TECHNOLOGY INTEGRATION
Technology Integration Learning Plan
Vera S. Prioleau
School of Education, Liberty University
Author Note
Vera S. Prioleau
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Vera S. Prioleau.
Email: [email protected]
Technology Integration Learning Plan
Technology integration is conceived of as a process rather than a state, and the focus
seems to be primarily on technological tools and services (Consoli, Desiron, & Cattaneo, 2023).
Using technology integration effectively includes applying technology tools and resources in the
classroom to support the given learning curriculum. The purpose of technology integration is to
solely use technological tools to improve the effectiveness and learning outcomes of classroom
practices (Consoli, Desiron, & Cattaneo, 2023). With the level of effectiveness technology
integration is to have on learning, it is quite simple why it should be used in the classroom in
addition to how it should look when used correctly. According to research, teachers exhibit
positive perceptions regarding technology integration in teaching-learning practices as they
believe that technology-incorporated teaching assists them in enhancing their instructional
practices effectively, making the learning process exciting and interactive, and keeping learners
motivated (Akram et al., 2022). Through this interactive learning process, technology integration
focuses on the safety of digital citizenship and encourages students to think critically and
strengthen their communication skills.
Technology Integration Matrix
The Technology Integration Matrix is a practical and efficient tool when used to evaluate
technology usage in the classroom and enhance student learning (Florida Center of Instructional
Technology, 2023). There are five learning environment characteristics: active, collaborative,
constructive, authentic, and goal-directed, as well as five technology integration levels: entry,
adoption, adaption, infusion, and transformation, that are used to help create technology
integration learning activities for students to use in the classroom.
The chosen meaningful learning environment is Constructive, and the selected level of
integration is Infusion. Together, these two elements give students a choice of various
technology tools in addition to other online resources that can be used for building knowledge
when learning to meet the needs of all students. At this level, students are taking on more
responsibility for evaluating their [own] relevant prior knowledge and taking steps to close gaps
on their own (Winkelman, n.d.). Teachers must still provide students with content; however, the
students would be able to choose technology tools and use them in ways that are going to benefit
them best in their construction of understanding skills.
The ASSURE Model for Instructional Design
Developed by Heinich, Molenda, Russel, and Smaldino in 1996, the ASSURE Model is a
procedural, cyclic, and classroom-oriented ID system model [used] to design and develop
technology-integrated instructions (Bajracharya, 2020). Well-known for its straightforward,
practical approach to instructional models, the ASSURE Model is used to guide teachers in how
to plan and deliver lessons that effectively integrate technology into their classroom teaching
(Kim & Downey, 2016). Furthermore, it is a step-by-step guide that uses a wide variety of
technology to help improve the overall learning environment for the students.
Analysis of Learners and Technology in the Local Setting
The targeted learners are 4th graders. Inside this 4th grade classroom are mixed abilities
and learning styles which the teacher must tailor to. Some of the students come in wanting to
learn, eager to find better ways to solve problems, versus the other students who are having a
difficult time understanding their purpose. There is a mix of skills in the classroom—a third of
the students excel in math, a third in reading, and the last third in writing. This will be a great
blend when grouping students. The majority of the students have a strong background in using
technology as they have been using Chromebooks in the classroom for the last three years. Most
of the technology-integrated programs used in the classroom are familiar to the students unless
they are new to the district.
Students are provided with their own Chromebooks to use throughout the school year
with a personalized username and password. All Chromebooks are automatically connected to
the district’s, local internet to make it easier to navigate through district-wide approved tools and
software. In addition to having at hand internet access, there are multiple technology resources,
including computers with internet access, productivity software approved by the district, and
various presentation tools that are embedded in classrooms and the Makers Space room.
Standards and Objectives
The standards used for this lesson were chosen to allow the students to learn through
integrated technology programs. Students will be encouraged to choose whatever technology-
integrated software is most meaningful and helpful in making decisions, being creative, and
developing stronger communication and technology skills.
South Carolina State Standard 4.P.4: The student will demonstrate an understanding
of the properties of light and sound as forms of energy.
National Standard 1-PS4-1: Plan and conduct investigations to provide evidence that
vibrating materials can make sound and that sound can make materials vibrate.
ISTE Standard 1.3 – Knowledge Constructor: Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative artifacts, and
make meaningful learning experiences for themselves and others.
The objectives of this lesson are:
Students will identify and create various instruments in the world through research.
Students will explore how various string instruments use sound as forms of energy
throughout the world.
Students will explain sound, and demonstrate how sound waves help to move energy
from the instruments to our ears.
Selection of Strategies, Technology, Media, and Materials
To effectively achieve the objectives for this lesson, the students will have the
opportunity to work independently when researching and work in a group to converse on their
findings from research. Technology will be incorporated into the lesson multiple times
throughout, for example when researching, and finding new ways to create instruments to show
their understanding of how sound waves produce sound. In addition to basic web browsing,
students will be encouraged to use 3-D software to create an online instrument or use
presentation software along with presenting their 3-D model. Teacher-led instruction will happen
at the beginning to introduce the topic and task.
As the teacher provides the learning context at the beginning and periodically throughout
the lesson, students will have the chance to choose and use whatever technology tool they wish
to show their connection to the given content to prove their level of understanding. With this
learning environment and level of integration, the learners will take an active role in creating,
sharing, and evaluating their own knowledge (Hancke, Overbeke & Voss, 2021). The students
will be given suggested technology to use to present their models at the end, given a teacher-led
model of how the correctly present the information to the class. The results showing what they
learn will vary from student to student as it will be based on what presentation software they
choose to present their information. Choosing the technology tool that best demonstrates their
understanding of the given skill makes room for infusion construction to take place.
Utilization of Materials
In a teacher-led introduction, the students will be introduced to various types of
instruments that make or carry sound. Students will work independently to identify the
instruments, and then get into groups to discuss what they came up with. From this, students will
remain in their group to research how each instrument is used and how it produces sound. Each
group will be given one of the various instruments from the teacher-led introduction to present to
the class. Please note, that this lesson is not designed to be concluded in one day.
The next day, students will use the instrument from their group presentation to research
how and why instruments are used around the world (like in wars, for example). This will require
a substantial amount of research. The teacher will give each group a website where they can
explore how instruments were used by someone their age in a war long ago. This website
includes embedded links that will lead them to online simulations, labs, online 3-D models, and
interactive games that promote constructive learning.
From this activity, students will then use everything researched and learned to create an
instrument. Students will be required to create an online 3-D instrument using 3-D software or
presentation software that goes along with their 3-D model. In addition to their model and
presentation, students will complete written responses to prompts given throughout to monitor
and check for understanding throughout the lesson.
Requirement of Learner Participation
At the introduction of the lesson, an instrument simulator will be used to demonstrate
how sound works with string instruments. During the teacher-led demonstration (using
technology), the following formative questions will be asked:
1. Do thicker rubber bands “strings” sound higher or lower than thinner ones?
2. Do tighter strings sound higher or lower than loose ones?
3. Is there a difference in how loud or soft or how dull or clear a string sounds? If so,
what seems to cause those differences?
4. What determines whether the sound of a string is loud or soft?
5. What happens to the sound if the string is plunked with one finger while touching the
string lightly with another finger?
This interactive introduction will give students an idea of what the lesson is about, and give them
a “sneak peek” of what the lesson’s expectations are. This online instrument stimulator will lead
to good discussion while students are working in groups, and to share their learning in their
technology-integrated presentation.
Evaluation and Revisions
Data collection will take place in multiple stages of this lesson. Students will answer a
series of questions through discussion and written responses in which the teacher will assess their
level of understanding of the content. In addition to the class discussions and written responses,
students will also be given online surveys and questionnaires to complete so that teachers have a
quick turnaround of knowing if the students understand, and what students require assistance.
This is another way in which technology can be incorporated into the lesson. Technology can
support teachers in active data collection about their classroom teaching if the teacher
himself/herself is truly motivated and interested in it (e.g., setting an inquiry question) (Sarr,
Prieto & Rodriguez-Triana, 2021). Using online data collection can also help with making any
revisions in the lesson or how data is collected in the future.
In addition to the evaluations listed above, students will have other ways to prove their
understanding, especially for students who may not be technology savvy or struggle with
creating content online. Students with strengths in writing will have the opportunity to write a
summary that demonstrates their understanding of sound, and how sound waves help to move
energy from the instrument to our ears. Students who are more on the artsy side will be able to
use their creativity to draw diagrams to demonstrate their understanding of sound and how it
works with various instruments. Students who do not have a strong preference in how they learn
can use the information gathered from class and group discussions to explain what they learned
about sound and how it works. Students with mathematics strength can create new lines of music
that can be used during the final presentation of the lesson.
To evaluate the effectiveness of technologies used in the lesson, the students will have to
create a technology-integration presentation to demonstrate what they learned. The students will
be given feedback based on their written responses, creativity, and other modes of showing their
understanding throughout the lesson; however, the effectiveness of the technology will be
checked using a rubric. Certain connections to the content and how they show their
understanding of the content will be used to evaluate them. Just like with any lesson, the
evaluations will also determine any changes that should be made before reteaching this lesson in
the future.
The type of materials used during the learning phase can make the student’s learning
experience better. Having teacher-led discussions throughout the lesson can be beneficial;
however, this should not be the primary focus throughout the lesson. Students’ learning is
supported when they receive adequate supplementary materials, such as reference books,
exercise books, or teaching aids (Akram et al., 2022). Along with the given technology, students
will also be able to read about the given content in textbooks and answer questions that align
with the assigned reading materials. Research also adds the correct use of such materials not only
assists them in making their prospective concepts clear but also boosts their academic
achievement (Akram et al., 2022). In the end, this is the ultimate goal for the students—to be
able to show their understanding of skills with an added boost of confidence in their learning
journey.
According to research, the Triple E Evaluation is framed with the assumption of focusing
more on learning by using the technology that will effectively be used to improve student’s
learning or to meet the instructional goals of the lesson (Sripada & Cherukuri, 2019). This
evaluation tool is a great way to ensure that the technology used in the lesson effectively aligns
with the learning objectives for the students, and if the technology tool used was effective
enough to use in future lessons. The Triple E Evaluation rubric is divided into three sections:
engagement in the learning, enhancement of the learning goals, and extending the learning goals.
The goal of the framework is to ensure that technology use supports student engagement,
and then while students are engaged, learning is enhanced and extended by technology (Gaer &
Reyes, 2022). After using this evaluation rubric to assess the effectiveness of technologies used
throughout this lesson, the technology used has the potential to connect learning scoring 14
points. This is known as the “sweet spot” when evaluating the effectiveness of the technologies
used. Lessons that score in the green spotlight help students connect their learning to their worlds
outside of the classroom, keep them engaged in the classroom, and keep them focused on their
learning goals (Gaer & Reyes, 2022). Furthermore, these are the types of lessons teaching
ultimately aims for as students have the opportunity to learn in a fun, engaging way. Students
will then be able to reflect on what they learn by making connections to the real world and
expressing their sense of creativity through their chosen technology component. Using this will
help shape the classroom and lessons for the future.
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