Technology Integration Learning Plan
Technology intergration is a norm in the classroom in today’s society (Digón-Regueiro et
al., 2023). I would say the pandemic has brought more of a light to it, but it has been here for
some time. Since the pandemic, I will say many educators and school systems have perfected
the use of technology in their teaching and creation of curriculum and taken a serious focus on
making sure the use of technology is successful in the classroom (Meccawy, 2023).
Daily interaction in the classroom has incorporated some form of technology ( Digion-
Reguerio et al., 2023). Technology is used to instruct the students, assist the teaching staff,
communicate with families of the students and the administraton. Technology Integration is an
ongoing discussion and how successful or not it is in a school system is a continuous debate. One
of the biggest debates is the training of the teachers and their feelings of anxiety associated with
the use of technology (Kayhan, 2022).
Technology Integration Matrix
I have chose to select the Active Learning, Infusion level of engagement. Because, I work
at the secondary level, I have experience seeing that many of the students these days are well
aware of how to use many forms of technology. With that being said, would be able to choose
what tool they needed to be successful in any activity presented before them. At this level of
active learning with infusion engagement, students are able to select what they need and use the
tools regularly where the teacher guides and informs those choices but, is open to the student’s
choice and ideas. The student is self directed here, and I believe that allows for more authentic
learning and engagement overall in the classroom.
The ASSURE Model for Instructional Design
The acronym ASSURE stands for six basic stages when designing instruction 1. Analyze
learners, 2. State objectives, 3. Select media and materials, 4. Utilize media and materials, 5.
Require learner participation and 6. Evaluate and revise (Altin, 2021). Each area must be covered
in order to fulfil the use of this model. According to Megaw (2006) and stated in Sezer (2013),
ASSURE model is the most convenient model for integrating the theories of education
technology and research with practice.
Analysis of Learners and Technology in the Local Setting
My learners are High school 9th graders. They are very comfortable in my class as it is
focused on social emotional learning and study skills. As an advisory period, they are more open
to learning and participating in this subject. These students are visual learners and love to be
active in the lessons. They are between the ages of 13-14 years old and there are 20 students in
the class.
For this lesson, and in many of my classes, students will have use of their laptops and
mobile devices. I will also be using my interactive smart board to project during the class. Our
lesson will be collobarative and individual with a competition through Kahoot ( online
quiz/game platform) that always excites and lifts the level of engagement in class.
Standards and Objectives
Students will be an empowered learner ,knowledge constructor and creative
communicators from this lesson. They will actively use technology not only to show they learned
the lesson but to actively communicate in a creative way what they learned and work together to
show me that as well.
Students leverage technologies, including assistive technologies, to take an active
role in choosing, achieving, and demonstrating competency in their learning goals,
informed by the learning sciences. ( Virginia DOE digital intergration standards)
Students critically curate a variety of digital resources using appropriate
technologies, including assistive technologies, to construct knowledge, produce
creative digital works, and make meaningful learning experiences for themselves and
others.
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oDigital Learning Integration Standards of Learning
1.1c Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
The objectives of this lesson are:
Students will submit and present in their small groups a collective powerpoint
presentation on their understanding of the lesson and topic.
All students will participate in Kahoot intro quiz game to access their knowledge on
the topic presented in class ( Helping everyone belong-Kindness week)
All students will participate in a class discussion, to discuss best ways in
incorporating students into groups and showing kindness through school
consistently.
Selection of Strategies, Technology, Media, and Materials
I will use open class discssion, presentation, kahoot game and powerpoint for this lesson.
My goal is to have engagement and all students participating openly by having various ways they
can contribute in discussion, small groups and the individual gaming.
The students will be excited and engaged in the game, so I will start the lesson with this.
This will increase engagement, then we will go into my lesson with class discussion. Students
will actively participate showing their knowledge and I will then separate into small groups.
Here the students will use their technology to research and then put together a final powerpoint
presentation to present on what they learned.
Utilization of Materials
1) Open with Kahoot.
a. Materials needed – smart board, students will need mobile device or laptop to
login.
b. Present the kahoot game on the board so students can see as they answer the
points they are receiving
2) After game transition to the lesson. Begin teaching on kindness and what it looks like
as a student in school and to others. Explain the importance of identifying ones own
feelings and how that can help others not feel alone. Open for class discussion
3) Transition into small groups. Hand out small instructions stating that students should
research and then present what are the best ways to keep their peers from being alone
and spreading kindness in HS.
a. Materials: Students are allowed to use internet and their laptops
4) Presentation of group powerpoints.
Requirement of Learner Participation
Students will actively participate in this lesson and be very excited to engage. Historially
all students know advisory to be active so it will not be hard to push for engagement.
Kahoot game
Teacher leads game based on Kindness and ways to include others.
There will be 4 choices that pop on the board and students will vote. The highest votes will be
discussed
If you see a student sitting alone at lunch what should you do?
If you are sad on a school day, what are the best ways for you to communicate to others?
Is it easy to make friends in high school?
If you are a part of a team or extra curricular club is it easier or harder to make friends?
What is kindness?
What makes you happy?
What are some ways to meet others?
What are the easiest ways to meet another student?
These questions are also apart of the lesson and open class discussion
Student answers will be compiled from the Kahoot and displayed.
Then will be shown on the smart board for open discussion. This should take about 10-15 min
and then lead into the open discussion for another 10.
Teacher will use the discussion, to point out the need for kindness and some of the best ways to
be engage students. You want the students to feel free to share but to stay on topic. Show
students the next steps they will do in small groups by researching the best ways to engage with
classmates and to make friends in high school. Give them use of two main webistes to search and
has to include one scholarly site minimum.
The last 40 min of class are devoted to groups and then presentations.
Evaluation and Revisions
Data on what the students learned will be collected through the Kahoot game and through
the overall powerpoint presentation at the end of class. The open class discussion will also show
whether or not they retained knowledge from the lesson.
We also want technology to work well. But, based on how easily or not the students are
able to get on to the software for Kahoot and then follow along with my lesson and produce their
powerpoint will be a major measurement in the success of the technology integration for this
lesson. I will have to make sure I tell students they will need their mobile devices and school
laptops for this lesson ahead of time as well. Additionally, will have access to extra laptops in
class this day as well.
Looking at the triple E evaluation, I believe my lesson would match in the Green
category of very strong potential to connect learning through technology tool. Because of both
the student engagement through their mobile device to play an educational game and then
through the use of the internet to research then create a powerpoint, this is successful display of
technology intergration. Through the small groups they will have an opportunity for
collobaration and to enhance their learning skills through technology by sharing techniques used
to access the necessary information to complete the assignement.
References
Altin, M. (2021). Evaluation of the effectiveness of English language instruction based on the
ASSURE model. E-International Journal of Educational Research, 12(5), 195-211.
https://doi.org/10.19160/e-ijer.1018149
Digon-Regueiro, P., Gewerc-Barujel, A., & Perez-Crego, C.(2023). Dilemmas in the integration
of technologies in a primary school classroom: The dialogue between teacher agency,
curriculum and digital technologies. Pedagogies: an International Journal, 18(3), 333-
351. http://doi.org/10.1080/155480x.2021.2013235
Kayhan, O.(2022). Understanding teachers’ classroom management anxiety:The role of
educational technology usage in classrooms. Journal of Teacher Education & Lifelong
Learning (TELL), 4(2), 51-64. https://doi.org/10.51535/tell.1148725
Meccawy,M. (2023). Teachers’ prospective attitudes towards the adoption of the extended reality
Technologies in the classroom:Inerests and concerns. Smart Learning Environments,
10(1), 1-20. https://doi.org/10.1186/s40561-023-00256-8
Sezer, B., Karaoglan Yilmaz, F.G., & Yilmaz, R. (2013). Integrating technology into classroom:
The learner-centered instructional design. International Journal on New Trends in
Education &Their Implications (IJONTE), 4(4), 134-144.
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