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Technology Integration Lesson Plans

Page history last edited by Destiny Long 13 years, 5 months ago

 

Thank you for joining the Lesson Repository Workgroup!  This is a wiki which means many people can edit the content of the page to build a shared collection of knowledge and in our case a lesson template! 

 

To get started:

1) Create a PB Works account.  This will allow you to edit this page and add comments.

2) Go to the introductions page to introduce yourself and "meet" your other work group members.

3) Visit the workgroup discussion page to read the latest discussion and share your ideas.

4) Add your ideas to the lesson plan template and comment on what has been done so far. (template and comment section are on this page below)

 

 

Let's try and work together to create an agreed upon template that we all can use to create and share lessons for Tech Integration. Here's a quick draft. Feel free to fine tune, add to, move around, whatever.

 

Related documents and links: 

  • POST Method - A systematic way for determine how and which way to use social media.  
  • AALPD PD Standards - These standards for professional development were developed by the Association of Adult Literacy Professional Developers 
  • NETS - The International Society for for Technology and Education's National Education Technology standards. 
  • Bloom's Digital Taxonomy - A great tool for bringing Bloom's work into the 21st Century. Helpful in choosing Web20 tools. 
  • Technology Integrated Lesson Review Rubric - Stumbled upon this from Ohio while searching for Tech Standards info. Wanted to share. Thanks Ohio! 

 

 

Professional Developer’s Lesson Plan Template: Using Social Media

This lesson plan template is designed to help professional developers introduce Social Media to instructors and train them on how it can be used for instruction.

 

Planning the use of social media

People:

Who are the teachers that you are going to be working with?  What do they teach and who are their learners? What are their technology skills and access?  What are their interests in this technology?

Objective:

 

What are the objectives of the PD offering? 

Standards:

What standards are you objectives related to?  (AALPD, etc)

Strategy (Rationale for using social media instead of one-way communication): 

 

How will the integration of the social media enhance the communication and relationship between you and your PD participants?  How does this communication affect the intended outcomes of the PD? 

Technology: 

 

Determine what social media technology to use.  What is the rationale for using this type of social media (wiki, blog, social networking sites, etc.)?  Why did you choose this specific tool (ex. Pbworks rather than wikispaces for a wiki)? 

Planning the PD activities

Assessment:

 

How will you determine that the teachers have met the objectives? How will you support teachers’ application into their practice and reflection and sharing with other teachers?

PD  Activities:

How will you ground this social media technology use into the practice of your teachers? How will you introduce the technology and skills? How will you support teachers throughout the learning experience?

Resources:

What resources are needed?  Software, hardware, information, etc.

Planning the PD Delivery

Pre-requisites for  participants:

What do teachers need to know or have in order to participate in this PD offering?  What do they need to know or have in order to use this social media? 

Delivery method:

 

How will you deliver this PD offering?  Face-to-face, online, blended

Timeframe: 

 

How long will it take to meet these objectives?

 

 

Teacher’s Lesson Plan:  Using Social Media

This lesson plan template is designed to help teachers develop lessons that use social media as an instructional tool with learners.

Planning the use of social media

People:

Who are learners that you are going to be working with?  What are their technology skills and access?  What are their interests in using technology?

Objective:

 

What are the objectives of the lesson?   

Standards:

What standards are your objectives based upon?  (NETS,  State standards, Blooms Digital Taxonomy, Curriculum frameworks, etc.)

Strategy (Rationale for using social media instead of one-way communication):   

 

How will the integration of the social media enhance the communication and relationship between you and your students?  How does this communication affect the intended outcomes of the instruction?

Technology: 

 

Determine what social media technology to use.  What is the rationale for using this type of social media (wiki, blog, social networking sites, etc.)?  Why did you choose this specific tool (ex. Pbworks rather than wikispaces for a wiki)? 

Planning the Instruction

Assessment:

 

How will you determine that the students have met the objectives? How will you support students’ application of the skills into their lives?  How will you build in reflection and sharing between learners?

Instructional activities:

How will you ground this social media technology use into the lives of your students? 

How will you introduce the technology and skills?

How will you support students throughout the learning experience?

 

Be sure to include how you will:

-Activate student prior knowledge and ground the topic in the lives of your learners through warm-up activity

-Introduce the technology, social media, skills and model how to use it

-Provided guided independent practice

-Have learners extend the learning beyond the classroom

Resources:

What resources are needed?  Software, hardware, information, etc.

Planning the Instruction Delivery

Pre-requisites for  participants:

What do learners need to know or have in order to participate in this lesson?  What do they need to know or have in order to use this social media? 

Delivery method:

 

How will you deliver this lesson?  Face-to-face, online, blended

Timeframe: 

 

How long will it take to meet these objectives?

 

 

 

 

 

Comments (10)

Kathy Olesen-Tracey said

at 3:46 pm on Jul 20, 2010

I think we need to add three sections: (1) one is a rationale for the technology selected and (2) two - a section on assessment. (3) Support - what technology support with students or teachers need in order to use the intended technology? Justification: I had a professor in my Ed.S. program who used technology for the sake of technology. There were no learning objectives tied to the technology based activities. (2) Defining how the intended learning objective has been met is critical. (3) If a student doesn't know how to use the technology - it can be a frustrating, rather than enjoyable, experience.

Debra L Hargrove said

at 8:33 am on Jul 21, 2010

I agree with Kathy, especially on the Rationale for the technology selected. It might be helpful if we include somewhere the two items that Nell talked about..
1. The POST method
2. The Matrix of Emerging Technologies

On another note.. I'm leaving for holiday tomorrow morning early and won't have access to my electronic world (cruise) but will definitely pick back up when I return. Please don't delete me from the group. :-)

Jackie Taylor said

at 12:03 am on Jul 28, 2010

PS, I suggest that we focus the lessons on social media specifically. I edited a couple of online courses for ProLiteracy on integrating technology (by Diana Satin, wonderful colleague!), so it would help for us to specify so as to not repeat something that's already available to others.

Just my thoughts,

Jackie

Suzanne said

at 7:01 am on Jul 28, 2010

Hello fellow ambitious techies,
My name is Suzanne Ensmann, Director of Program Effectiveness for Adult Education at Indian River State College in Florida, and I have been enjoying watching your collaboration!
Question for you... Anytime I've created a lesson, I have based it upon NETS (http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf) to assure I am incorporating the right balance of technology into my lesson. How does this relate to AALPD PD standards now?

Hillary Major said

at 1:03 pm on Aug 4, 2010

Hi, and thanks for these resources. I'm Hillary Major, Publications and Communications Specialist with the Virginia Adult Learning Resource Center, Virginia's professional development provider to adult educators.

The framework looks logical to me, particularly the people, objectives, and standards lines. I'm not sure I fully appreciate where you're going with "strategy" but it makes sense to me when I consider it as a synonym for "rationale." The assessment focus is important, and I think it's a particularly useful question for those of us who work in PD to ask.

For the teacher-focused lesson plan, I wonder whether the instructional activities section truly places enough focus on instruction. Haven't we lost something when we move from a lesson plan template that includes warm up/activating prior knowledge; introduction/modeling; guided through independent practice; and extension to one that includes all of these areas under instructional activities? Although I think most of us are aware that all these things are a part of strong instruction, I worry that placing them in a single category reinforces the notion that the planning section of the template seems designed to counteract: that the focus is on the technology use rather than the learning objectives and process. And isn't it important for those of in PD to think explicitly about modeling and scaffolding when it comes to working with teachers toward technology integration?

Kathy Olesen-Tracey said

at 9:49 am on Aug 5, 2010

Hillory and Suzanne, - thanks for your insight / input/ and questions. First -there is a question about how this lesson template connects to AALPD PD standards. Here is a link to the current information. http://www.aalpd.org/priorities_pdstandards.htm. At the core of this, I believe, is defined learning objectives, universal design with use of appropriate learning resources, and meaningful assessment. This seems to be very connected with how you develop your lessons with the basis on NETS. Hillary, what I am 'reading' from your post is that you suggest there be a category / space for Delivery of instruction that reinforced the area of modeling and scaffolding. I think that section applies to both the PD and the Learner -focused template. Your thoughts?

Lori Howard said

at 11:50 am on Aug 5, 2010

Suggest that more information on the instruction be added to the plans e.g. How will you introduce the content of the instruciton. What is the new information your are teaching? How will you present it to the participants? How will the participants practice the new information? How will you evaluate that the participants have internalized the information? How will the participants apply the information in their lives outside the learning environment?

Also, Each of the lesson plans has 3 sections. I suggest combining the 3 sections into one with subheads if necessary so that PD developers and teachers can see all the components at once and follow them. Currently there appear to be 3 steps in each plan that one follows sequentially whcih I don't think was the intention.

Destiny Long said

at 1:23 pm on Aug 6, 2010

Hillary and Lori - thank you for the helpful feedback. You're right, we do need to further outline the actual instruction part but make sure that the lesson plan presents all the components in a way that makes sense. This page is a wiki so please feel free to move things around, reword sections etc with the lesson plan. We invite everyone to make edits and contribute to the final template.

Hillary Major said

at 9:07 am on Aug 9, 2010

Thanks for the replies, Destiny and Kathy. Yes, Kathy, I think the need to reinforce modeling and scaffolding in the "Instructional Activities" section. (While I first noticed it in the teacher-focused lesson plan, of course good instructional design applies to our work in PD with teachers, too. We ought to do as we say...) Part of me leans toward breaking that "Instructional Activities" category down into further sections, but part of wonders whether tweaking/adding to the descriptive questions might do the job as well.

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