TECHNOLOGY INTEGRATION
Technology Integration Learning Plan
Malcolm Taylor
School of Education, Liberty University
Technology Integration Learning Plan
The integration of technology is a worldwide initiative that is helping advance
classrooms all around. Each school system’s lesson plan is being created from a template that
includes the integration of technology. According to Nieves Licwinko (2024), teachers integrate
technology into special education classrooms by using slideshows, whether from PowerPoint or
Google Sheets. They go on to discuss the importance of technology integration in the co-
teaching setting and how it directly impacts students when done the right way. With the
constant evolution of technology, it is important that we introduce and continue to use
technology in our lessons to grow our scholars’ technology competence.
Technology Integration Matrix
When using the Technology Integration Matrix, the learning environment that was
chosen is goal-directed. The technology integration level is adoption, where I will direct
students with their procedural use of their technological tools. These choices help contribute to
working with my small group and allow me to direct their instruction as they practice with me. It
will allow me to help the students set goals to reach as they work through the problems that are
given for them to graph. Each student will have their own piece of technology to work with to
contribute to independent practice.
The ASSURE Model for Instructional Design
The ASSURE Model ensures that teachers do the following: Analyze learners, state the
standards and objectives, select strategies, technology, media, and materials, utilize materials,
require learner participation, and evaluate and revise. The ASSURE model was developed in
1999 by Robert Heinich and Michael Molenda. Lei (2023) tells us that the model is a practical
guide that helps plan and deliver instruction that focuses on integrating technology. It helps
place objectives into perspective for students so that they are able to accomplish the objective.
The model has been deemed easy to follow and is learner/student-centered.
Analysis of Learners and Technology in the Local Setting
I am currently a small group special education math teacher. I will have a classroom of
nine students. Each student in my classroom is currently below grade level by at least 2 grade
levels. The students do not enjoy math, but I have developed relationships with them all to help
them see the enjoyment in math. I constantly use real-world examples and speak to them in
their language to help them understand concepts. They enjoy assignments with technology and
take advantage of the use of it during class time. They enjoy assignments that incorporate
technology. They struggle to explain their thinking methods, but they enjoy verbally answering
questions.
At our school, learners have access to the school-wide internet. There is also a laptop
cart in each classroom for students to have access to. Students are not allowed to take
technology home, so most students use their cell phones, tablets, or home devices for
homework. For this assignment, students will need access to the Desmos graphing calculator
software and website. Our school has granted access to this software through our Clever
student portal. All they will have to do is log in through the portal. Students will also have to
access the Great Minds math learning curriculum that we use to guide our math instruction.
Standards and Objectives
These curriculum standards require students to review and graph linear equations to
determine the solution, the number of solutions, or identify if there are infinitely many
solutions on a graph.
The ISTE standard focuses on students using strategies to help them gain knowledge
while using technology to answer questions.
•8.FGR.7.2 Show and explain that solutions to a system of two linear equations in
two variables correspond to points of intersection of their graphs, because the
points of intersection satisfy both equations simultaneously.
•8.FGR.7.3 Approximate solutions of two linear equations in two variables by
graphing the equations and solving simple cases by inspection.
•1.5 Computational Thinker: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
The objectives of this lesson are:
•Students will be able to use an electronic graphing software to graph points on a
coordinate plane.
•Students will use a graphing calculator to graph linear equations to determine the
solution point on a coordinate plane.
•Students will approximate the solution set of linear equations by using technology
instead of pencil and paper to find solutions.
Selection of Strategies, Technology, Media, and Materials
To gauge the interest of my students, I will first introduce the idea of using technology
instead of traditional graphing with paper and pencil. I know that we are going to have
Chromebooks available for use, so I have planned to use those, and if those are not working or
available, we will use the smart board as a whole group. Students will be introduced to a
YouTube video that will show them how to use Desmos calculator. They will then have regular
graphing calculators along with the Desmos graphing calculator on the computer to use.
The descriptor and level that I have chosen align with the type of instruction that I will
be giving to my small group. Most of the lesson will be teacher-directed, with minimal student
independence. The goal of the lesson is for students to see how to identify the solution set of
two different linear equations. The technology integration piece will allow for students to see
the work that they have done in live action. The lines that are produced in Desmos are a
simplified and fast version of the computation that they are required to complete. Having them
work with a peer and compare answers allows them to reflect with another student on their
findings to see if they have met the goal of finding the correct solution set. Students will first be
shown step-bystep modeled instructions on what to do and how to work Desmos. All solutions
will be checked by me as we work through each problem together and as pairs.
Utilization of Materials
•Students will enter the classroom and gather their materials.
•Students will retrieve a chromebook from the cart.
•Students will review the standard and objective with the teacher.
•Students will be introduced to the Desmos software via YouTube.
•After watching the YouTube video, students will work with the teacher to solve
linear equations (pencil & paper).
•Students will then graph the solution sets.
•Students will review their solutions with a peer to compare answers.
•Students will use Desmos calculator to input those same equations to determine
if the solution set they found matches the computer’s graph.
•Students will compare graphs and solution sets from problems that they solve on
paper and input into Desmos.
•Students will ensure that they have the correct solution set as we go through the
worksheet with the problems.
•Students will then take turns showing their graphs and solution sets on the main
smart board.
•Each pair will have a chance to display their solution sets.
Requirement of Learner Participation
Learners will have to display their ability to use technology effectively as they go through
each problem. The learners will show that they can properly solve linear equations on paper.
This will require them to correctly isolate the variable of y (if needed) and move all elements of
the problem away. All equations will need to be in the correct form of y=mx+b before they are
able to input the equation into the Desmos graphing calculator. This will also require the
students to find the slope and the y-intercept. The y-intercept is needed to graph the first point
of the equation, and the slope has to be identified to be able to graph the remaining
coordinates to complete the line. Students will first need to work with their partners to solve for
these numbers and graph the solutions on paper.
The technology integration piece arises once students complete the computation. The
linear equations will not originally be in the correct form needed to be placed into Desmos.
Students are not able to just input the problems directly from the paper. They will have to
convert the problems so that Desmos is able to correctly graph the equations. Students also
have to ensure that the Desmos calculator is formulating lines in different colors so that they are
able to see the two different linear equations and where they intersect, or the solution
coordinate. Having students complete the equations on pencil and paper and electronically
gives them learning forms of differentiation, and also incorporates technology into the lesson as
well.
Formative questions:
What is the correct form of a linear equation?
What do the variables m and b represent in a linear equation?
How can we identify the slope? (rise over run)
What is the first coordinate to be graphed in a linear equation?
How do equations need to be entered into the Desmos calculator?
What is a solution set?
Can linear equations have more than one solution?
What do we notice about the difference between Desmos and our work?
Evaluation and Revisions
Data will be collected based on teacher observations. Students will be observed on their
computation of problems and accuracy of the linear equations in their final form. Students will
also be graded on the accuracy of their graphs on paper and within the Desmos graphing
calculator. Students are required to produce correct equations and show their work on how
they were able to get the required variables for the equation. This data on students showing
their work will be used to determine the student misconceptions and mistakes that need to be
addressed in the follow up lesson. The students’ use of the Desmos calculator on the computer
will be used to determine if students are able to read and understand graphs to identify the
solution set for different linear equations. This will allow for me to have students explain what
they see verbally and address it aloud to the class to clear up any misconceptions. Data will also
be collected on the ability of the students to work with another student in the classroom. This
would help me determine how to better group students to allow for maximum participation and
understanding.
One of the key factors when using technology is for students to be able to effectively use
the software without too much confusion. One of the things that I want to ensure is that my
students understand exactly what they are looking for. The technology should clearly identify
the point of intersection, or the solution set of the two different linear equations. The lines
should also be in different colors. If the students are able to recognize the solution set of the
two linear equations, the students are correctly using the software. The graphing calculator
settings can be changed to ensure that the equations are entered in the form required by myself
for the students. This ensures that the students actually complete the computation instead of
entering exactly what they see on the paper.
Objectives are met by the students when they are able to list the correct solution set as
a coordinate on their worksheet. Not only will the students use the graphing calculator, they will
also have to explain exactly the steps that they took to enter the data and equations into the
software. They will also need to show that they have the correct slope for the equation and
yintercept. If they input this wrong, the software should give them an incorrect line. I do believe
that this software is the most effective. It is most effective because they will use this same
calculator for their end of the year Georgia Milestones Assessment. This not only introduces
them to technology, but also to the content that is going to be needed
The Triple E evaluation rubric helped me rate my lesson as I completed it. The rating that
I was able to give myself was a 13 out of 18. This rating produces an exceptional or strong
potential to connect through technology (Triple E framework). This means that I have created a
lesson where technology can have a great impact on the students. The lesson received a perfect
score in engagement in the learning. It also received a near-perfect score in the enhancement of
learning goals. I do agree with this lesson evaluation because I do anticipate the students being
highly engaged and being able to use this product of technology to enhance their understanding
of the learning objective. The shortcoming came in the extension portion. This is because I am
unsure if the students will have the access to software at their homes due to a lack of
technology or internet. Also, I have to ensure that the students fully understand how to use
Desmos before asking them to work on these things independently. I am also unsure if the
software can help with life skills outside of math computation.
References
Crompton, H., Burke, D. The Nexus of ISTE Standards and Academic Progress: A Mapping
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Koyunkaya, M. Y., & Dede, A. T. (2024). Using different digital tools in designing and solving
mathematical modelling problems. Education and Information Technologies., 29(14),
19035–19065. https://doi.org/10.1007/s10639-024-12577-3
Lei, G. (2023). Influence of assure model in enhancing educational technology. Interactive
Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2172047
Maclemale, R. (n.d.). Matrix. TIM. https://fcit.usf.edu/matrix/matrix/
Nieves Licwinko, K. (2024). Technology integration among special education certified coteachers
in the inclusion classroom. Journal of Special Education Technology, 39(3),
363–377. https://doi.org/10.1177/01626434241227170
Triple E framework. Triple E Framework. (n.d.). https://www.tripleeframework.com/
