Learning Plan

TECHNOLOGY INTEGRATION

Technology Integration Learning Plan

Erica L. Smith

School of Education, Liberty University

Author Note

Erica L. Smith

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Erica L. Smith.

Email: [email protected]

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Technology Integration Learning Plan

Technology integration is simply the combining of technology with education. Sung et. al

(2024) describe technology integration as the involvement of utilizing tools in classrooms to help

various educational and distribution procedures. So, what does technology integration look like

in the classrooms? It looks like teachers using things like laptops, iPads, computers, and even

robots to enhance their students’motivation for learning. Walan (2020) discusses how a couple of

teachers reflected on how them including technology within their classroom bettered their

teaching, gave them more range, and made teaching more personal.

Technology Integration Matrix

The meaningful learning environment that I have chosen is goal-directed. It is nothing

like being taught and learning with a good goal in mind. That goal can be to accurately utilize

something, create or perform a task, and make a good grade. Goals help keep students and

teachers well-organized in their planning and practice. The level of integration that I chose along

with this learning environment is the infusion level. This level gives the students some

independence to work with technology on their own. The students will get to set their goals for a

particular assignment or activity, see their growth, and even consider what they have learned

from it. However, as their teacher, I will still plan their lessons, set achievement goals for them,

and judge/ monitor their progress as well.

The ASSURE Model for Instructional Design

The ASSURE Model stands for the following: Analyze learners, state the

standards and objectives, select strategies, technology, media, and materials, utilize materials,

require learner participation, and evaluate and revise. Zahran (2023) mentions the advantages of

using the ASSURE Model as the following: the involvement of the students in educating and

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knowledge development, everything that is being used for the student’s learning is a part of it,

and the rating of each step in the model and the examination of the educating and knowledge

procedure. Although the ASSURE Model has its advantages, it also has some disadvantages.

Irviana (2020) mentions some disadvantages of the ASSURE Model. The following are some of

the disadvantages: the model does not cover every subject, not all parts of the learning procedure

will be disclosed, and it may not be capable of amplifying correct teaching.

Analysis of Learners and Technology in the Local Setting

My learners are first-grade students at an elementary school. The lesson is a math lesson

for adding up to 10. The students’ learning styles mostly range from visual, logical, social,

physical, and solitary. The students have prior knowledge of adding up to 10 from kindergarten.

And most of them are eager to learn and refresh themselves. They are all comfortable with using

technology since most have engaged with learning games online and own electronic devices.

Also, some have experience with using flashcards, counters, and manipulatives. So, let’s discuss

access and tools.

There is WiFi for internet access around the whole school. There are iPads and

Chromebooks available for the students to use. The following are the tools and software: Google

Chrome, iOS, Canvas, Quizizz, and IXL. The chosen tools can be navigated by the students on

their own as part of the infusion level of integration. Canvas allows students to complete

classwork and quizzes without much guidance. Quizizz allows students to answer their exit

tickets or complete quizzes online without much guidance. IXL is a learning tool for the students

to keep practicing on lessons and teach their goals for the class. These tools are also valuable

resources to me as a teacher.

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Standards and Objectives

Teaching lessons cannot be effective without standards. Curriculum standards are simply

about what students should already know before they reach the grade level they are in presently.

ISTE (International Society for Technology in Education) standards are about the best ways

teachers can include technology within their classrooms.

 First graders can add numbers to make 10.

 First graders can look and match up the correct numbers to equal 10.

 Students understand how to utilize technology to practice addition skills.

The objectives of this lesson are:

 Students can use manipulatives or counters to add up 10.

 Students can complete online addition activities in class and for homework.

 Students will participate in online quizzes to monitor learning outcomes.

Selection of Strategies, Technology, Media, and Materials

One way for instruction and engagement is to give the first graders a choice as to how

they would like to practice adding to 10. I would be showing videos to capture the motivation for

the students to want to learn about addition. The media could be created through Canva or Adobe

Cloud and then uploaded to YouTube. I would be utilizing iPads or Android tablets for the

completion of assessments and activities because kids are more interested in those particular

devices. Also, I will show flash cards to encourage classroom participation and use

manipulatives and counters for completing assignments.

Now let’s discuss the extended descriptors for the goal-directed learning environment and

the infusion level. The learning will take place in the classroom and homework at home. The

lesson will be carefully planned out for the students with the mention that the students have some

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choices to choose from. The students will still be taught, and guided, but still have some

independence to work alone. The students will be able to express how they feel about the lesson

and what they want to learn from it.

Utilization of Materials

The iPads will be given to the students, and they can even take them home with them.

The iPads will give the students access to Canvas, IXL, Quizizz, and other learning tools to

complete activities and assessments. The students will be able to review flash cards with the

teacher to review and gain more knowledge of the lesson. The manipulatives can be used to build

things about the lesson or assignment. And the counters can be used to demonstrate the math

problems visually for visual learners.

Requirement of Learner Participation

The students will engage in the lesson enthusiastically. First graders are ready to learn

and have fun while doing it. The outcome will be good for them to get stronger in their addition

skills and gain more understanding of how it goes.

Formative questions:

1. What are the perceptions of the lesson from the students?

2. Is the technology used effective for learning?

3. Will the students have goals to reach while learning the lesson?

Evaluation and Revisions

The data collection methods used were observing the students at work, studying their

prior files from kindergarten, and analyzing their assessment scores. The data can help impact

future revisions by providing answers for how effective the lesson is for the students.

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The lesson did accomplish what I intended it to do. The objectives were met. I do not

think that different tools/technologies would have done a better job. However, I am open to using

many more tools and technologies as extra resources.

The Triple E Evaluation Framework is a way of helping instructors determine whether

the technology being used for a lesson is useful in getting the students enhanced to learn.

Considering evaluating the lesson according to the Triple E Evaluation Rubric, the score is a

total of 18 points. The lesson was specifically created for first graders. The use of iPads was not

a distraction because they enjoyed being able to use an iPad in class or at home. It gave them a

different way of learning and completing tasks instead of just sitting and writing.

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References

Irviana, I. (2020). Understanding the learning models design for indonesian teacher. Online

Submission, 1(2), 95–106.

Walan, S. (2020). Embracing digital technology in science classrooms--secondary school

teachers’ enacted teaching and reflections on practice. Journal of Science Education and

Technology, 29(3), 431–441. https://doi.org/10.1007/s10956-020-09828-6

Woonhee Sung, Heejung An, & Christopher L. Thomas. (2024). What predicts K-12 teachers’

technology Integration practices in u.s. public schools?: The relationship between

teachers’ beliefs and support. Journal of Online Learning Research, 10(1), 49–74.

Zahran, F. A. (2023). The impact of ASSURE model-based program on EFL in-service

preparatory teachers teaching skills and digital literacy skills. International Journal of

Research in Education and Science, 9(4), 937–950.

https://fcit.usf.edu/matrix/matrix/

https://www.tripleeframework.com

https://iste.org/standards

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