1. Chapter 4 – Activity 2 & 3 Technology integration Lesson Planning
Groups 2 and 3

2. Part A – Lesson Ideas
The three lesson plans we chose came from the website educationworld.com
Lesson One – The Bird Can Blog: Online Writing with a Twist. (Grades 3-5)
html
Lesson Two - Scriptwriting with a Wiki (Grades 6-8)
html
Lesson Three – A Favorite Poem
(Grades 9-12)
html

3. Part B - Evaluation of the lessons
Lesson 1 – The Bird Can Blog

4. Lesson 2 – Scriptwriting with a Wiki

5. Lesson 3 – A Favorite Poem

6. Animal Report PowerPoint Presentation
Part C - Our Lesson Plan
Animal Report PowerPoint Presentation
Brief Description
Students will explore and locate specific information pertaining to animals using the internet as their search tool. They will then incorporate this into a PowerPoint Presentation to share with their peers.
Grades – 3-5
Duration – One Month

7. Objectives Materials Needed Students will:
navigate the internet by using a variety of search engines to gather information about the animal of their choice
will use the PowerPoint template given to them to report their findings about their animal
will download pictures from the internet to attach to their Presentation
Materials Needed
- student access to word processing and internet
- Smart Board or LCD projector for the teacher to use

8. NETS Standards NETS for Teachers: NETS for Students:
Standard 1 – Facilitate and Inspire Student Learning and Creativity
Standard 2 – Design and Develop Digital Age Learning Experiences and Assessments
Standard 3 – Model Digital- Age Work and Learning
Standard 4 – Promote and Model Digital Citizenship and Responsibility
NETS for Students:
Standard 1 – Creativity and Innovation
Standard 2 – Communication and Collaboration
Standard 3 – Research and Information Fluency
Standard 6 – Technology Operations and Concepts

9. Curriculum Outcomes
(GCO8) Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences and learnings; and to use their imaginations.
(GCO9)Students will be able to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
(GCO10) Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

10. Lesson Plan
Step 1 – Open PowerPoint that is provided by Teacher My Animal Template for Lesson Plan.ppt Step 2 – Add your name to the text box at the bottom of the slide. Step 3 – Change the WordArt title to your animal’s name and insert a picture of your animal. Step 4 – Scroll down to the next slide, Habitat and insert a picture of your animal in its habitat. Step 5 – Click on textbox to write a description about your animal’s habitat Step 6 – Scroll down to the next slide and repeat the steps above. Step 7 – Complete the rest of the slides using the steps above. Step 8 – Save and Print Step 9 – Present to the class.

11. ASSESSMENT Students will be assessed on their ability to:
manage time when doing their research
provide accurate information from appropriate websites that pertains to their animal
include a well written description using complete sentences and a picture from the Internet and/or Clip Art on each slide.
present their PowerPoint in a clear and easy to understand manner to their classmates

12. Phase 1: Analysis of Learning and Teaching Needs
Relative advantages of using technology in this lesson:
Students will continue to increase their familiarity with the internet as a research tool.
Students will become competent users of PowerPoint as a presentation tool.
Students will increase their capabilities of working collaboratively.
Students will develop their creativity and innovation skills during this process.

13. Phase 1 continued…
Tech-PACK (technological pedagogical content knowledge) for this lesson plan:
Content knowledge (CK) is adequate since this is a grade 3-5 science outcome and information gleaned from the internet will be current.
Pedagogical knowledge (PK) is sufficient since teachers were provided recent in-service on inquiry-based and project-based learning as well as on the new grades 4 and 5 science curricula.
Technological knowledge (TK) is sufficient since teachers have been using the internet and PowerPoint for a number of years.

14. Phase 2: Planning for Integration
Objectives:
The objectives clearly and concisely describe the expectations for what the technology-based methods will achieve.
Assessment:
The students’ abilities to be assessed are clearly outlined in the plan.
The appropriate grade level provincial writing rubric will be used to assess writing quality.
Grade level achievement standards will be used to assess speaking and listening skills during the presentations.

15. Phase 2: continued… Integration:
The content approach will be interdisciplinary in nature in that science, language arts and technology outcomes will be learned in a primarily constructivist environment.
Students will work in pairs so as to promote collaboration as well as peer tutoring.
Students will work in pairs due to the limited access to classroom computers.
Whole class teaching of the six traits of writing using various genres is ongoing during the writing workshops.

16. Phase 2: Continued… Learning environment:
Before allowing students to begin, whole-class tutorials will be provided by the teacher to demonstrate various elementary steps of PowerPoint using the Smart Board or LCD projector.
Teacher-directed tutorials will be provided to model the process of navigating the internet to gather information specific to an assigned topic as well as the process of downloading pictures from the internet.

17. Phase 2: Continued…
Classroom computers are working and the Help Desk is available in the event that a technical problem arises.
SEPs are in place and appropriate software has been installed on classroom computers for use by students with special needs.
A rotating schedule has been set up so as to allow pairs of students adequate time each week to work on this project.
Students know their password and student user names for the purpose of saving their work.

18. Phase 3: Post-instruction Analysis and Revisions
Were the objectives achieved?
Review the objectives set out in the plan and decide if the quality of the students’ PowerPoint presentations demonstrate these objectives.
Review observation data to assist in assessing how comfortable the students are at accessing the internet, downloading pictures and using PowerPoint.

19. Phase 3: Continued… What do students say?
Have an informal discussion with students about how the project went, how much they learned, and what suggestions they have for improvements to the assignment.

20. Phase 3: Continued… Could improving the environment improve results?
Assess classroom computer use. Did the schedule work? Was enough time provided? Did the hardware endure? Was the Help Desk required? Were the students able to collaborate efficiently given the limited computer access and availability?

21. Phase 3: Continued…
How well has the technology integration strategy worked?
Have the students performed well? Is there a noticeable difference in their research skills and writing abilities due to the use of the internet and PowerPoint?
Does the observation data reveal that students are more motivated due to the use of technology? Did they enjoy their experience?
Do the students want to continue to implement technology into their project-based learning?

22. Phase 3: Continued…
What could be improved to make the technology integration strategy work better?
Students tend to want more access to the computer. Is there a way to schedule more time for computer-assisted project work? Perhaps supervised recess and lunch appointments are possible.
Students like to work alone sometimes rather than share a computer. Could a scheduling change accommodate this?
It takes time for students to learn technological tools. Could the previous grade teacher begin to teach these skills?

23. Phase 3: Continued… Are there revisions that need to be made?
Is more teacher-directed instruction regarding technology usage required before the actual project begins?
Were the instructions clear enough for the students to work relatively independently without a great deal of teacher assistance?
Did the students share ideas and assist each other well?
Did the assessment criteria adequately evaluate the finished products?

24. REferences
English Language Arts Curriculum, Elementary K-3, New Brunswick Department of Education Curriculum Development Branch, New Brunswick, 1998 Roblyer, M.D. and Doering, H. Aaron., Integrating Educational Technology into Teaching, 6th Edition, 2010 Pearson Education Canada