TECHNOLOGY INTEGRATION
Technology Integration: Project-Based Learning Plan
Ieshia N. Davis
School of Education, Liberty University
Author Note
I, Ieshia N. Davis have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Ieshia N. Davis. Email: [email protected]
Technology Integration: Project-Based Learning Plan
Project-Based Learning, or PBL, is a learning style that is student-centered. This
approach encourages students to be actively involved in acquiring knowledge and solutions to
real-world problems and/or situations through collaboration with peers, and the creation of a
final product that shares newly obtained knowledge and demonstrates students’ level of
understanding, as it pertains to course material. While students are active participants, the role of
the teacher is to act as a facilitator of learning, providing resources and support from the
project’s start to end while evaluating what the knowledge students acquire throughout as it
pertains to grade level and state standards because PBL lends itself to being cross-curricular
(Connell, 2021). Project-Based Learning is a form of inquiry-based learning where depth of
learning is directly tied to authentic questioning that leads to a thorough investigation and overall
meaningful learning experiences for students. PBL fosters collaboration as all students are
expected to contribute to the final outcome corroborated with active reflection and engagement
to ensure work is essential to the final product for presentation.
Utilizing technology offers the opportunity to continue to enhance the learning
experiences that project-based learning has to offer. The utilization of technology in project-
based learning supports the efforts of policymakers developing reform to reflect the skills
necessary to be successful in the 21st era of adulthood. Ranging from international, to national,
and to more localized technology and information literacy, new educational frameworks have
emerged to provide outcome benchmarks for student mastery that leaders of major fields in the
workforce deem necessary for potential job candidates (Chu et al., 2017). As preparing students
for life beyond the classroom is one of the ultimate goals of educators, integrating technology in
conjunction with project-based learning ensures that students develop authentic learning
experiences, but also develop in skills as potential job candidates such as critical thinking,
creativity, collaboration, and communication; a necessity to achieving learning objectives while
teaching students to be more independent in their learning inside the classroom (Muhammed et
al., 2021).
Technology Integration Matrix
Students can utilize technology with project based learning in a number of ways to
support students thinking throughout their investigation. For example, technology can be a
critical piece in gathering, organizing, and presenting information, as well as a way to foster
communication with peers as you collaborate and complete the final product of the project. The
worldwide web offers global resources to students through the form of literature, virtual reality
field trips/experiences, and presentation software. Students will be able to share and gather
information regarding their topic, reaching audiences beyond the classroom. In 2022, a research
study was conducted to investigate the key characteristics of project based learning and provide
educators with best practices for implementation. The main conclusions drawn from the study
are as follows (Markula & Aksela, 2022):
It is important to ensure teacher training and curriculum development to plan how
teachers can use PBL to teach core content.
Pre-Service training that requires teachers themselves to learn through PBL to ensure a
thorough understanding of PBL for accurate, effective implementation in the classroom.
State, District, and School leaders can stand to better support teachers in terms of
resources and time allotment when developing schedules and pacing guides.
Knowing your students and the structure of your classroom to utilize flexible
implementation based on this knowledge.
To ensure the pedagogical aspect to the PBL approach, it is recommended that teachers
engage in their own research for implementation.
Developing a framework for outlining key characteristics/non-negotiable factors for
project-based learning in your classroom.
On the other hand, a literature review was conducted aiming to systematically review and
identify appropriate frameworks, models, techniques and tools that could guide the
successful implementation of project-based learning (Saad & Zainudin, 2022). The
conclusion of the review was that none of the literature provided a explicit framework or
model for the implementation of project-based learning to support educators’ efforts, but
instead, it recommends common techniques utilized such as inquiry, scaffolding, and visual
tools (Saad & Zainudin, 2022).
The ASSURE Model for Instructional Design
In 1999, Heinrich and Molenda developed an instructional model that supported the idea
of constructivism, acting as a guide for incorporating multimedia and technology to improve
teaching and learning in the school environment (Pappas, 2023). The ASSURE Model in
education is an instructional design method utilized by teachers for developing lesson plans that
integrate technology and multimedia to meet students where they are and scaffold instruction.
This model’s approach caters to the needs of the learner through the usage of technology and
media (Pappas, 2023). The model follows six stages that require teachers to develop an
understanding of both their students and pedagogy and analyze these factors in order to plan
effectively for strategies, technology/multimedia, and level of participation of students that will
be utilized to support students in achieving learning targets. The ASSURE model can help keep
instructors organized and ensure clarity for instructional practices.
Analysis of Learners and Technology in the Local Setting
To provide a description of the school, learners, and district, the following information
was gathered from the School District of Manatee County’s Public Website and the Florida State
Report Cards:
G.D. Rogers Garden-Bullock Elementary School is a public, Title 1 school in the School
District of Manatee County in Bradenton, Florida. Title I refers to a school that receives
additional federal funding to support students from low-income families. The goal of Title I
funding is to help all students, especially those who are struggling to achieve challenging, state
academic standards. Schools may be eligible for Title I funds if they enroll at least 40% of
students from low-income families, or if a high percentage of students qualify for free or
reduced-price meals. During the 2022-2023 academic school year, Rogers Garden-Bullock
(RGB) and the School District of Manatee County (SDMC) reported that one hundred percent of
the student body is identified as economically disadvantaged and, as a result, students receive
free lunch. This lesson will specifically be utilized with a 2nd Grade homeroom made up of 17
students (8 boys and 9 girls). The homeroom consists of 8 out of 17 students that are new comers
and speak predominantly Spanish or Creole and know little to no English for reading or writing.
Furthermore, according to the recent beginning of the year FAST assessments in Reading and
Math, 5 students are performing on grade level in these subject areas, 4 students are approaching
grade level performance in these subject areas, and 8 students are performing 1 or more years
below grade level in these subject areas.
The School District of Manatee County aims to provide equitable and relevant
technology resources to all students and staff with cost-efficient technology; making the district
1 to 1 (1 device, tablet and/or laptop per student and/or employee). Furthermore, the district
offers students the opportunity to partake in STEM programs and participate in competitions like
VEX that help students develop new skills and obtain knowledge for solving problems through
utilizing technology and collaboration. Some school sites in the district have access to AI robots
and technology through WOZ Ed S.T.E.A.M where students are taught about programming and
coding, however this has not reached all campuses throughout the district at this time.
Standards and Objectives
While project-based learning is best implemented across content areas, the focus of this
lesson will be utilized for 2nd Grade Science. The lesson will incorporate Florida BEST Standards
for 2nd Grade Physical Science: SC.2.P.8.2 and SC.2.P.9 to be taught in conjunction with ISTE
standard of Knowledge Constructor: 1.3.c.
Curriculum Standard: SC.2.P.8.1IObserve and measure objects in terms of their
properties, including size, shape, color, temperature, weight, texture, sinking or
floating in water, and attraction and repulsion of magnets.
Curriculum Standard: SC.2.P.9.1 Investigate that materials can be altered to
change some of their properties, but not all materials respond the same way to any
one alteration.
ISTE Standard: 1.3.c Curate information from digital resources, using a variety of
tools and methods to create a collection of artifacts that demonstrate meaningful
connections and conclusions.
The objectives of this lesson are:
Students will be able to describe and identify objects and materials as solid, liquid,
or gas.
Students will be able to investigate and describe changes to materials that alter their
properties.
Students will be able to utilize digital resources and tools to gather a collection of
artifacts regarding a demonstration of their understanding of Properties of Matter
and the changes they can undergo.
Selection of Strategies, Technology, Media, and Materials
All objects and substances in the world are made of matter. Matter has two fundamental
properties: matter takes up space and matter has mass or weight. Objects and substances can be
classified by their physical and chemical properties. In this project based learning experience,
students will be paired together with one group of three given the class’ odd number of students.
Students will utilize the teacher provided digital resources to obtain information surrounding
physical properties of various candies and changes that they can undergo due to changes in their
environment or condition. The information gathered will support students in deciding for
material for the construction of their home/structure project and provide thorough information
for their writing and final presentation of their findings. Following their research, together in
their groups, students will explore and sort a variety of candies based on their physical properties
and investigate if and how they can be altered and changed. They will determine which
properties of the candy would be most beneficial to build a successful home/structure out of.
Students will create a model of their home using their chosen candy and support their choice by
writing an opinion essay and/or preparing a presentation.
Students will be able to collaboratively utilize digital resources and hands-on materials
(candy) for research rather than more traditional resources such as textbooks and teacher led
lectures to explore phenomena and acquire knowledge to support them in the development of a
final project. The teacher will provide students with the opportunity to utilize technology to
explore vetted digital resources and other materials to gather information that encourages
exploration and student engagement. The classroom structure allows for each student to have
their own device to independently explore resources and materials. The following media will be
utilized for students’ research efforts:
Suggested Videos
“Hard Candy Chemistry!” – BytesizeScience (4:19)
YouTube
“Wonka Sweet Tarts on Food Network’s Unwrapped” – Jake Tuckner (3:31)
YouTube
“DOTS Made to Perfection” – Tootsie Roll (1:49)
YouTube
“How Tootsie Rolls Are Made” – Tootsie Roll (1:54)
YouTube
“Charlie and the Chocolate Factory – ‘Land of Candy’ Scene” – Don’tBeCheeki
YouTube
“Willie Wonka & the Chocolate Factory – ‘Pure Imagination’” – Willy Wonka
YouTube
Suggested Research Websites
“Gummy Candy” – How Products Are Made
MadeHow
“Candy Facts” – Skip’s Candy Corner
Skips Candy Corner
“Gumdrop Dome” – PBS Kids
PBS Kids
“Candy Science – Building Towers with Sweets” – Science Sparks
Science-Sparks
“Nutrition Facts Regarding Our Candies” – Spangler Candy
Spangler Candy
“DOTS Gumdrops” – Tootsie Roll Industries
http://www.tootsie.com/candy/dots/dots-gumdrops
Furthermore, the following materials will be utilized to support students’ construction of
their home/structure:
Candies (Gummy Candy, Tootsie Rolls, Marshmallows, Sweet Tarts, DOTS, Skittles,
Peppermints, Caramel Hard Candies, Hershey Kisses)
Icing
Fudge
Toothpicks
Cardboard for base/platform to hold homes/structures
Candy Rating Sheet
Candy Homes/Structures Student Rubric
Candy Homes/Structures Student Opinion Writing Template
Individual/Group Rating and Reflection Template
Utilization of Materials
The mentioned digital resources are to be utilized for students to gather information
regarding the physical properties of a variety of candies and changes that they can undergo,
altering their properties. Prior to the construction of their homes and/or structures, students are to
complete the following tasks to prepare:
1. Independently or in groups, view all media provided and complete a note-taking
guide to make note of observations/conclusions about physical properties of candy.
2. In groups, students will be provided with an assortment of candies and students are to
group them based upon their physical properties.
3. Independently, students will evaluate each category of candies and rate them based on
their physical properties.
4. Independently, students will construct an opinion writing defending which candy they
believe would be the best for building a home/structure.
5. As a collective group, students will compare and contrast candy ratings and opinion
writings and reach a consenses for the material they will utilize to build their
home/structure.
6. In groups, students will work collaboratively to design and build a home/structure out
of their decided material along with the additional materials the teacher has provided
(toothpicks, fudge, icing, etc.).
7. Students will create a digital presentation (PowerPoint or Video) to share their
research findings and their final product.
Requirement of Learner Participation
Although students are working collaboratively to produce a final project, there are
aspects of the project that require the students to demonstrate their own thinking and learning for
teacher to evaluate mastery of content standards and participation. To futher support this aspect,
students and teacher will utilize rubrics observations, notes, rating scales, and reflections to
further document the learners’ participation and mastery. As a collection of evaluative resources,
the teacher will be provided with a plethora of data to evaluate the final product put forth by
students.
Evaluation and Revisions
The information gathered from rubrics, writing, and rating/reflection scales will be utilize
to determine not only the individual performances of students as it pertains to the standards, but
also to provide data to the teacher for the overall success of the project. Furthermore, the teacher
will utilize notes and observations throughout the learning process to determine any revisions
necessary for future implementation and develop notes for improvements to ensure that the
project will run more efficiently on the next attempt. For example, time allocation for the project
versus the allotted amount of time for the topic on the district/state pacing guides.
The goal of utilizing technology in this lesson is to engage students, making them an
active participant in obtaining new knowledge and then working collaboratively to construct a
final product that connects their research into practice. To evaluate the effectiveness of the
utilization of technology, teacher will evaluate the level of completion of the student’s note-
taking guide as well as the portion of the rating scale where students reflect on their experiences
using technology to gather research and develop background knowledge for the completion of
the construction of their home/struction. As these students are only 2nd grade, the accountability
piece in the note-taking guide while viewing digital resources and media, is a challenge for many
as there is a language barrier and students have not been required to do such things in the
previous grade level. Researching practices will have to be taught and developed upon prior to
further implementation that require students to gather and organize information from a digital
source.
After evaluating the lesson plan on the Triple E rubric, the lesson scored a 15 out of 18
possible points, labeling the lesson for having exceptional potential for success. I feel that the
key to making this project-based learning plan top notch would be to plan and implement a field
trip (virtual or traditional) to further explore the big ideas behind the project which include the
students being able to differentiate between the different states of matter and categorize
objects/materials based upon their physical properties. With further collaboration with team
teachers, I am sure this project could be implemented effectively and produce outstanding
learning outcomes.
References
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Chu, S.K.W., Reynolds, R.B., Tavares, N.J., Notari, M., Lee, C.W.Y. (2017). Twenty-First
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