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Technology Integration Learning Plan
Angela J Tippett
School of Education, Liberty University
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Technology Integration Learning Plan
Education and classrooms in the 21st century look very different from the models and
environments of learning and instruction of just a few decades ago. With the advent of new
technology, changes are made in every corner of society, and the instructional classroom is no
exception. Today’s students have never experienced a world without personal computers and the
internet (Szymkowiak et al., 2021). With today’s youth being surrounded by technology in
every facet of their lives, their educational experience must reflect this trend as well (Crittenden
et al., 2019). According to Nelson et al. (2019), some teachers delay technology integration into
the classroom in an effort to socialize students while minimizing their screen time. However,
Szymkowiak et al. (2021) pointed out that since students are already actively engaged in all
things technological, teachers must take advantage of this interest in the classroom. Technology
in the classroom has expanded students’ opportunities to experience the world as no other
generation has done, allowing increased collaboration and exploration of their interests
(Engelbrecht et al., 2020). Teachers can use technology to engage students, give them more
freedom to explore their interest in the pursuit of learning and offer them the opportunity to solve
real-life problems in a virtual world.
Technology Integration Matrix
The Technology Integration Matrix (TIM) was developed by the Florida Center for
Instructional Technology (FCIT) at the University of South Florida (USF)9in 2005 as a way of
helping teachers understand, evaluate, and develop standards of technology integration in the
classroom (FCIT, 2019). The matrix allows the characteristics of five levels of meaningful
classroom engagement with five levels of technological integration (FCIT, 2019). Using this
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tool, lessons can be quickly evaluated for current levels of integration, and areas of improvement
or revision can be identified.
For this lesson, based on the expected student outcomes and focus of the learning
objectives, a goal-directed learning environment best describes the level of engagement expected
of the students (FCIT, 2019). Students must use innovative thought and research tools online
and explore digital methods of demonstrating the learning outcomes, which aligns with the
transformative level of technological integration, according to the matrix (FCIT, 2019). For this
project, students plan a virtual trip, document through online research the places they visit, and
create a digital travel diary to share their experiences with their classmates. This project has
specific goals and outcomes for the students to achieve, none of which are possible without
internet access and digital devices.
The ASSURE Model for Instructional Design
The ASSURE model for instructional design gives clear guidelines to assist educators in
planning lessons that use best practices to encourage critical thinking skills while best meeting
the educational needs of all students within the class ( Ramadhani & Fitri, 2020). ASSURE is an
acronym for Analyzing learners, Stating Objectives, Selecting methods, media, and materials,
Utilizing media and materials, Requiring learner participation, and Evaluating and revising the
results (Adi et al., 2021). Lessons are developed based on what students already know, what
objectives they are going to be required to meet, what methods and materials are needed to
accomplish these outcomes, how learners will be expected to participate and then looking closely
at the end products to evaluate student learning as well as areas of needed improvement
(Gonzalez & Vieyra, 2019).
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Analysis of Learners and Technology in the Local Setting
For this cross-curriculum learning project, students in the sixth grade will be required to
complete a virtual trip, including a travel itinerary, cost assessment, and digital diary of their
excursion. They are well-versed in searching for images and information on the internet. While
some are advanced in reading and information analysis, others have learning challenges that will
make this project more difficult. Students with more advanced research and evaluation skills
will be paired with a student who faces challenges in these areas to balance the learning and
character development of both students.
The social studies portion of the project will involve choosing and researching the
historical site they wish to visit. Science will cover the different environmental and climate
regions where the sites might be located. Mathematics will cover the itinerary portion of the
planning involving day-to-day cost assessment and budget analysis. At the same time, the
technology instructor will assist in preparing digital diaries using PowerPoint or Google docs.
The computer lab, iPad cart, and students’ personal devices will be used to research, document,
and create the final product. School internet access is adequate for this project. Each student has
a school account, giving them full access to the Office 365 suite of software if they choose to use
PowerPoint and Excel to create their final presentation.
Standards and Objectives
The curriculum and ISTE standards for this project encompass three different subjects
with different standards, objectives, and expected student outcomes for each subject. Three
teachers will participate in the instruction and evaluation of the final projects.
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Social Studies
o 6.H.1.3 Compare multiple perspectives of various historical events in
civilizations in Africa, Asia, Europe, and the Americas using primary and
secondary sources (NC DPI, 2023).
Mathematics
oNC.6.RP.1 Understand the concept of a ratio and use ratio language to
Describe a ratio as a multiplicative relationship between two quantities.
Model a ratio relationship using a variety of representations (NC DPI, 2023).
oNC.6.RP.2 Understand that ratios can be expressed as equivalent unit ratios by
finding and interpreting both unit ratios in context (NC DPI, 2023).
oNC.6.RP.3 Use ratio reasoning with equivalent whole-number ratios to solve
real-world and mathematical problems by: Creating and using a table to
compare ratios. Finding missing values in the tables. Using a unit ratio.
Converting and manipulating measurements using given ratios. • Plotting the
pairs of values on the coordinate plane (NC DPI, 2023).
Technology
oNC.DLS.EL.1.a Students articulate and set personal learning goals, develop
strategies to leverage technology to achieve them, and reflect on the learning
process itself to improve learning outcomes (NC DPI, 2023).
ISTE Standards
o1.1. a Students articulate and9set personal learning goals, develop strategies
leveraging technology to achieve them, and reflect on the9learning
process9itself to improve learning outcomes (ISTE, 2002).
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o1.1.d Students understand the9fundamental concepts9of technology operations,
demonstrate the ability to choose, use and9troubleshoot9current technologies,
and are able to9transfer9their knowledge to explore9emerging technologies
(ISTE, 2002).
o1.6. a-d Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals (ISTE, 2002).
The objectives of this project are:
Select a destination pivotal to American history, plan a virtual trip to this historical site,
and create a digital diary, detailing all aspects of the virtual journey.
Create a budget for the trip, including expenses for transportation, lodging, food, and
miscellaneous expenses.
Create a presentation to detail the journey to the teachers and classmates who did not
travel on this journey.
Selection of Strategies, Technology, Media, and Materials
Students will be assigned partners and given a list of possible historical sites which they
can select to visit virtually during social studies class. One class period will be taken in Social
Studies to discuss the types of information about the site and the journey they will need to locate
during their research. A demonstration of a travel planning website will be given, along with a
list of other possible websites students might use to plan and execute their trip. Students will be
given multiple days to complete the research and allowed to ask questions in class. They must
bring laptops or plan to borrow a laptop from the iPad cart for this research.
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During math class, lessons will be taught on how to create a budget for the trip. Research
on travel expenses, food costs, and other purchases will be done online, with the math teacher
available to assist with questions about calculations or other directions which might need
clarification. The technology instructor will provide detailed lessons on how to source images
and information from the internet, document the sources, and create a digital diary using
PowerPoint or Google Docs.
Students will work on learning goals, creating a digital proof of learning, and be able to
take ownership and responsibility for their learning. Online research and the final product will
be done in the classroom under the tutelage of their teachers. Teachers will encourage creativity
during this process, both during planning, execution, and the final presentation phase, giving
students the opportunity to present the information as it seems best to them. Students will be
encouraged to look for innovative ways to present their findings to their classmates, using
videos, music, and editing software to create more polished presentations if they so choose.
Students will be given a rubric from which to work and will be allowed to contribute to the
grading process by analyzing each other’s final products, as well as their own, using this rubric.
Utilization of Materials
Students will access the internet through school-provided or personal devices to research
their location, plan and execute their trip, gather visuals of their journey, and create a final digital
class presentation. Students will be given a rubric and a checklist to assist them in planning for
deadlines and incorporating all elements of the project. Various websites and software will be
used to find information, gather images, and create the final product. Students will also use
software to create their final presentation for their classmates.
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Requirement of Learner Participation
Students will be online for multiple class periods, conducting the research required to
complete this multi-step project. They will be accountable for completion benchmarks
throughout the entire process. Each teacher will review information, verifying that the student
understands what is expected and how best to achieve the expected outcomes. A daily review
will be conducted, checking with each team for understanding and progress.
Questions such as “Where did you travel to today?”, “What sights did you take pictures
of today?” and “How much money do you have left in your travel account?” will be asked to
keep students focused on the expected outcomes and aware of the approaching benchmarks or
completion dates. Checklists for each group will be compiled, allowing students to track their
progress within the confines of the assignment and better self-regulate time frames and
deadlines. Time management and critical thinking skills will be reinforced as students must
decide how best to utilize their time for the different aspects of the project.
Evaluation and Revisions
After the assignment, students will be asked to present their digital diaries to their
teachers and classmates. The grading rubric provided at the beginning of the project will be used
to assess the completeness of the project and whether or not all expected outcomes have been
met. Peer reviews of their classmates’ projects and a review of their own will be required from
each student. Students will be allowed to contribute to grading their classmates based on their
interpretation of the same rubric used by the teachers. Students will be required to take notes,
ask questions, and give feedback to their classmates on what was good and what could have been
improved upon in their presentation.
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Teachers will collectively review the rubric grading of each presentation and make notes
of things done well, as well as things that could be improved upon in the future. Areas of overall
positivity and weakness will be assessed using the rubric. Any areas that are consistently poor or
show a lack of understanding by the students will be addressed before the project is given as an
assignment in the future.
A review of the various websites used by students will be done to check for potential
risks or unreliable information to protect students better and provide more concrete data during
future assignments of this project. Internet protocols will be reviewed with the administration if
findings indicate that restrictions have limited or created problems for students and to alert them
to any potential issues found during this project. Presentations will be evaluated to assess
student mastery of different software options and capabilities. These potential shortcomings will
be addressed with students prior to the project assignment in the future.
Using the Triple E Evaluation Rubric (Kolb, n.d.), the project was rated for engagement
in the learning, enhancement of the learning goals, and extending the learning goals. A score of
16 placed the project in an adequate green light status. Using technology allows students to be
more engaged in learning, more excited about the learning process, more able to stay focused on
the task at hand, and better set and reach goals for themselves. There were potential
shortcomings in altering student behavior and allowing students to bridge the gap between in-
school learning and their lives outside school. However, these were considered insignificant in
light of the potential gains in student engagement and interest in learning.
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References
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ASSURE model in mathematics for elementary school to improve financial
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Crittenden, W. F., Biel, I. K., & Lovely III, W. A. (2019). Embracing digitalization: Student
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Engelbrecht, J., Llinares, S., & Borba, M. C. (2020). Transformation of the mathematics
classroom with the internet.Zdm,52, 825-841.
Florida Center for Instructional Technology. (2019, June 1). TIM Evaluation Tools. Retrieved
from https://fcit.usf.edu/matrix/evaluation-tools/
González, L. F. M., & Quiroz, V. G. (2019). Instructional design in online education: A systemic
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International Society For Technology In Education. (2002)9International Society for Technology
in Education ISTE. United States. [Web Archive] Retrieved from the Library of
Congress, https://www.loc.gov/item/lcwaN0000230/.
Kolb, L. (n.d.). Triple E Framework - Home. https://www.tripleeframework.com/
Nelson, M. J., Voithofer, R., & Cheng, S. (2019). Mediating factors that influence the technology
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NC DPI. (2023, February 21). The North Carolina Course of Standard Study.
https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study
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