TECHNOLOGY INTEGRATION

Technology Integration Learning Plan

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School of Education, Liberty University

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Technology Integration Learning Plan

Having access to knowledge at any time is facilitated by technology, making its presence

in the classroom crucial. Devices such as laptops, desktop computers, and tablets are already

commonplace in today's classrooms. It's only natural that educators of all stripes investigate how

best to leverage digital tools in the classroom to enrich the educational experiences of their

pupils. Actively engaged students are produced when teachers use technology in the classroom,

especially online instruction. The use of technology in the classroom also opens up new

possibilities for personalized learning plans that cater to each student's specific interests and

demands (Salloum et al., 2020). So, using technology effectively is crucial in the development of

worthwhile educational opportunities. Teachers often feel overwhelmed by the prospect of

introducing computer-based activities into their lesson plans. It is essential to think about how

information can be acquired, organized, demonstrated, and communicated while creating

computer-based activities.

Technology integration planning is not unlike from designing a traditional curriculum

unit. The primary distinctions revolve around the means by which students learn, the methods by

which they demonstrate and apply what they have learned, and the criteria by which they will be

graded. While considering how to organize a lesson plan to accommodate these changes, it is

important to consider how the computer will be used. It is important to think about the

technological abilities kids need to learn in addition to the skills and knowledge that must be

taught as part of the curriculum. Sometimes educators take it for granted that kids will figure it

out on their own. But this can be a waste of class time. Prepare in advance to make the most of

your time in the computer lab.

Technology Integration Matrix

The TIM is a framework for explaining and focusing the use of technology to improve

education. An active, collaborative, constructive, authentic, and goal-directed learning

environment are all incorporated into the TIM and are all depending on one another. Each of

these features corresponds to one of the five stages in the lifecycle of technological adoption:

exploration, experimentation, adoption, and transformation.

Under this model, students are not merely receptive to technology but are instead actively

involved in its use as a tool. When students actively apply what they are taught in class, they are

engaged in what is known as "active learning." It is encouraged that students collaborate on their

learning by taking notes, writing reflections, and sharing their knowledge with classmates. Some

of the most productive pedagogies in this setting include interactive lectures, collaborative

projects, and case studies. The point is to become more proactive in your technology use.

Learning is more effective when students work together, and they can do it more

effectively when they use technological tools to do so. The extent to which students are able to

work with their classmates and subject-matter specialists is reflected in the Collaboration trait.

This quality takes into account not only the usage of traditional collaborative technology tools,

but also the use of various forms of technology that aid students collaborating with others (Bosch

et al., 2019). Cooperative learning is made possible through the use of Schoology's Discussion

Boards, Blogs, ePortfolios, and G-Suite Apps. We want everyone to stop using technology alone

and start using it together.

In order to actively construct meaning rather than simply absorb information, students are

increasingly turning to technological tools. Students are able to make meaningful connections

between what they learn and what they already know through the use of digital resources, as
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described by the Constructive characteristic of student-centered teaching. This trait is about

adapting how technology is used to help students learn in the way that works best for them.

Using online/cloud tools that enable project management, mind mapping, and hypermedia

depiction of student learning is one such example. To do this, we must shift our focus from using

technology to deliver content to using technology to deliver learning experiences.

Instead of completing tasks that are removed from any real-world context, students might

use technological tools to make connections between their learning and the wider world. One

way in which technology can help make learning more authentic is through facilitating

connections between classroom activities and real-world contexts. How well technology is

employed to give learning a purpose, make it more relevant to the individual learner, and appeal

to their sense of autonomy and interest is the focus of this quality. Consultation with an authority

figure, online excursions, corporate blogging, etc. The objective is to shift from using technology

in isolation to using it in its proper context.

Rather than merely completing tasks without reflection, students use technological tools

to define goals, plan activities, monitor progress, and assess results. How technology is used to

establish objectives, map out actions, track outcomes, and learn from experience is described by

the Goal-Directed attribute. The capacity of technology to promote critical thinking and

introspection is the emphasis of this quality. Collaboratively establishing norms for the

classroom, setting learning objectives, designing a schedule for the day, etc. This shift is

intended to replace traditional technology use, which is focused on completing specific tasks,

with more productive uses of technology.

The ASSURE Model for Instructional Design

The ASSURE concept is a framework for creating technologically-integrated, more

efficient training programs. The ASSURE model is commonly thought of as one that uses media

and technology to better serve students.

Analysis of Learners and Technology in the Local Setting

The first thing a teacher should do is conduct a character analysis on her class. Learner

characteristics that are linked to the desired outcomes should be prioritized. The data acquired

will aid in the selection of subsequent actions. Identifying the students' personalities will help

you select the most appropriate methods and materials for instruction (Cruz et al., 2020).

Consider the following in your learner analysis:

1. The demographic characteristics of your class, including age, academic ability, gender,

and interests

2. Prerequisite knowledge and skills

3. Different pedagogical approaches, such as auditory, visual, and tactile learning

Some of the available technology in the local setting that promote effective learning include:

a) Computer

b) Internet connectivity

c) Video conferencing platform

d) Online textbooks

e) Smart video cameras

f) Smartboards

g) LCD overhead projector

Standards and Objectives

The instructor then needs to define the module's expectations and goals in light of the

learner characteristics revealed in the preceding analysis. This statement details the skills and

knowledge the students will acquire as a result of the training. The following curriculum

standards and ISTE standards may be used to demonstrate competence in the use of technology

for research, critical thinking, decision making, communication and cooperation, creativity and

innovation:

 CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in

diverse media and formats, including visually, quantitatively, and orally

 CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual

displays of data to express information and enhance understanding of presentation

 ISTE Standard: 2.1.a; Set professional learning goals to explore and apply

pedagogical approaches made possible by technology and reflect on their

effectiveness.

The objectives of this lesson are:

 Helping learners to understand how to use technology to conduct research and relate

to the relevant theme of the lesson

 Help students with learning disabilities benefit from using technology to enhance

their understanding of the subject matter to avoid lagging behind

 Appreciate the use of technology in acquiring more information to support the lesson

process
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Selection of Strategies, Technology, Media, and Materials

Students will be able to 80% accurately show their comprehension of several methods for

interpreting text vocally, orally, or with the use of technology at the conclusion of the class. The

teacher will offer questions to evaluate if the students comprehend the expectations. The teacher

will employ a direct educational style in order to meet the needs of all students. Teachers can

adapt their lessons to each student's requirements via direct instruction.

Flexible grouping enables students to put new information and skills into practice with a

group of peers who share their interests, aptitudes, or previous knowledge, or with a mixed-

ability group so that peers can contribute knowledge and abilities. Students learn in social

contexts, and flexible groups can offer a variety of learning possibilities (Broudy, 2017).

Utilization of Materials

1. The teacher will outline the lesson's steps on the Whiteboard to show the students "what

is next" visually while crossing them off as the lesson progresses.

2. The teacher will demonstrate the PowerPoint presentation for the Context Clues

Vocabulary.

3. The teacher will describe the objective of the exercise using the overhead projector. For

instance, "Today, we will focus on context clues, and by the time we are done, you will

be able to figure out the meaning of new terms you do not know."

4. By playing the entertaining YouTube sing-along video "Context Clues Song," the teacher

will get the pupils up and active.

Requirement of Learner Participation

The teacher will build on prior knowledge for English language learners (ELL) by having

them create a pictorial dictionary using relevant images from the lesson's vocabulary. For pupils
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with special needs, the teacher will take into account how simple the question is and avoid

selecting those who are unable to respond. For bright students, the teacher will ask follow-up

questions while they listen to corroborate their responses.

Evaluation and Revisions

Each student will learn at their own pace because they have diverse skills and experiences

to draw from. As a teacher, you need to perform formative assessments and do skill checks more

frequently to ensure that your students are all prepared for the next level of instruction.

Planning for integrated unit involves more forethought than preparing a standard unit

because of the need to set goals and collect materials for each topic area. This level of

preparation for teachers is especially important when self-directed or inquiry learning is planned

as a pedagogical technique.

Following the Triple E Evaluation Rubric, the teacher will evaluate the learners based on:

1. Engagement: Is there less disruption to the learning process as a result of using this

technology?

2. Enhancement: Does this technology provide frameworks that lay the groundwork for

grasping abstract ideas?

3. Extension: To what extent does this technology help students make connections between

what they learn in the classroom and the real world?

References
Bosch, S., Veríssimo, J., & Clahsen, H. (2019). Inflectional morphology in bilingual language

processing: An age-of-acquisition study. Language Acquisition, 26(3), 339-360.

Broudy, H. S. (2017). Types of knowledge and purposes of education. In Schooling and the

acquisition of knowledge (pp. 1-17). Routledge.

Cruz, R. A., Manchanda, S., Firestone, A. R., & Rodl, J. E. (2020). An examination of teachers’

culturally responsive teaching self-efficacy. Teacher Education and Special

Education, 43(3), 197–214. https://doi.org/10.1177/0888406419875194

Salloum, S. A., Khan, R., & Shaalan, K. (2020, April). A survey of semantic analysis

approaches. In The International Conference on Artificial Intelligence and Computer

Vision (pp. 61-70). Springer, Cham.