Integrating Emerging Technology into the Curriculum: Lesson Plan

byHeather Weed

EDD 7914Technology-Integrated Teaching and Learning

Nova Southeastern UniversityApril 4, 2013

Abstract

This lesson plan was designed to improve integration of an emerging technology in a Grade 3 classroom. The technology specialist introduced the use of an emerging technology, and then the writer designed this plan for improved integration. Before this plan, the writer was routinely integrating technology at a C3 level on the Technology Integration Matrix (TIM) with a goal of reaching E5. The most profound difference between the two levels was the amount of time technology was in use by and the degree of responsibility granted to the students, themselves. By integrating this emerging technology at a deeper level of use and at higher levels of cognitive skills supported, the students would be able to achieve and demonstrate metacognitive skills that would not be attainable without the technology.

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Integrating Emerging Technology into the Curriculum: Lesson Plan

This writer wanted to improve technology integration in a Grade 3 classroom.

One of the ways to do this would be to allow students more time and freedom to use

technology in ways that would also improve content knowledge and metacognitive skills.

The writer had thought about electronic portfolios designed and maintained by students

rather than teachers but had not found technology tools that could make this process

motivating. After witnessing the students' reactions to a PhotoStory lesson presented by

the technology specialist during a math class in the writer's Grade 3 classroom, this writer

decided that PhotoStory was the tool that could move the writer in a positive direction

toward improved technology integration. Before the writer developed the current plan,

the writer routinely integrated technology at a C3 level on the Florida Center for

Instructional Technology's (2013) Technology Integration Matrix (TIM), which indicated

that students used technology at the level that supported constructive adaptation. They

had opportunities to select and manipulate tools in order to construct understanding, but

the writer still did not grant students enough time, freedom, or responsibility to transform

their understanding and use of technology tools in response to and for help in creating

their own goals. The TIM level E5 indicated this goal-directed transformation in regards

to technology use in which students routinely engage in metacognitive activities that

would not be attainable without the technology (Florida Center for Instructional

Technology, 2013). Upon deciding that PhotoStory would be an efficient and effective

tool for electronic portfolios and improved integration, the writer still needed a tool to

help inform the writer in regards to the success of the plan in improving technology

integration while still maintaining focus on improved content knowledge and

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metacognitive skills. Smaldino, Lowther, and Russell (2012) designed the ASSURE

model using the National Educational Technology Standards for Students (NETS-S)

designed by the International Society for Technology in Education (2007) to accomplish

just such a task.

Lesson Plan Based on ASSURE Model

Analyze Learners

General Characteristics: This lesson plan is designed for students in a Grade 3 general education classroom supporting the inclusion of three students with special needs in a Title I school. There are 22 students in this classroom, and they are either eight or nine years old. In terms of gender, there are 10 girls and 12 boys. Six of the students are white, two are African American, three are Asian, one student recently moved to the US from Kuwait, five are Latin American, and the rest a considered mixed ethnicity by the school district. Eight of the students are considered LEPs (Limited English Proficiency).

Entry Characteristics: Many of these students do not have access to computers at home, but they have used them enough at school to be comfortable with the basic functions of researching online, word processing, and starting up and running programs. Because they have used PhotoStory with the technology specialist, they have the entry level skills needed to use this tool more extensively. Students have been required to keep folders with sample work and charts tracking test scores, so they are familiar with the idea of portfolios. The students are also accustomed to discussing their own strengths and weaknesses, their own preferences for ways of learning, and setting goals; however, these discussions have always been informal.

Learning Styles: Several of the students struggle with maintaining attention, and the students with special needs also struggle with understanding and following directions as well as controlling their voices and bodies. These students require kinesthetic and visual cues and activities to capture and maintain focus on learning.

State Standards and Objectives

Nevada Common Core Standards

All Months

Speaking and ListeningSL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

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SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See L.3.1-3.) SL.3.1d Explain their own ideas and understanding in light of the discussion.

WritingW.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

MathSMP #1 Make sense of problems and persevere in solving them. SMP #2 Reason abstractly and quantitatively. SMP #3 Construct viable arguments and critique the reasoning of others. SMP #4 Model with mathematics.

Technology1.A.5.1 Process new ideas based on existing knowledge to brainstorm solutions to an authentic problem using digital tools. 1.B.5.1 Create an original, digital work as a form of personal or group expression with minimal teacher support. 2.A.5.1 Collaborate to create and publish digital products to share beyond the classroom. 2.B.5.1 Communicate information and ideas using digital text, images, and sound. 2.B.5.2 Describe appropriate media and formats for specific audiences. 2.D.5.2 Describe a variety of ways to interact and contribute to a digital product. 3.A. Plan strategies to guide inquiry. 3.C.5.2 Select and use a digital tool appropriate to a task. 3.D.5.1 Collect, organize, analyze and manipulate data using digital tools and report results in a format appropriate to the task. 4.A. Identify and define authentic problems and significant questions for investigation. 4.A.5.1 Create essential questions to guide investigation of an authentic problem using digital resources. 4.B.5.1 Plan and manage projects using a digital planning tool.4.C.5.1Propose a solution to an authentic problem using collected data and digital tools. 4.D.5.1 Explore alternative solutions to and diverse perspectives on authentic problems and propose a solution using digital tools. 5.B.5.1 Use technology resources for problem solving, self-directed learning, collaboration, and extended learning activities. 6.B.5.1 Select appropriate digital tools for learning activities.

Month 1ReadingRL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;

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determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. WritingW.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Math3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Month 2ReadingRL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).WritingW.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. Math3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Operations and Algebraic Thinking (OA) 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

Month 3ReadingRL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). WritingW.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop

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experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) Math3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each

Month 4ReadingRL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. WritingW.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3). Math3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.OA.6 Understand division as an unknown-factor problem.

Month 5ReadingRL.3.6Distinguish their own point of view from that of the narrator or those of the characters. RI.3.6 Distinguish their own point of view from that of the author of a text. WritingW.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to

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connect opinion and reasons. W.3.1d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) Math3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Glossary, Table 2.) 3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)

Month 6 ReadingRI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. WritingW.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) Math3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conven-tional order when there are no parentheses to specify a particular order [Order of Operations.]) 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Month 7

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ReadingRI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). WritingW.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) W.3.7 Conduct short research projects that build knowledge about a topic. Math3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.2a Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3 NF.2b Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.3a Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.3bExplain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. 3.NF.3c Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.

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3.NF.3d Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or < , and justify the conclusions, e.g., by using a visual fraction model.

Month 8ReadingRI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). WritingW.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) W.3.7 Conduct short research projects that build knowledge about a topic. Math3.G.1Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Month 9ReadingRI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topicWritingW.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing

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as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.3.1-3) W.3.7 Conduct short research projects that build knowledge about a topic. Math3.MD.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

NETS-S

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expression2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formats3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryd. Process data and report results4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.a. Identify and define authentic problems and significant questions for investigationc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.b. Select and use applications effectively and productivelyd. Transfer current knowledge to learning of new technologies

Learning Objectives

1. Given the opportunity to scan, take pictures of, and copy from computer files their

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own work, Grade 3 students will create a digital portfolio of evidence of skills on which they are working in reading, writing, and math classes.

2. Using PhotoStory, Grade 3 students will import this evidence and narrate, add text, add music, and add transitions to create a presentation regarding the skills they have learned, strategies they have used, suggestions for other students, strengths, weaknesses, goals, and achievements.

3. Monthly, the students will present to each other and the instructor using the classroom digital projector.

4. Each trimester, the students will present to parents and other classrooms.

Select Strategies, Technology, Media, and Materials

Strategies

Instructor-centered strategies include introducing electronic portfolios and the use of scanners using modeling.

Student-centered strategies include creating, maintaining, and presenting electronic portfolios containing original work, narration, goals, achievements, descriptions of work and how students achieved skills, suggestions, strengths, and weaknesses.

Technology, Media, and Materials

1. Dell S500wi LCD projector with interactive software2. Dell computers in computer lab3. PhotoStory4. Digital cameras5. Scanners

Utilize Technology, Media, and Materials

PreviewThe students and instructor have already previewed PhotoStory with the technology specialist. The instructor will need to create a sample electronic portfolio for students to use as a model as well as demonstrate use of the scanner.PrepareThe instructor will have to reserve the computer lab for use every Friday. The lab has a scanner, and the instructor has access to six digital cameras. The first month will be a learning experience with a lot of coaching from the instructor. The following months will be more student-directed. The first month, the instructor will give an introduction of electronic portfolios, explain why PhotoStory is a good tool for organizing and presenting data, and motivate students by showing a model and asking for participation.ProvideThe instructor will provide time for students to discover on their own how to create and

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maintain their own portfolios with coaching from the instructor. The instructor will also model and provide practice time for presenting to classmates and parents.

Require Learner Participation

1. The instructor will introduce electronic portfolios and the continued use of PhotoStory as a tool to organize and present data by modeling weekly entries, monthly summaries, and trimester presentations.

2. Students will use lab computers to begin a PhotoStory presentation with a brief introduction and a picture of themselves.

3. Students will choose work samples, strategies, strengths, weaknesses, goals, and accomplishments in regards to the assigned skill for the first week. They will import them in PhotoStory and add narration, text, music, and transitions.

4. The students will repeat the previous step for each required skill weekly.5. At the end of the month, students will present to classmates and the instructor for

constructive feedback. Students will work together to discuss issues and propose solutions both in regards to the technology and to the content skills.

6. At the end of each trimester, the students will present to the instructor, classmates, parents, and other classes. They will be assessed based on the rubric that follows.

Evaluate & Revise

Assessing Learner Achievement and Instructor's Strategies

Students will be assessed summatively based on the following rubric three times a year. The monthly presentations will provide opportunities for feedback to students and the instructor to inform needed modifications to the student work and the instructor's strategies and lessons, if needed. Since the students will be narrating regarding their knowledge, goals, achievements, strengths, weaknesses, strategies, and suggestions, the presentations will also provide a unique opportunity f or the instructor to formatively assess student achievement in content area skills and metacognitive skill growth. The instructor may then respond by modifying instruction, strategies, and activities.

Evaluating and Revising Technology and Media

After the monthly presentations, the instructor will open discussions allowing students to provide feedback regarding the use of PhotoStory and the electronic portfolios. The class will discuss any needed tutoring or modifications. The instructor will also evaluate the effectiveness of adding each month's skills on to the ones before for the duration of the year or whether it would be more effective to start over each trimester. The former has the advantage of providing review and summary of the whole year, while the latter has the advantage of being more focused and concise. Another possible revision could be to have a portfolio for each subject rather than combing reading, writing, and math. The

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instructor will revise as needed after evaluating effectiveness and receiving feedback from students.

Element Deficient Approaches Meets Exceeds Points

Content Does not provide information about 4-7 of the required components: skills learned, strategies used, strengths, weaknesses, goals, achievements, and suggestions or is missing detail on all components.

Provides information about 4-6 components with some detail.

Provides information about all components with satisfactory detail.

Provides information about all components with excellent detail and multiple solutions or strategies to some.

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Organization Information is not organized or structured.

Information is loosely structured but does not flow well.

Information is structured in an organized manner and flows well.

Information is structured in an organized and consistent manner that assists in understanding and includes transition words that alert audience.

___/4

Narration Voice cannot be heard or understood. Does not use complete sentences.

Voice can be heard and understood most of the time. Some sentences are incomplete.

Voice can be heard and understood at all times. Only a few sentences are incomplete. Some expression

Voice can be heard and understood at all times. No incomplete sentences. Expression and phrasing are evident

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and phrasing is evident.

throughout.

Text Many slides are missing text.

Some slides are missing text.

One slide is missing text. Others have text that is formatted and matches content.

All slides have text that matches content and is formatted. The text guides the presenter and the audience effectively.

___/4

Transitions and Music

No transitions or music evident.

Some transitions and music evident.

Transitions are evident on almost all slides. Music is used appropriately.

Every slide includes transitions. Music is used appropriately and effectively.

___/4

Collaboration Provides no feedback to others. Does not respond to feedback.

Provides some feedback. Responds to some feedback.

Provides and responds to feedback effectively. Shares ideas with others. Readily makes comments during discussions.

Consistently provides and responds to feedback. Consistently provides creative and constructive comments and suggestions during discussions.

___/4

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References

Florida Center for Instructional Technology. (2013). Technology integration matrix. Florida: College of Education, University of South Florida. Retrieved from http://www.fcit.usf.edu/matrix/matrix.php

International Society for Technology in Education. (2007). National educational technology standards for students (NETS-S) (2nd ed.). Eugene, OR: ISTE. Retrieved from http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed.). Boston, MA: Pearson.