Module 4: Technology integration
In this final lesson, you will integrate least one of the four technology tools learned in the previous lessons with the lesson plan you chose at the beginning of this professional development program.
Keep these ideas in your mind as you start reconstructing your lesson:
  • Students should be motivated, engaged and learning actively
  • Learning should be authentic
  • Learning should be collaborative
  • Students should be the explorers and producers of knowledge
  • Instruction and learning should be integrated across curriculum
  • Students should be proficient in digital age literacy skills
  • Assessments should be performance based

Design the Activity
What activities will engage students and form knowledge? Think of activities that:
  • Require students to answer a How?, Which?, or Why? question allowing students to create new knowledge or information
    • Pertain to the real world, ideally students' personal interests
    • Allow for student creativity and choice; and
    • Present a high but acceptable level of challenge
For some ideas and more information, check out:
Design the Process
  • Ask yourself what steps, related to the content and the technology skills, will you and your students go through to reach the intended outcomes? (Taking on the process in smaller chunks will help students succeed!)
  • Identification of instructional resources and materials
  • Related to the use of instructional technology, your preparation might include:
    • Identifying appropriate electronic resources or websites, then organizing them for students using bookmarks or hyperlinks within an instructional document
    • Developing graphic organizers for student use (ex. for student note taking while conducting online research; for development of storyboard plans for a multimedia or digital video presentation).
    • Creating templates (Word, Excel, PowerPoint, Publisher) to guide student work
    • Select instructional strategies for content and technology goals, i.e. direct instruction, guided practice, modeling, providing examples, cooperative learning
    • Determination of how, and to whom, students will publish, present or share their learning.
  •  Plan for Classroom Management Related to the Use of Technology
    • How will the available technology to student ratio be managed?
Here is a completed lesson examplefrom Washington State Kent School District: Writing a Tall Tale (3rd Grade)

Scoring Guide for Lesson Plans That Use Technology Resources
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Comments
Standards/ Learning Objectives
Curriculum standards and learning objectives are specific and focused, intentionally driving the use of technology.
Curriculum standards and learning objectives are correlated to technology uses.
Curriculum standards and learning objectives are superficial uses of technology.
No demonstration of curriculum standards and learning objectives connected to the use of technology.
Curriculum Linking with Technology Uses
Curriculum linking creates unique content learning benefits.

Content learning experiences/benefits are extended and would be impaired or impossible without the use of technology.
Curriculum linking adapts or varies present student learning or work.

Content learning experiences or benefits are enhanced but possible without the use of technology.
Curriculum linking provides "topics" for technology skills or uses.

Content learning incidental—student uses primarily to learn/practice technology skills.
Curriculum linking is incidental to technology use.

Content learning not focused. Technology uses are mostly supplemental, or to provide fun/motivation activities.
Cognitive Tasks
Task requires synthesis and evaluation of information. Going beyond existing understanding to create own original position or product. Knowledge creation is expected.
Task requires analysis of information and/or putting together information from several sources to demonstrate an understanding of existing knowledge.
Task requires little analysis and is focused on simplistic tasks or concepts using a single source. Cookie-cutter, look-alike products are likely to develop.
The task has little relevance to content learning.
Assessment
Practices
Student product assessed on content as well as the effective, appropriate use of technology to promote or communicate the learner's understanding.

* Students designed assessment tools.
Assessment focused on technical aspects of student-produced materials.

* Students are partners in designing assessment tools.
Assessment focused on completion of task or project

* Students are informed or guided by an assessment tool designed by teacher
There is no evidence of assessment of student technology use
Preparation for Learning Tasks
* Extensive preparation expected (i.e. story-boarding, web-mapping, outlining).

* Students are expected to critically select appropriate resources.
* Adequate preparation is expected.

* Teacher organizes multiple resources for students to use.
* At least one preparation task is expected.

* A single resource is identified and assigned for student use.
* Preparation tasks are missing or weak.

* No resource-gathering is identified or expected.
Overall Focus of Technology Use
Technology uses primarily "Transforming." Task creates new learning stories with new tools.
Technology uses primarily "Integrating." Task creates same learning stories with new tools.
Technology uses primarily "Literacy." Task creates technology skill stories.
Technology uses are primarily organized as a peripheral activity at this time. Task creates no learning stories other than technology use.