Multimedia Lesson Plan Reflection: "The Integration of Technology in Education"

In a period that has been referred to as the “information age” or even more currently the “digital age” many people, both young and old consider the internet and technology to be an essential part of their lives. From simple word processing, and email to the various social networking websites that many find themselves absolutely glued to, it is not difficult to see the ease with which technology has weaved itself into our lives. Yet, as much as technology is a part of our everyday lives and in the lives of many students, the integration of technology in the schools on our island is still not commonplace. As a matter of fact, the classroom with access to technology in even its simplest forms would be considered a classroom of luxury. This is sad considering the amount of time that we know students spend on the internet and how much they enjoy it. We hear all the time about the low test scores, about how teachers must learn new innovative ways of engaging students in their learning and yet we fail to take advantage of the enjoyment students have working with technology. We fail to make the connection between their love for ipods and MySpace and the lessons that we must teach them in the classroom. The integration of technology in the classroom has the potential of igniting an excitement in students like we have never seen before. It is really possible to inject our lessons with multimedia tools that will engage students, bring out the creativity that they already possess and dare them to think “outside of the box” and think critically and creatively.
I would consider this lesson plan a work in progress. I know that it is something that I want to continually work at improving and tweeking until it produces the outcomes I would like. While I am only a teacher candidate and I know that I lack the experience necessary in order to foresee the many things that may or may not work in this multimedia lesson, I also know that the excitement I felt in creating it would in turn create the same kind of excitement in the students with whom I hope to implement this lesson with. The NET’S*T standards that I feel would best apply to this lesson would be Teacher Standards 2a and 3b which read as follows:

Teacher Standards 2: Design and Develop Digital-Age Learning
Experiences and Assessments:
Teachers design, develop, and evaluate authentic learning experiences
and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS•S. Teachers:

a. Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.

Teacher Standards 3: Model Digital Age Work and Learning:
Teachers exhibit knowledge, skills, and work processes representative
of an innovative professional in a global and digital society.
Teachers:

b. Collaborate with students, peers, parents, and community
members using digital tools and resources to support student
success and innovation.

These standards would be met with my presentation of the lesson using an online slide presentation website and having the students view an online video using a video viewing website such as Youtube.com. These standards would further be met with the use of a web conferencing website such as Dimdim.com would be used to keep parents informed of class activities. In addition to these teacher standards, this lesson is also aligned to NETS*T Student Standards 2d and 6a as stated below:

Student Standards 2: Communication and Collaboration :
Students use digital media and environments to communicate and work
collaboratively including at a distance, to support individual learning and
contribute to the learning of others. Students:

d. Contribute to project teams to produce original works or solve problems.

Student Standards 6: Technology Operations and Concepts
a.Understand and use technology systems.

These standards are met with the lesson objective of creating a brochure using a publishing program such as Microsoft Publisher and with the creating of a two minute public service (commercial) announcement using a choice of media tools such as Microsoft Movie Maker, a personal video camera etc. Allowing students to use technology in a project based assignment is to allow them to explore and to develop higher level thinking and collaboration skills. According to an article entitled: “Promoting Technology use in Schools” written by Jan Gahala, M.A., “students who use technology in the classroom are often more engaged in their learning, see a concrete link between reading, writing, and technology use, and can also develop job skills they will need in the future.
As is with all new experiences we encounter, this lesson was initially difficult to put together. I was not sure how I was going to integrate the use of technology but once I got some ideas brewing, it was actually fun and exciting to work on. The real test though I suppose would be how excited the students are about working on a project such as this. However, I am an optimist so if this idea does not engage and excite students then I will just have to formulate another or gather information on the internet for other ideas. As I am excited about using the internet, creating informational brochures or presentation slides, technology has the power to provide meaningful learning experiences for students; it is just a matter of successfully integrating it into lessons in a manner that engages students.


References

Gahala, J. (2001, October). Critical Issue: Promoting Technology Use in Schools.
Retrieved November 20, 2009, from the North Central Regional Educational Laboratory website: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm

National Educational Technology Standards (1997-2009). NETS FOR STUDENTS 2007.
Retrieved November 8, 2009, from the International Society for Technology in Education website: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_
Students_2007.htm

National Educational Technology Standards (1997-2009). NETS FOR TEACHERS 2007.
Retrieved November 8, 2009, from the International Society for Technology in Education website: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_
Teachers_2007.htm

MULTIMEDIA LESSON PLAN - "The Most Historical Village on Guam"

 “The Most Historical Village” on Guam
Subject: Chamorro Studies – Unit: “All About Guam”
Lesson: “Historical Spots” on Guam
Level: 5th Grade
Nets 1 & 2
Group Size:
5 groups of 4 students per group

Analyze Learners
Class Demographics:
1. 20 students
2. 12 males/8 females
3. Ages 10-11 yrs old
4. Mental, Social, Physical, Social Notes:
2 students with active IEP’s (SLD)
5. Learning Styles
(Estimate % of Students)
Visual 35 %
Auditory (Aural) 25 %
Kinesthetic (Hands On) 40 %

Student prior knowledge and skills:
• Most students have working knowledge and experience online slideshare website. Lab tech and teacher will be available to assist students who still need help.
• At least one student in each group has prior experience with proper use of webcams.
• At least one students in group has prior experience with use of Microsoft Publisher


State Objectives:
Students will identify one village that they will focus on as the “most historical village” on Guam and using Microsoft Publisher, design a brochure clearly highlighting at least one historical features in the village and other important information about it.


Students will create a two minute, stand alone, public service announcement using Windows Movie Maker, Microsoft Powerpoint, or video highlighting at least five important facts about the village, its people, physical appearance and why people should visit.

As a group, students will give an oral presentation of their project to the class by giving an overview of their experiences in completing their multimedia project.

Students will work cooperatively to complete project by participating in group discussions, and taking charge of at least one aspect of project creation process.

Select Methods, Media, and Materials
1. Four weeks of visits to the computer lab with assistance of lab tech (one 40 minute visit per week).
2. Webcams with microphones
3. Microsoft Publisher (a publishing program)
4. A sampling of brochures and stand alone public service announcements
5. Laptop, printer, projector, internet connection
6. Digital camera or traditional 35mm camera
7. Guam travel map, history books (i.e. Y Hale’ta series)
8. Field trip to the Guam Museum and other historical landmarks on Guam.
9. Brochure design requirements rubric
10. Commercial design requirements rubric


Utilize Media, Materials, and Methods
1. Make arrangements with school computer tech for time slot after lunch for class to use computer lab for the next four – five weeks.

2. Using an online slidesharing website as well as printed material, teacher will show a few samples of brochures featuring different places around the world and the kinds of information, pictures and graphics in them. Using an online video website, teacher will also show students sampling of public service announcements. The sample brochures and video will showcase many of the requirements for the completion of their group project.

3. Using a web conferencing tool, teacher will schedule and conduct a web conference with parents outlining project students will be working on in class for the next 4-5 weeks and will answer questions parents may have during meeting time

4. Students will use Guam travel map, history books, and online resources to get information for their brochures, announcements.

5. Teacher will provide disposable 35mm cameras to groups to take pictures for use in their brochures or announcements during class fieldtrip. Students, with written permission from parent(s) may also bring a digital camera from home for their use.

6. Students will go on a fieldtrip to the Guam Museum and other landmarks on Guam to take pictures and gather information needed for their brochures, announcements.

7. At least six computers in Computer Lab are equipped with webcams for students to use for video production if needed.

8. Teacher will provide each student with a handout listing all requirements for project completion as well as a grading rubric showing how their project will be graded.

Require Learner Participation
Day 1:

• Teacher will randomly place students in 5 groups of 4
• Teacher will do an overview of project with students.
• Students will play the role of a travel company working on promoting why people should visit a particular village on Guam.
• To develop ideas for their own project, students will watch an web based slideshow featuring brochure designs and a variety of videos of public service announcements.
• Teacher will hand out project requirements rubrics and discuss and answer any questions students may have regarding project requirements.
• Using Guam map, local history books and other materials, teacher will guide groups in brainstorming ideas for project.
• At the end of class period students will turn in a rough draft “Worksheet of Ideas” naming focus village, historical landmarks to feature and choice of multi media to use for project.

Day 2:
• Teacher will review requirements for project brochure.
• In their groups, students will continue brainstorming activities.
• Groups will assign project duties (who will take care of what) for both aspects of project (brochure and commercial).
• Students will finalize “Worksheet of Ideas”
• Students will brainstorm information to include in brochure and commercial.
• At the end of the class period students will submit “Assignment Log” and rough draft of information for brochure and commercial.

Day 3:
• Field trip to visit historical landmarks on Guam.
• Students will take pictures during fieldtrip for use in their project.
• At return of field trip students will upload pictures and prepare layout for brochure.
• Student will create brochure using Microsoft Publisher.
• Students will edit brochure
• Students will submit first draft of brochure.
Day 4:
• Students will finalize and print brochure.
• Teacher will review requirements for commercial
• Students will determine what type of information will be included in standalone commercial and write script.
• Using webcams, students will start work on standalone commercial
• At end of class, students will submit rough draft script and recording of commercial.
Day 5:
• Students will finalize commercial for presentation.
• Students will present brochure and commercial to class.
• Students and teacher will evaluate presenters.

Evaluate & Revise
Student Performance:
• Stand Alone Commercial Rubric (See Attachment A)
• Product Assessment Rubric (See Attachment B)
• Group presentation Rubric (see Attachment C)
Media Effectiveness:
• Did all planned media function appropriately?
• What changes in media might need to be made?
•

Teacher Performance:
• Did the lesson run smoothly? Was it well-planned? Was there enough time allotted on each session to complete assignment for the day?
• Did the class respond well to the lesson?
• Were the learning objectives achieved?
• Could the lesson be improved in the future?

Lesson Plan Rubrics Attachments A and B

Commercial and Brochure Rubrics 

TECHNOLOGY TOOL ASSESSMENT #2

http://www.slideshare.net/juliet85/technology-tools-assessment