Technology Integration Learning Plan
The incorporation of technologies into educational practices holds significant promise for
enhancing students' learning experiences and facilitating their engagement in a digitalized
society ( Backfisch, 2021). Collaboration, communication, critical thinking, and problem-solving
are the four cornerstones of the 21st-century skill framework. Using technology to improve
student learning is what's known as technology integration in education or blended learning.
Friesen and Norm (2012) define blended learning as a structured educational framework wherein
students engage with content and instruction, at least partially, through digital and online
mediums while retaining some degree of autonomy regarding the timing, location, trajectory, or
speed of their learning experience. There are a lot of ways that technology can be used in the
classroom. One of the first signs of technology integrating into the classroom in the early days
comes from the implementation of Microsoft PowerPoint, which helped teachers create dynamic
presentations with color, sound, and artistic design to engage students. In 2024, technology
integration is at its peak with new applications to engage learners in the classroom, such as
embedding videos from Khan Academy and Edpuzzple to creating interactive games from
educational applications such as Kahoot and Quizziz.
Technology Integration Matrix
Active Learning, Infusion Level was the meaningful learning environment I picked to
look for integration materials and examples. Multiple technology tools are provided at this level
to satisfy all students' needs. Teachers inform, contextualize, and lead student technological
choices while being flexible and open to student suggestions. The lessons encourage self-
directed technology use. The Infusion level integrates many technology tools smoothly into
teaching and learning. The teacher sets the learning setting, and students choose their digital
tools. Technology helps satisfy all pupils' needs. Students can use the tools to make informed
learning decisions.
The ASSURE Model for Instructional Design
The ASSURE Instructional Design Model uses multimedia and technology to increase
learning from a constructivist approach, according to Pappas (2023). The model analyzes a six-
step approach: analyzes learners, states objectives, selects methods, utilization of media and
materials, requires learner participation, then evaluates and revises. In the analyze learners step,
learner characteristics are identified. Age, education, and knowledge are traits. Step two: State
objectives. This stage determines what the student should be able to achieve after completing the
resources. Third, Choose how to teach the material. Planning how to use step three's strategies to
achieve the goals is step four, and this stage informs students of their learning objectives,
materials, and assessment type. Lastly, Step five involves deciding how to engage students in
teaching. Last, determine whether the material is effective and make any required changes.
Analysis of Learners and Technology in the Local Setting
Students in the third grade who are enrolled in a public school system located in an urban
area will be the participants in the activity this time around. There are 113 students spread across
four sections: twenty-eight students are in section one, twenty-eight students are in section two,
twenty-eight students are in section three, and twenty-nine students are in the fourth section.
Fourty-three percent of the one hundred and thirteen children have either met or exceeded the
English and Language Arts requirements during the course of this school year, according to the
data from our common formative assessment tools. A total of fifty-seven percent of the children
are not performing up to the expectations of their grade level in English and Language Arts.
There are around 780 students in kindergarten through fifth grade who are enrolled in a
regular classroom setting within the school community. In addition, students have access to one-
to-one smart touch devices and wireless internet access across the entire school. One laptop cart
is provided to each class, and it can hold up to 32 laptops. The ability to hard connect to the
internet is available in the event that it is required; however, it is only capable of hosting ten
devices at the same time in each classroom. Iready.com individualized learning that will be
utilized by the students in order to put the information into practice.
Standards and Objectives
The curriculum standards that are being utilized for my lesson are derived from the
Common Core Standards that are utilized by the state of Tennessee. The ability to identify the
primary concepts or themes of a text and evaluate their development, as well as to summarize the
most important supporting details and ideas, is the foundation for the two standards that are
shown below.
3. RL.KID.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
3. RI.KID.2 Determine the main idea of a text; recount the key details and explain how
they support the main idea.
1.5.C. Break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
The objectives of this lesson are:
Students will be able to (SWBAT) determine the theme or central idea of a story and
explain how it is conveyed through details in the text.
SWBAT determines the central idea of a text and explains how it is supported by key
details.
SWBAT chunk information into parts to understand systems or problem-solving.
Selection of Strategies, Technology, Media, and Materials
To introduce the lesson, students will view a video from Khan Academy. The video will
focus on the Main Idea and the supporting elements. For the purpose of noting the central idea
and supporting details from the stories presented in the video, the students will make use of a
chart that is titled "main idea and supporting details."
Students will use Padlet, which is an online platform that allows teachers to upload
content for students and allows a collaborative space for students to post text, music, videos,
electronic documents, and other forms of content to record their responses to the questions. Peers
will respond to students' responses concerning the primary concept and the details that support it
from the texts seen in the Khan Academy video.
The students will practice identifying the major concept and supporting details with her
as she takes on the role of a facilitator and allows students to go through the text to find the
primary idea and the supporting details that support those ideas. This will take place after the
students have used Padlet. After that, the instructor will give the pupils practice lessons to
complete on iReady. The students will work independently in order to determine the primary
concept of the texts by using crucial details.
Utilization of Materials
A video tutorial on the main idea is found on Khan Academy. The first thing that the
students will do is view the video presentation that explains what the major idea is and how to
locate the primary idea among the supporting information in a text. Students will use their
graphic organizers; students will be able to record the primary concept as well as the supporting
details of the narrative that is provided in the Khan Academy video. A Padlet entry will be
created by the students to post and explain the major idea and details that support the main
notion. The students will select three of their classmates' movies to watch, and then they will
respond with either a responding video or a textual response. The next step for the students is to
engage in autonomous practice on the iReady platform, where they will practice identifying the
primary concept by making use of the essential facts.
Requirement of Learner Participation
iReady independent practice includes the following question: Students will review details
of the story “Teeny Tiny Tarigrades.”
Students answer questions about key details in the story and describe major events
Students will determine the central idea of a text and explain how it is supported by
key details.
Students will retell the story, including key details to support their answers
Students will prepare a short response to answer why tardigrades are important to
scientists who are studying outer space and use details from the article to support their response.
Students will also answer a two-part question that can be supported by evidence from the
reading.
Evaluation and Revisions
To assess students' understanding, I will analyze their responses regarding the main idea
and supporting details presented in the Khan Academy Video. Students should be able to identify
the main idea and supporting details of the text. Students may need help in identifying the main
idea.
To assess the technology's effectiveness, I will utilize the student's data. iReady.com
generates detailed reports indicating the questions that students answer incorrectly. I can identify
misunderstandings in students' responses through their padlet entries.
According to the Triple E Evaluation Rubric, the results classify my lesson as Yellow
light. It is necessary to incorporate instructional strategies from the enhancement and extension
categories to align technology tools with the learning objectives effectively. To improve the
lesson, I can incorporate interactive notebooks, self-reflective practices, and visual
representations of the learning to facilitate student mastery. Enhancing the lesson can be
achieved through the incorporation of real-world issues and role-playing, thereby extending
learning through technology.
References
Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers'
technology integration in the classroom: A matter of utility! Computers & Education,
166, 104159. https://doi.org/10.1016/j.compedu.2021.104159
Friesen, Norm (2012), "Report: Defining Blended Learning"
Khan Academy. What is the main idea? | Reading. https://www.khanacademy.org/ela/cc-2nd-
reading-vocab/xfb4fc0bf01437792:cc-2nd-the-moon/xfb4fc0bf01437792:close-reading-
informational-text/v/what-is-a-main-idea-reading-khan-academy
Pappas, C. (2023). How can you use the ASSURE Instructional Design Model in eLearning?
eLearning Industry. https://elearningindustry.com/how-can-you-use-the-assure-instructional-
design-model-in-elearning
Rao, V. C. S. (2019). Blended Learning: A New Hybrid Teaching Methodology. Journal for
Research Scholars and Professionals of English Language Teaching (JRSP-ELT), 3(13).
Reina, M. Teeny Tiny Tardigrades. Highlights.
https://teacher-toolbox.i-ready.com/toolbox/R.3/classroom-resources.html
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