Technology Integration Unit Project

Technology Integration Unit Lesson Plan

Lesson:  Life Cycle of a Plant                                             

Technologies incorporated:

YouTube

Turtlediary.com (online video and interactive games) 

Laptop computers

Kidpix

 

Description

Explore the life cycle of a plant and what plants need to grow

Describe and illustrate the life cycle of a plant

 

Instructional Objectives

Science

(2.10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments.

(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant.

 

Intended Audience

2^nd grade students

 

Learning Theories

Constructivist Learning Theory (hands on)

 

Length of Lesson: 90 minutes for core of lesson.  If you choose to complete the extension activity, it will take 6 weeks for the seeds to germinate.

Activities

1. Display potted plant to class, ask students to complete first two sections of KWL chart listing what they know about the plant life cycle and what they would like to know.

2. Build background knowledge by viewing and listening to Sid the Seed on YouTube, this is a book about a seed’s journey to becoming a tree. (whole group)

3. Student’s will then view an interactive video on turtle.com depicting the stages involved in each phase of the life cycle of a plant. (independent)

4. Using laptop computers, working in groups, students will engage in two interactive games to reinforce knowledge.  (cooperative groups)

5. Students will then complete the last section of the KWL chart, listing any new information they obtained from the lesson. (cooperative groups)

6. As an assessment, using Kidpix software students will create a picture depicting the stages of the life cycle of a plant.  (independent)

 

Extension Activity (6 weeks)

Give children a close-up look at the first stages of an apple tree's life cycle by sprouting apple seeds in the classroom. Ask students to save seeds from apples they eat. Give each child a few apple seeds, a resealable plastic bag (use a permanent marker to write each child's name on the bag), and a paper towel.

 

Demonstrate the following steps as children follow along with their materials.

•Moisten the paper towel with water.

•Fold the paper towel in half and place it inside the plastic bag.

•Place the apple seeds inside the bag on top of the paper towel. Close the bag partway, leaving an opening so that air can circulate inside. Lay the bag on a tray. (Bags may be stacked if necessary.)

 

 

 Place the tray in a refrigerator for six weeks. (The refrigerator time simulates the long, cold winter all apples need to grow.) Bring out the trays at regular intervals and let children use hand lenses to examine the seeds through the plastic bags. (Do not remove the seeds from the bag.) Spritz the paper towels with water to keep the paper towels moist but not soggy. As the seeds begin to germinate, tiny roots and little shoots will appear. Plant the sprouts one-inch deep in paper cups filled with potting soil. Write children's names on their cups and place in a sunny spot. Have children keep the soil in their cups moist. Cover the cups loosely with plastic wrap to retain moisture and help seedlings survive over weekends.

Technology Integration Unit Project

https://drive.google.com/file/d/0B3vf1whnfjDNNExMbWpNME5kYVk/edit?usp=sharing

Article Review #3

Article Review #3

 

Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68(2), 76-85.

 

This article discusses how mobile technology opens the door for a new kind of learning called here and now learning.  Here and now learning occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning.  While mobile devices are increasingly being used for learning in the classroom, there is still a need for research on mobile devices used in the context of their learning which could be outside the classroom. This article discusses a study used to explore how mobile devices were used to learn art content situated in the context of the learning which, while viewing the art in the education building.

The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus iPod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study.  Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes.  

The study results indicated that the students enjoyed the authentic learning environment that the mobile technologies allowed them to access. Both the iPad and iPod groups had positive attitudes compared to the CBI group on the items “content presented in a easy to understand manner”, “enjoyed the use of technology” “provided precise information” and “viewed this type of learning as effective”. This shows that students enjoy learning via this type of delivery method. The iPad group had positive attitudes compared with the CBI treatment stating that the length of the material was appropriate, and it maintained their interest.  It is also evident from the open ended responses that the CBI group focused on the content, whereas the iPad/iPod group focused on the technology. These findings were consistent with previous research that found mobile devices can provide unique opportunities to deliver content in authentic learning situation

I believe that mobile technologies can provide a way to keep students engaged and on task.  The attitude results of this study maintain that thought, and indicate that mobile technologies can indeed be engaging to students. In this study, the iPad group had the highest attitudes, whereas the CBI treatment had the lowest in the attitude survey. This reinforced that the students using the iPad were engaged, excited and motivated by the new technology compared to the computer based treatment that did not have access to the mobile device.  I think mobile technology may the wave of the future. The trend among young people today is mobile technology.  It is our job as educators to stay on the edge of emerging technology and find the most effective way of educating students.  I believe mobile learning keeps the learner engaged and by using it in the classroom, educators are able to deliver learning that is both authentic and informal.  In order to hold students interest, and help them learn most effectively, we must use techniques which will hold their interests. 

Article Review #2

Sundeen, T. H., & Sundeen, D. M. (2013). Instructional Technology for Rural Schools: Access and Acquisition. Rural Special Education Quarterly, 32(2), 8-14.

 

This article discusses the concept of “Digital Divide.”  According to the author, a very real phenomenon known as the "Digital Divide" has impacted the ability of rural schools with limited funding to provide instructional technology. Rural schools are working at a disadvantage due to their limited supports and resources. With limited availability of resources, rural schools are required to do more with less, but teachers are committed to implementing instructional technology in their classrooms in the face of budget shortfalls for technology. In fact, when teachers use online resources, most of their time (60%) is spent identifying and using free resources on the internet.  Using the Internet for instructional delivery allows students in rural schools the same academic opportunities as students in larger districts, but just being connected is not enough.  While using the Internet can provide support to traditional classroom teaching, students need access to other technologies which have a positive impact on learning.  Technologies such as document cameras, digital projectors, interactive whiteboards, and classroom response systems are some less expensive technologies which may help with student achievement. 

Integrating instructional technology into all classrooms has the potential to transform modern education and student learning. However, access to technology is not equally available to all districts or schools. Decreased funding and budgetary restraints have had a direct impact on technology acquisition in many rural school districts. One of the critical issues for obtaining instructional technology is to identify the most cost effective resources possible. Compared to larger school districts where funding allocations for technology may be readily available, rural districts have unique needs and may have to rely on alternate funding for instructional technology needs.

 Locating funding to support technological advancement in rural school districts can be a challenge. Compared to larger school districts where funding allocations for technology may be readily available, rural districts and educators may have to rely on federal or private grants to fund their districts' technological needs. Finding unique and creative ways to provide instructional technologies has become imperative. One way to approach the issue is to identify alternative sources of funding and methods of technology acquisition. Applying for grants at either the classroom or the school level may be one strategy to obtain funding. Using grant opportunities may help meet rural schools' unique needs.

 

A relatively new approach to computing also may soon impact rural school districts. Corporations have successfully used Cloud computing, and K-12 schools have successfully applied this, as well. Cloud computing is a model for sharing computing resources that can be easily accessed and quickly reconfigured with minimal local technical support. Cloud computing allows users unlimited computing resources in the form of software, storage, and technical support for all major hardware components, such as servers. The major hardware and software resources do not reside in individual schools or districts. Instead, the expensive components and much of the software necessary for computing are housed by Cloud providers. Costs are reduced through economies of scale that allow access to software applications to reside remotely rather than on user computers. Cloud computing provides options for school districts to adopt instructional technology more cost-effectively by storing e-textbooks and other resources in the Cloud environment.

 

The article concludes by saying, as instructional technology in classrooms becomes more prevalent, schools themselves may become even more important as a community-based resource that includes technology-savvy teachers. Increasing access to 21st century technologies is critical for schools in all areas of the country. Rural districts, schools, and classrooms have unique obstacles to overcome for providing access to current and emerging technologies, but the Internet is not the only option for providing multiple means of representation of curriculum. While the Internet can broaden the capacity of schools to compete with the increased flow of knowledge, it is only one mode of technology for providing access to knowledge. Providing access to document cameras, interactive whiteboards, projectors, video cameras for student use, and other emerging technologies to improve 21st century learning should be considered whenever possible. Staying current with instructional technologies will benefit all students, no matter the setting.

 

After reading this article, I now have a clearer picture of just how big the gap is when comparing technology in rural school to technology in urban schools.   There is a significant difference in the technological resources between rural and urban schools.   All students should have a chance to reach their full potential and become technologically savvy members of society.  If children in rural districts are going to be competitive in the 21^st century job market, school districts must even the playing field of technology based instruction.  It is not enough for students to know how to use the internet, it is the duty of schools to expose student to emerging technologies of the new millennium.  Money is an obvious stumbling block to school districts procuring adequate funding for technological resources; however districts must be diligent in their pursuit of alternative financial resources beyond the funds provided by the state.      

Article Review #1

Hasselbring, T. S., & Williams Glaser, C. H. (2000). Use of computer technology to help students with special needs. The Future Of Children, 10(2), 102-122.

 

This article provides an overview of the role computer technology can play in promoting the education of children with special needs within the regular classroom.  According to the article, approximately one of six students in schools across the United States cannot benefit fully from a traditional educational program because they have a disability that impairs their ability to participate in classroom activities. Teachers have found that technological innovations can help level the playing field for special needs students and enable these students to succeed in the regular classroom.  Technology for students with special needs is defined by federal law as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or  improve functional capabilities of individuals with disabilities.”  This broad definition encompasses a wide variety of both high-end and low-end technologies that have proven to be useful for improving educational options for students with disabilities.

The article gives an overview of different types of disabilities and special needs, and an introductory discussion of how technology can help meet those needs. The article goes on to discuss how particular computer applications and devices make it possible for students with disabilities to be educated in a regular classroom alongside their nondisabled peers. Some of the technologies suggested for use by special needs students include:

 

Technologies for Students with Mild Learning and Behavioral Disorders:

Word processing software

Word prediction software

Hyperlinks

 

Technologies for students with Speech and Language Disorders:

Augmentative and Alternative Communication (AAC) devices

 

 

Technologies for students with Hearing Impairments:

Hearing aids

Frequency-Modulated (FM) Amplfication System

Captioned television

Live speech captioning

 

Technologies for students with Visual Impairments:

Closed –circuit television magnification

Computer screen magnification

Screen readers

 

Technologies for students with Physical Disabilities:

Switches

Basic adaptive keyboards

Touch sensitive screens

Voice recognition keyboards

  

Upon reading this article, I am inclined to believe that technology has the potential to equal the educational playing field between disabled and nondisabled students.  The use of technology to complete class assignments and projects can be very motivating for students with disabilities.  By using certain technological devices, educational institutions can help students to achieve their true academic potential.  More widespread use of technology would also help to meet the legal requirements calling for students with special needs to be educated in the least restrictive environment.   Therefore, it is important for all individuals involved in educational decisions to become familiar with the issues surrounding the use of technology for students with disabilities. Working together, parents, teachers, administrators, and policymakers, as well as both students with disabilities and their nondisabled peers, can help create classroom environments in which all students have opportunities to learn.  As a future teacher-librarian, I will be required to service all students on my campus.  I will need to look into new, instructional ideas and technologies  to assist both special needs and nondisabled students and to help  all students to achieve their educational goals.