TECHNOLOGY INTEGRATION
Technology Integration Learning Plan
Brittany M. Benjamin
School of Education, Liberty University
Author Note
Technology Integration Learning Plan
Oftentimes you may think technology integration is just adding in the lesson that the
students will get on their computers. However, that is truly not what technology integration is
and that is definitely not meaningful for the children. Technology integration is the well-
coordinated use of digital devices and cloud computing as tools for problem-solving, deeper
learning, and understanding (Studio, 2021). One should remember that it facilitates the
curriculum, but it is not the curriculum itself. Technology integration starts with the teacher in
the classroom and putting a twist on the curriculum. Inside the classroom, effective technology
integration looks routine and transparent, accessible and readily available for the task at hand and
supporting the curricular goals, and helping the students to effectively reach their goals (Person,
2007). Technology integration is not only beneficial for the children, but for the teacher as well
in the aspect of accessing data points.
Technology Integration Matrix
If I am quite honest, this technology integration learning plan can go for various learning
environments and various levels of integration depending on where you are in the lesson. In this
particular lesson, the learning environment is active and truly meaningful. In the lesson the
students are all active; they are all engaged in using technology as a tool, rather than passively
receiving information from the technology. The students have learned how to use this tool to
help further their own understanding over various topics they come across in their various
subjects. The students are able to be independent and, however, use this tool as a choice and
exploration in terms of enhancing their learning within different gaming styles. The children
have adapted to this learning style and even have expressed their understanding to others, and
others in different 3rd grade classes. Overall, with the game of Blooket, the children are
developing a conceptual understanding of technology and how to engage in the various tools
such as their computers, and technology structure game Blooket.
The ASSURE Model for Instructional Design
The ASSURE model is used to help teachers integrate technology in their lesson plans.
ASSURE is an instructional design model that has the goal of producing more effective teaching
and learning (Kurt, 2016). The ASSURE model helps us analyze our students as learners first
and we as teachers should analyze the attributes of each learner. Next we must have standards
and that is what the S stands for - state standards and objectives. It is critical for students to know
what exactly they are learning and objectives and goals they should achieve at the end of the
lesson, standard, or unit. The second S in the acronym ASSURE, is Selecting strategies,
technology, media and materials. It is important to incorporate these things because technology
gives a balance into one’s education especially in the generation we live in. With this process,
learning is at its best when the teacher merely leads the student into discovering the correct
answer to a problem themselves (Kurt, 2016). An effective teacher is merely a facilitator to the
process of learning (Kurt, 2016). Then one must know how to “Utilize the material.” Planning
ahead in this component is key to success not only for you but for your students as well. When
you are prepared and have utilized and plan ahead the students are more successful. Then in the
ASSURE model, the letter R is for what is required from the specific learner and then last but not
least, the “E” and evaluating and revising is so crucial in this model. Here is where you evaluate
yourself and how successful you were in delivering your content to the children. The ASSURE is
a great model to make sure teachers are teaching to their fullest potential and planning and giving
their students their best.
Analysis of Learners and Technology in the Local Setting
I have a set of 20 amazing students. Majority of my students this year are hands-on
learners and/or students who like learning through technology and games. There are 5 auditory
learners, 4 visual learners and 11 kinesthetic learners. Many of my students are very low. Many
miss basic concepts due to COVID. They had to learn virtual at the age 4 and 5. There are
various different attitudes towards learning in the classroom. You have a handful that loves to
learn, you have a handful that does not care to learn, you have a handful who has an attitude
because it is more work than the previous grade but I take it all with a grain of salt and tell them
that the basic knowledge they are learning now will set them up for success in the future. They
are my rising stars. My learners are tech savvy. They truly keep me in line when it comes to
technology in the classroom. They also keep me up to date with the latest gaming so that I can
incorporate some way in our daily lessons. This year, I do not have any IEPs for Special
Education, however, I do have some students who do receive speech but that does not hinder
them academically. Many are hesitant to learn reading, because they do not know many words,
but others are hesitant to learn reading because they love math and numbers.
My students are fortunate to have a lot of access to technology in our homeschool.
Although we are the oldest homeschool in our district we have a lot of technology opportunities
within the school and right outside the community. We have internet access schoolwide and we
also offer hotspots to families so that their child can do their work at home as well. We have
various technology tools, such as computers, tablets, chromebooks, Space Makers, and so much
more. We also have various softwares used in the school; TEAMS and Google Classroom. The
tools that are needed for our learning environment and level of integration are all right in our
homeschool. We need internet access, computers, TEAMS or Google Classroom to make this
complete.
Standards and Objectives
It is critical that teachers use the standards given from the state and create
objectives/goals that the students need to meet in order to master that standard or skill being
presented. In this unit, I used the math state standard 3.NSBT.2. Prior to this lesson, I taught the
standard 3.NSBT.1, however, I incorporated this standard in the lesson as well. In referencing
the ISTE Standard, the children are Empowered Learner; Standard 1.1 (2021).
●3.NSBT.1: Use place value understanding to round whole numbers to the nearest 10
or 100.
●3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of
place value and properties of operations.
●1.1 Empowered Learner: Students leverage technology to take an active role in
choosing, achieving, and demonstrating competency in their learning goals, informed
by the learning sciences.
o1.1.c Students use technology to seek feedback that informs and improves
their practice to demonstrate their learning in a variety of ways.
The objectives of this lesson are:
●Learners will construct a presentation using Flipgrid in supporting their knowledge
of how to add and subtract with and without regrouping.
●Learners will demonstrate their understanding by completing a Blooket game and
talking and discussing questions they got wrong.
●Students will use technology to seek feedback that informs and improves their
practice of adding and subtracting with and without regrouping.
Selection of Strategies, Technology, Media, and Materials
Within this lesson, the strategy used was to get children to not only demonstrate their
understanding of place value and addition but to get children to verbally talk about the various
steps and methods they used to understand the concept. Children will be independent and have
some choice in exploring the various tools such as Blooket and Flipgrid. There are various levels
of technology integration just amongst the two apps. In Blooket, they can explore various tools
within to help them problem solve and get feedback on questions they may have gotten wrong on
the game. Flipgrid is used to show the teacher their understanding of the concept.
As discussed in the previous paragraph, the learning environment within this lesson is
Active. Children are actively engaged in the technology and gain conceptual knowledge within
the lesson. The students are also adapting to the teacher who helps facilitate the students'
exploration and independence in using the various tools (Winkelman, 2021). These various
technology tools are used on a daily basis to help foster the love of learning and having students
engaged. Each day, the teacher unfolds a new aspect piece to each technology integration.
However, the overall learning environment in the classroom outside of the technology
integration Matrix is enjoyable but challenging at times.
Utilization of Materials
How exciting is it to use various technological aspects within a lesson. First we would
use the internet access available at the school. We will then be conducting through TEAMS. The
teacher will add the link to the children’s homeroom and/or math page. The students will login to
Blooket using various codes for various game-like ideas that consist of the various topics
learned. Codes will be found within the homeroom section or math section on teams. The
children will then put in the codes and display their knowledge and understanding of the skill
being taught. The children will also have the link in teams to create a Flipgrid and navigate the
various tools within Flipgrid to verbally talk about their understanding of the concept as well.
The flipgrid will also be used for the children to show their work and/or examples while
explaining. This is another form of exploration within the technology tool. Once Flipgrid is
created, children must save it and submit it to the teacher. The teacher will then look over the
Flipgrid and give feedback to the children. With Blooket, the teacher can have it set up where it
gives the children feedback as they are going through the game or it can be given to them at the
end when they review and reflect on their games. These technology tools are really easy to
navigate and the children will love to use them. As the matrix states, “Students work
independently with technology tools in conventional ways. Students are developing a conceptual
understanding of technology tools and begin to engage with these tools (Winkelman, 2021). In
this lesson I strived for this to occur for my students.
Requirement of Learner Participation
Learners will engage in this lesson by completing various assignments within Blooket
and also creating a Flipgrid. They will also be assessed on their collaboration amongst their peers
as they share their various strategies and ideas with one another after completing their
assignments. As I am walking around I will ask questions, such as how did you explore this to
find your answer? Can you explain how you solved the problem and used problem solving skills
to figure out this answer? I will ask questions such as what steps did you take that someone else
did not do to get the answer? Then I will assess the level of engagement through observation to
see if all students are on task. As a teacher, I would also incorporate asking how you navigate
through these tools to solve problems and create a video? One last question, I would ask the
students how could we use these tools to challenge other students in the classroom. There are so
many formative questions that could be asked during this technology integration lesson.
Evaluation and Revisions
The data that will be collected is the problems the students get wrong on the game. If the
students master the games without error, they will take another assessment that will place them
in their own learning pathway. Even observation will be collected, how engaged were the
students on a level 4 being extremely engaged to a level 1 not being engaged at all. With the data
given, I will go back to the drawing board to figure out the gap and where the students need more
support. I will even go back to base ten blocks, but use the digital dormant so students can still
navigate the technology worlds and use those tools to help them add with or without grouping.
Just as I previously stated I will grade the technology engagement between levels 1 to 4. I
will also have a rubric for the Flipgrid and will be using that data to determine their effectiveness
of exploring the various tools and options within the technology source. In all honesty I truly
think that this lesson accomplished what it was intended to do. The students met their objectives
in various ways. They demonstrated and verbally talked about the concept. However as I
mentioned I would use the digital base ten blocks to help with a more visual and hands-on
experience for some of my learners. Some struggled with not having something concrete. If I am
quite honest, I would use a different game structure format such as Classcraft or even create a
Learning Pathway for each student on various levels to add in the challenging component
especially for my friends that grasp the concept and make few to no errors. A handful of students
got the questions all correct or missed one based on an error like regrouping.
After evaluating and scoring the lesson using Triple E Evaluation Rubric the lesson
scored 14/18 which is classified as exceptional potential. It states that the technology has many
effective strategies built into the tool. HOwever, I do feel that there is always room for
improvement and that although it is classified as Exceptional potential, I truly feel it has strong
potential. Within the next Technology Integration LEarning Plan, I will be incorporating various
tools, but definitely take in consideration the three Es; Engagement, Enhancement, and
Extension. In reality I teach an EDI Model which is a Mini Lesson which I do only, Guided
Practice, what we do together and then You Do, which they do independently. It is a great model
and it helps children really get an understanding of the concept and skill being taught to them. I
see some of these very same strategies mentioned in the Three E’s, just worded differently but it
is all the same thing. My goal is going to be focusing more on a software that is not so familiar
and navigate and give them a tour through that tool. I will also create a differentiation within the
learning pathway for the students but especially for the higher level students. I would also like to
add more real world issues within the content and have students investigate and direct their own
project or activity next time instead of giving them instructions. This was a great experience
honestly, and I am definitely getting to the drawing board to make changes and plan for the
future.
References
ISTE standards: Students. ISTE. (n.d.). Retrieved October 3, 2022, from
https://www.iste.org/standards/iste-standards-for-students
Kurt, D. S. (2016, February 14). Assure: Instructional design model. Educational
Technology. Retrieved October 2, 2022, from https://educationaltechnology.net/assure-
instructional-design-model/
Person. (2007, November 6). What is successful technology integration? Edutopia.
Retrieved September 29, 2022, from https://www.edutopia.org/technology-integration-
guide-description
Studio, C. (2021, November 24). What does "technology integration" mean? - classcraft
blog. Resource hub for schools and districts. Retrieved September 29, 2022, from
https://www.classcraft.com/blog/definition-of-technology-integration-in-education/
Winkelman, R. (2021). Active adaptation. TIM. Retrieved October 3, 2022, from
https://fcit.usf.edu/matrix/project/active-adaptation/
