TECHNOLOGY INTEGRATION
Technology Integration Learning Plan
Whitney Young-Magee
School of Education, Liberty University
Technology Integration Learning Plan
Technology integration is the deliberate use of technology tools and resources to enhance
teaching and learning. Educational Technology includes a systematic organized process of
applying modern technology within teaching pedagogies with the intent to improve the quality of
education (Lazar, 2015.) It includes seamlessly blending technology into classroom activities to
foster creativity, engage students, and promote critical thinking skills. In practice, technology
integration transforms classrooms into dynamic learning environments where students have
access to a diverse range of digital resources and opportunities for inquiry-based exploration. By
including technology efficiently, educators can improve student engagement, deepen
understanding and retention of content, and equip students for success in an increasingly digital
world.
As it relates to modern education, technology integration creates a gateway to innovative
and collaborative problem-solving experiences. Using platforms like Padlet, educators are better
equipped to produce dynamic learning environments where all students are actively engaged in
interactive problem-solving tasks in real-time. Padlet acts as a virtual canvas where students
brainstorm their ideas, share resources, and collaborate seamlessly, regardless of location. The
findings in a study titled Padlet as an educational tool: Pedagogical considerations and
lessons learned showed that “Most students found sharing their answers on Padlet stress-free”,
and that they enjoyed the freedom to “browse and learn from others’ answers” if they were
struggling with the concept or entered the discourse late (Deni et al., 2018). Incorporating Padlet
empowers students to make collective decisions, explore different perspectives, and produce
creative solutions to complex issues. This immersive approach not only fosters collaborative
problem-solving skills but also improves proficiency in technology use as a tool for both
innovation and knowledge-sharing. Padlet activities allow students to make stronger social
connections with their peers as they collaborate to create meaningful solutions and engage in
thought-provoking discourse in a digital landscape.
Technology Integration Matrix
The choice of learning environment for this specific technology-integrated lesson is
defined as “Collaborative", placing emphasis on the importance of cooperative problem-solving
and collective decision-making. In this environment, learners are actively engaged with each
other, pooling their diverse ideas, perspectives and insights to tackle complex questions and
challenges. The selected level of integration is “Infusion”, showing the seamless integration of
technology tools, more specifically, Padlet, into student learning experiences. In this context,
Padlet acts as a digital platform that facilitates real-time collaboration and sharing of
information. It also augments the collaborative problem-solving process. Intersecting the
collaborative learning environment with the infusion level of integration prioritizes student-
centered exploration and interaction, nurturing a dynamic and inclusive learning environment,
and serving as a catalyst for collaborative inquiry and innovation.
The ASSURE Model for Instructional Design
The Assure model is systematic approach to instructional design that offers educators a
framework for efficiently integrating technology into their teaching practices. Produced by
Smaldino, Lowther, and Russell in 2008, this model highlights the significance of analytically
breaking down learner's needs, allotting appropriate strategies and technologies, and examining
the effectiveness of instruction. The Assure model aids educator in following a series of steps,
including analyzing learners, stating objectives, selecting strategies and technology, utilizing
materials, requiring learner participation, and evaluating and revising instruction (Kim et al.,
2016). Through the use and guidance of the Assure model, educators can ensure that technology
integration is beneficial, that it aligns with learning objectives, and enhances the overall learning
experience of students.
Analysis of Learners and Technology in the Local Setting
In the middle school learning environments, analyzing the students as learners as well as
technology in the local context is essential for designing impactful technology-integrated lessons.
Middle schoolers are typically pretty familiar with technology, being that they grown up in a
digital age where devices like laptops and smartphones are universal. Due their familiarity, they
are likely to feel more comfortable and even confident engaging with technology-enhanced
lessons. Furthermore, the social element within the classroom plays an important role, as
students are acquainted with their peers and may be more inclined to collaboarate and actively
participate in discussions facilitated by technology platforms like Padlet.
As for the technology available in the local setting, necessities include reliable wifi
connection and access to laptops or similar devices. These resources must be available for
seamless integration and participation in online activities and collaborative task. Currently,
students in my current district of employment are integrated in a 1-1 technology program,
therefore, each student has access to a laptop or device. With connection to wife and access to
laptops, students are readily able to engage with virtual platforms like Padlet to share ideas,
collaborate on projects, and contribute to discussions. Leveraging these resources, educators are
better equipped to create dynamic learning environments that nurture critical thinking, and
collaboration among middle school students (Godzicki et al., 2013).
Standards and Objectives
This lesson’s instructional focus aligns with priority curriculum standards and ISTE
standards aimed toward fostering critical thinking, evidence-based argumentation, and real-world
application of skills. The lesson integrates the Georgia Standards of Excellence for English
Language Arts, specifically including ELAGSE6W1, which emphasizes the development of
argumentative writing skills by requiring students to articulate claims supported by clear reasons
and relevant evidence, and ELAGSE6RI1, which highlights the importance of citing textual
evidence to support analysis of both explicit content and inferred meanings within texts.
Moreover, this lesson incorporates the ISTE Standard 1.3.d, which encourages students
to explore real-world issues actively. By engaging with authentic problems and inquiries,
students have the opportunity to construct knowledge, develop theories, and seek answers and
solutions within meaningful contexts. Through the intersection of these standards, the lesson
aims to empower students to critically analyze texts, construct persuasive arguments, and apply
their learning to address real-world issues effectively.
ELAGSE6W1 Write arguments to support claims with clear reasons and relevant
evidence.
ELAGSE6RI1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
1.3.d Explore Real-World Issues: Students build knowledge by actively exploring
real-world issues and problems, developing ideas and theories, and pursuing answers
and solutions.
The objectives of this lesson are:
Upon reading a grade-level argumentative essay, students will state a claim choosing
the same or opposing side from the author of the essay.
Students will support a claim with relevant and research-based reasoning and
evidence.
After establishing their argument, students will participate in online discourse
regarding the topic to further develop their ideas and pursue new solutions, using the
platform Padlet.
Selection of Strategies, Technology, Media, and Materials
For this lesson, students are required to analyze a grade-level argumentative essy to
identify its central claim and form their own claims in support of or against the author’s stance.
They will then support their argument through the use of research, attainment of relevant
evidence, and reasoning, fostering critical thinking and evidence-based argumentation skills. In
order to deepen their engagement and retention students will then engage in collaborative
discourse utilizing the online platform Padlet. This will allow them to contribute ideas, respond
to peers’ contributions, and explore new solutions collectively. By integrating these strategies
and technology, students participate actively in the construction of arguments and engage in
meaningful discussions that encourage critical thinking and effective communication skills in the
context of argumentative writing.
In aligning with the chosen learning environment of "Collaborative" and the level of
integration identified as "Infusion," this lesson design intends to leverage technology to enhance
collaborative problem-solving and communication among students. According to the extended
descriptors, as provided by the Technology Integration Matrix, within a collaborative
environment, students are actively engaged in cooperative learning experiences where they work
together to achieve common goals. By integrating technology at the Infusion level, the lesson
places emphasis on the seamless incorporation of digital tools to support and enhance
collaborative activities. More specifically, Padlet acts as a versatile platform that facilitates
synchronous collaboration, allowing students to contribute ideas, provide feedback, and engage
in discussions in real-time. This technology-infused collaboration fosters a sense of shared
responsibility among students as they collectively navigate complex tasks and explore diverse
perspectives. At the intersection of the Collaborative learning environment and Infusion level of
integration, the lesson fosters a dynamic and inclusive learning experience that capitalizes on
technology to promote collaboration, critical thinking, and communication skills.
Utilization of Materials
To efficiently utilize Padlet, the CommonLit article “Putting Good Deeds in Headlines
May Not Be So Good,” and Cobb County School District Research Engines in the lesson, follow
these step-by-step instructions:
1. Access Padlet:
- Open a web browser and navigate to the Padlet website (padlet.com).
- Log in to your Padlet account or create a new one if necessary.
- Create a new Padlet board for the lesson by clicking on the "+" button or selecting
"Create a Padlet."
2. Share the CommonLit Article:
- Provide students with access to the CommonLit article "Putting Good Deeds in
Headlines May Not Be So Good."
- Distribute the article link via email, (CTLS) learning management system, or by
displaying it on a shared screen.
- Encourage students to read the article independently and take notes on key points and
evidence presented.
3. Navigate Cobb County School District Research Engines:
- Direct students to the Cobb County School District Research Engines webpage
- Instruct students to explore the available research engines and databases to gather
additional information and evidence related to the article topic.
- Encourage students to utilize search filters and keywords to narrow down their
research and locate relevant sources.
4. Introduce Padlet for Online Discourse:
- Share the Padlet board link with students via email, (CTLS) learning management
system, or by displaying it on a shared screen.
- Provide a brief overview of Padlet's features and functionality, emphasizing its role as
a collaborative platform for sharing ideas and engaging in discussions.
5. Engage in Online Discourse on Padlet:
- Prompt students to access the Padlet board and contribute their thoughts, insights, and
questions related to the article topic.
- Encourage students to respond to their peers' contributions, ask clarifying questions,
and provide constructive feedback.
- Monitor the Padlet board periodically to facilitate discussion, address any
misconceptions, and guide students in synthesizing information and forming reasoned
arguments.
By following these step-by-step directions, students can effectively use Padlet, the
CommonLit article, and Cobb County School District research engines to engage in collaborative
discourse, gather evidence, and develop their arguments in the context of the lesson’s topic.
Requirement of Learner Participation
To ensure active participation, students must follow a structured format in place to
promote critical thinking and collaborative engagement. Students must first establish an initial
post on Padlet, where they articulate their claim and support their claim with research-based
reasoning and evidence, including proper references. This step aids students in establishing their
position on the topic and substantiating their argument using credible sources.
Following this initial post, students are required to engage with their peers’ contributions
by commenting on at least three different initial posts. This requirement encourages students to
critically evaluate alternative or opposing viewpoints, ask clarifying questions, and provide
constructive feedback, thus initiating discourse and prompting diverse perspectives to be shared.
Subsequently, students will respond to each comment under their own initial post,
fostering a dialogue and encouraging further exploration of ideas. This iterative process
encourages students to reflect on the perspectives of their peers and refine their own arguments,
deepening their understanding of the content through interactive discussion.
Lastly, in a final post, students will revisit their initial position on the topic and reflect on
whether their stance has evolved based on the information learned through the discussion. It is in
this post that students will articulate any changes in their perspective and provide a rationale
supporting their shifts in opinion, demonstrating their ability to critically evaluate evidence and
engage in reflective thinking. This structured formative approach not only f
In a final post, students will revisit their initial position on the topic and reflect on
whether their stance has evolved based on the information learned through the discussion. Here,
students will articulate any changes in their perspective and provide rationale for their shifts in
opinion, demonstrating their ability to critically evaluate evidence and engage in reflective
thinking. This structured formative approach not only promotes student argumentation skills, but
also cultivates active participation and collaborative discussion within the digital learning
environment.
Evaluation and Revisions
Data collection methods will include qualitative observation of student engagement and
participation on Padlet and analysis of their contributions. Formative assessment will focus on
the clarity of claims and critical thinking demonstrated. Quantitative data will be gathered
through post-lesson surveys to assess student perceptions and learning outcomes. Learning
analytics tolls will track student activity metrics on Padlet. The data collected will serve as a
guide to future revisions by identifying strengths and weaknesses in student learning, informing
adjustments to instructional strategies and technology use. Feedback from the surveys will
inform decisions on lesson design and implementation.Overall, data analysis will drive iterative
improvement to enhance learning experiences and optimize student outcomes.
The evaluation of the technology’s efficiency in this lesson will involve quantitative
metrics and qualitative feedback. The evaluation of technology's effectiveness in this lesson will
involve quantitative metrics and qualitative feedback. Quantitatively, we'll track usage patterns
on Padlet, including frequency of contributions and time spent, including dubious minutes.
Qualitative feedback will be gathered by leveraging surveys and interviews that assess students’
perceptions of Padlet’s usefulness and impact on their learning. Observations and reflections by
educators will further evaluate its alignment with instructional goals, as well as the quality of
interacttions. Based on the data and information collected, adjustments will be made to optimize
technology integration and enhance student outcomes in future lessons.
The lesson will be evaluated through the use of the Triple E Evaluation Rubric in order to
assess its effectiveness in enhancing learning experiences through technology integration. First,
the rubric’s engagement criterion will be applied to evaluate the extent to which students are
actively engaged and motivated throughout the lesson. This will include assessing the level of
participation and collaboration on Padlet, as well as students’ enthusiasm and interest in the
given topic. Secondly, the enhancement criterion will be considered to determine the degree to
which the technology enhances the learning outcomes an promotes critical thinking and problem-
solving skills. This evaluation will primarily focus on the quality of student contributions and the
depth of analysis displayed in their posts. Lastly, the extension criterion will be considered to
examine the exten to which the technology extends learning beyond the classroom and provides
opportunities for further exploration and application of concepts. This means assessing the
quality of online discourse and if students’ conversation are genuinely meaningful and if they see
it as a collaborative tool to reach solutions as a group. Based on this examination using the Triple
E Rubric, adjustments will be made to refine the lessons’ design to better support student
learning.
References
Al-Khalidi, I. (2021). Using the Triple E Framework as an Instructional Design Tool for the
Assessment of Technology Integration in a Variety of TESOL Contexts. The Asian ESP
Journal, 47.
Deni, A. R. M., & Zainal, Z. I. (2018, October). Padlet as an educational tool: Pedagogical
considerations and lessons learnt. InLProceedings of the 10th International Conference on
Education Technology and ComputersL(pp. 156-162).
Al-Khalidi, I. (2021). Using the Triple E Framework as an Instructional Design Tool for the
Assessment of Technology Integration in a Variety of TESOL Contexts. The Asian ESP
Journal, 47.
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing Motivation and
Engagement in Elementary and Middle School Students through Technology-Supported
Learning Environments. Online Submission.
Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12 Teachers.
Computers in the Schools, 33(3), 153-168.
Lazar, S. (2015). The importance of educational technology in teaching. International Journal of
Cognitive Research in Science, Engineering and Education, 3(1), 111-114.
https://www.georgiastandards.org/Georgia-Standards/Documents/ELA-Standards-
Grades-6-8.pdf
https://iste.org/standards/students
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for
learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.
