In the Grade 5 Math class, the teacher utilized a flipchart with a drag-and-drop
SCHOOL OBSERVATION REPORT 12
activity on the ActiveBoard. Students engaged in real-world problem-solving using long
division, dragging and dropping objects with the active pen. Afterward, students were
asked to write their own word problem that they faced in real life and had to use long
division to solve it.
3. In Grade 2 English class, the teacher used an interactive flipchart filled with real-life
images to inspire sentence-making. Students got hands-on, crafting sentences about these
visuals while learning about ‘subject and predicate’ making language learning an
engaging adventure. In Grade 5 English class, students had their devices to search for an
idiom of their choice and describe it using an image from Google Search or their own
drawing on a Draw-it slide on Nearpod.
These experiences are authentic hands-on opportunities that link learning to life, provide
tangible, real-world connections, and make learning more experiential, active, constructive,
goal-oriented, and meaningful (Howland et al., 2012).
In each of the six classes, teachers use a variety of technological tools to promote student
participation in the class.
Leveraging gamification features from Nearpod, and interactive functionalities from
Promethean boards, teachers foster all aspects of meaningful learning with technology. All the
classes implemented at least 2 of the following tools:
- Polling, to allow real-time feedback, and engage students actively in discussions;
- Matching pairs and Drag-and-Drop activities, to encourage hands-on learning and
interactive problem-solving;
- Time to Climb, to provide gamified quizzes that enhance motivation and participation;
SCHOOL OBSERVATION REPORT 13
- Interactive videos, VR and 3D images to create immersive experiences, making learning
more enjoyable and memorable;
- Fill in the blanks, open-ended and multiple-choice questions to cater to varied learning
styles and assess comprehension effectively;
- Draw-it and Collaborate boards to promote creativity, collaboration, and expression of
ideas.
These tools, including gamification features, interactive media, and various question
formats, align with the principles of meaningful learning with technology, as highlighted by
Howland et al. (2012) and Bates (2015).
In each of the six classes observed, teachers utilized technology to actively engage
students in drilling and practice exercises, employing a combination of tools from Nearpod and
ActiveInspire.
Each teacher used a minimum of two of the following tools:
- Quiz or Time to Climb on Nearpod
- Matching Pairs on Nearpod
- True or False Game on ActiveInspire
- Draw-it on Nearpod
- Digital Worksheets on Nearpod, ActiveInspire and McGrawHill Connected
- Drag and Drop activity on Neaprod and ActiveInspire
- Open-ended questions on Nearpod or word problems on ActiveInspire
This approach encouraged both individual and group participation facilitating active
interaction with technology and media (Howland et al., 2012; Bates, 2015).
SCHOOL OBSERVATION REPORT 14
In each observed class, teachers leveraged a minimum of two technological affordances
from Nearpod or ActiveInspire to promote higher-order thinking skills:
- Analyzing Information: teachers engaged students in deciphering video content, texts,
images, or digital worksheets on the ActiveBoard, fostering problem-solving and
question-answering skills;
- Decomposing and Differentiating: students independently or in groups differentiated
between objects based on their characteristics, developing analytical skills;
- Collaborative Boards: through collaborative boards, students exchanged ideas, fostering
knowledge co-construction and enhancing critical thinking;
- Inquiry Skills for Creative Writing: teachers facilitated inquiry-based activities
supporting creative writing and presentation, enhancing students' creativity and analytical
thinking.
This intentional use of technological tools aligned with research-based methodologies
enables teachers to stimulate students' higher-order thinking skills and engagement in the
learning process (Howland et al., 2012; Bates, 2015).
In three out of six classes observed, teachers used technology to facilitate student
collaboration and communication.
In the Grade 5 Math class, the teacher fostered teamwork and problem-solving skills by
engaging students in collaborative problem-solving on the ActiveBoard, using active pens to
collectively solve word problems.
In the Grade 3 Science class, students utilized Nearpod's collaborative board feature to
answer lesson-related questions. The teacher facilitated the activity by typing their responses on
the board, encouraging comparison and discussion among students.
SCHOOL OBSERVATION REPORT 15
In the Grade 5 English class, students collaborated using shared devices to research and
visually represent idioms on Nearpod's Draw-it slide. Additionally, they shared individual
responses on the collaborative board, encouraging communication and peer learning.
These activities showcased the effective integration of technology in all three classes
promoting collaborative learning and active participation among students, enriching the learning
experience (Bates, 2015; Howland et al., 2012).
Only in one out of six classes observed, students had the opportunity to use their devices
to practice inquiry skills and create or design a project or a product that will be shared with the
larger audience in the Virtual Libray published on the School’s Website.
In just one of the observed classes, students utilized their devices to practice inquiry skills
and create or design a project intended for a broader audience which, according to Howland et al.
(2012) not only enhances students' motivation and engagement but also provides an authentic
context for their learning experience that extends beyond the classroom walls. This approach
particularly aligns with ISTE standards for students such as The Empowered Learner,
Knowledge Constructor, Innovative Designer, Creative Communicator and Global Collaborator
(Howland et al., 2012).
Reflecting on the cross-analysis of technology integration in the observed classes, it is
evident that both teachers and students use the technology in an effective and meaningful way
that fosters active, constructive, cooperative, authentic, and intentional learning experiences
(Howland et al., 2012; Bates, 2015).
SCHOOL OBSERVATION REPORT 16
Reflection on the Technology Use - Checklist Part D
In Table 3., I presented a comparison summary to analyze whether the utilization of
technology in the observed classes was intended to enhance student learning or merely served as
an add-on.
Session 1 Session 2 Session 3 Session 4 Session 5 Session 6
Science Science English Math Math English
2B 3B 5C 5C KG3A 2A
The technology is
being used “Just
because it’s
there”.
The technology
allows the
teacher/students
to do Old things
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
in Old ways.
The technology
allows the
teacher/students
to do Old things
✔️ ✔️ ✔️ ✔️ ✔️ ✔️
in New ways.
The technology
creates new and
different learning
experiences for
✔️ ✔️ ✔️ ✔️ ✔️
students.
The technology is being used “Just because it’s there”.
After reviewing the checklist responses in part D and comparing the data in the table, it is
evident that none of the teachers utilized technology “just because it’s there”. The integration of
technology in all six classes was meaningful and intentional focusing on specific learning goals
and instructional strategies.
SCHOOL OBSERVATION REPORT 17
The technology allows the teacher/students to do Old things in Old ways.
In each classroom, teachers used the Interactive Promethean ActiveIspire Board and a
laptop as alternatives to traditional tools like chalkboards and whiteboards to model and project
lesson content and learning objectives and create digital worksheets instead of paper-based.
These modern alternatives benefited both students and educators making lessons more engaging,
clear, and efficient allowing teachers to allocate more focus and time to the teaching and learning
process. Besides, students used the internet instead of books to search for information, which
was faster and easier.
The technology allows the teacher/students to do Old things in New ways.
Nearpod makes it possible for students to learn things in new ways. Its multimedia and
gamification features, including quizzes, polls, interactive videos, VR, and collaborative board
transform passive learning into an active, constructive experience. Nearpod simplifies lesson
preparation for teachers and offers students an all-in-one learning platform, eliminating the need
to browse across multiple sources. This platform offers students a flexible blended learning
experience where teachers can engage students in real-time or in a student-paced format.
The technology creates new and different learning experiences for students.
For instance, the 3D simulation of the human body allowed students to explore the
skeletal structure and interact with information in a meaningful way that could not have
happened otherwise. Moreover, collaborative presentation in Google Slides allowed students to
collaborate remotely, create and share their projects with an audience they never would have had
access to without technology. Finally, Nearpod allows teachers to ensure that students who can't
physically be in the class can still access the lessons remotely thus promoting inclusivity and
SCHOOL OBSERVATION REPORT 18
contributing significantly to SDG-4 Quality Education for all regardless of their physical
presence in the class.
Recommendations of How Differently the Technology Can be Used.
Based on my observations, the school has effectively integrated technology significantly
enhancing the teaching and learning processes. The consistent and purposeful use of technology
across all observed classes suggests that teachers have received proper training and are adhering
to the strategic plan and educational guidelines for meaningful technology integration (Bates,
2015). Students are exposed to active, constructive, cooperative, authentic and intentional
learning experiences with technology throughout the K-12 curriculum (Howland at el., 2012).
However, in today's rapidly evolving digital world, it is crucial to consider new emerging
learning technologies that have the potential to take teaching and learning to a higher level.
Therefore, I recommend advancing the school's technology use by integrating Computational
Thinking (Coding), Immersive Technologies (Augmented and Virtual Reality), and Artificial
Intelligence tools (Chat GPT, Bard AI etc.) into the school’s curriculum. This addition could
notably enhance the educational environment and offer innovative learning experiences to
students.
Integration of computational thinking across the disciplines would significantly enhance
students’ problem-solving, collaboration, logical reasoning, and perseverance skills. Moreover,
coding aligns with the ISTE standards for students empowering learners to develop digital
citizenship skills, enhance knowledge construction and foster creativity and innovation
(Alexiou-Ray et al., 2020).
SCHOOL OBSERVATION REPORT 19
Immersive Technologies (Augmented and Virtual Reality) can open doors beyond the
confines of traditional classrooms enabling educators to create captivating learning spaces, ignite
students' curiosity, and encourage exploration (Mystakidis & Lympouridis, 2023).
Teaching students about AI and the ethical use of AI tools is crucial to equip them with
essential skills for the future such as problem-solving, data analysis, and ethical
decision-making. Needless to say, AI is fundamentally shaping the future of education and the
job market of tomorrow. Therefore, it is very important to prepare our students to succeed,
innovate, and lead in this constantly changing digital world (Akgun & Greenhow, 2021).
SCHOOL OBSERVATION REPORT 20
References
Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical
challenges in K-12 settings. AI and Ethics, 2(3).
https://doi.org/10.1007/s43681-021-00096-7
Alexiou-Ray, J., Raulston, C., Fenton, D., & Johnston, S. (2020). Coding. The K-12 Educational
Technology Handbook. https://edtechbooks.org/k12handbook/coding_in_k-12
Mystakidis, S., & Lympouridis, V. (2023). Immersive Learning. Encyclopedia, 3(2), 396–405.
https://doi.org/10.3390/encyclopedia3020026
