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7 Chapter 7 Technology Integration Lesson Planning John Magee John Magee Andrew Colpitts Andrew Colpitts.

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Presentation on theme: "7 Chapter 7 Technology Integration Lesson Planning John Magee John Magee Andrew Colpitts Andrew Colpitts."— Presentation transcript:

1 7 Chapter 7 Technology Integration Lesson Planning John Magee John Magee Andrew Colpitts Andrew Colpitts

2 1.Choose two lesson ideas from the list on My Education Lab. 2. Evaluate the lesson -- Use the Evaluation Checklist for a Technology-Integrated Lesson to evaluate each of your lessons. 3. Modify a lesson -- Select one of the lesson ideas and adapt its strategies to meet a need in your own content area. You may choose to use the same software as in the original or to use a different software package. 4. Add descriptors -- Create descriptors for your new lesson similar to those found within the sample lessons (e.g., grade level, content and topic areas, technologies used, relative advantage, objectives, NETS standards).

3 Lesson Plan #1: Authors in Residence and Online Mentors Objectives:  Students use word processing to write drafts of their stories and e-mail them to an online writing mentor for feedback.  Students use Kidspiration software to create a graphic organizer for their written work.  Students create a first draft, then e-mail the files to their mentors and receive comments, suggestions for improvements, and encouragement.  Students and mentors bond through this process, and students are more motivated to revise their writing. Word processing makes revisions easier and faster, which further encourages students to improve their work

4 Evaluation Checklist Positives 1.Motivates by authenticity 2.Time saver 3.Learning email usage Negatives 1.Lesson plan lacks detail towards process to be taken by teacher 2.Time-line was not described 3.APK not applied 4.Tutorial for Kidspiration

5 Lesson Plan #2: Gathering Information by E-Mail Lesson Plan #2: Gathering Information by E-Mail Objectives: Teachers and students can supplement the materials and information available in the classroom by using e-mail to gather information from experts. The example in this article was a unit on Native Americans at the first-grade level, but the same approach would be useful for many kinds of units at any grade levels.

6 Evaluation Checklist Positives Motivation through authenticity Making the invisible visible (Quek quote) Time / Speed APK Opportunities for formative assessments Negatives Student safety Artifacts - accessibility Contact person may lack required time to be involved

7 2 - Rubric “Evaluation Checklist for a Technology-Integrated Lessons” Assessment of Lessons and Courses Phase 1: Rationale for Using Technology Yes No U Lesson plan #1 #2 1. The lesson topic or skill area is one that teachers often N N report difficulties teaching. 2. The technology-based lesson offers clear relative advantageY Y over other ways of teaching the topic or skill. The relative advantage is: 3. The relative advantage seems sufficient to justify the extra expense and effort required to use the technology.Y Y

8 Phase 2: Lesson Objectives and Assessments Yes No U Lesson plan #1 #2 4. Objectives are clear statements of products and/or performances that students are required to do to demonstrateNY learning. 5. Student objectives reflect measures that are usually requiredYY for the topic/area or that makes sense as alternatives to those usually required. 6. An assessment plan and instruments are given; assessmentNN instruments are well designed. 7. There is a clear match between student objectives andNY assessments.

9 Phase 3: Technology Integration Strategies Yes No U Lesson plan #1 #2 8. An individual approach or a grouping strategy for using theYY technology resources is specified and described. 9. The technology-based activities are essential to helpingYY students accomplish the lesson objectives. 10. The lesson describes how teachers should prepare studentsYY to use technology resources before their work is graded. 11. The lesson timeframe seems logical to accomplish all theNN specified activities. 12. Strategies are described for making sure all students (e.g.,NN disabled, females, minorities) are included in learning activities.

10 Phase 4: Preparation Logistics Yes No U Lesson plan #1 #2 13. Required numbers and types of equipment andYY software/media copies are described. 14. The lesson makes it clear how long teachers and studentsNN will need access to technology resources. 15. Technology resources required to do the lesson are YY commonly available and not expensive. 16. The lesson makes it clear how to protect students' privacyNN and safety while using technologies. 17. Teachers are likely to have skills required to implement theNY lesson. 18. The lesson describes a backup plan if technology resourcesNN are not available as planned.

11 Phase 5: Evaluation and Revision Yes No U Lesson plan #1 #2 19. There is evidence that the lesson has been field-tested and N N revised based on field test results. 20. There is evidence that the lesson has been used N N successfully in a classroom.

12 3.Modify a lesson 4. Add descriptors Title: Grade 4 Social Studies Topic: Local Innovators and Explorers Ex. Just a Drop Inventor Content Areas: Technology Language Arts Technologies Used: Internet Kidspiration Webcam Skype

13 (Continued descriptors) Grade Levels: 4th grade Relative Advantages: Makes unfamiliar topics more visual, understandable. Professional, polished looking products motivate students. Format aids collaborative, cooperative group work. Easier, faster access to information sources. Local Inventor goes global…Just-A-Drop!!

14 Standards: CAMET curriculum document ISTE Standards – NETS-S 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 1b - Creativity and Innovation Students create original works as a means of personal or group expression. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2c – Communication and Collaboration Students develop cultural understanding and global awareness by engaging with learners of other cultures. 2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems.

15 Standards Continued: 3a – Research and Information Fluency Students plan strategies to guide inquiry. 4a – Critical Thinking, Problem Solving, and Decision Making 5a - Digital Citizenship Students advocate and practice safe, legal, and responsible use of information and technology. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology 5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning. 6a – Technology Operations and Concepts Students understand and use technology systems. 6b - Technology Operations and Concepts Students select and use applications effectively and productively. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies.

16 Description This project focuses on an learning about inventors from your local community. Students can identify people to interview by searching the internet, newspapers, and parents. Students can create questions to ask the people they have chosen to learn more about. A pod of laptops are helpful for pre and post production tasks because they are portable.

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