4.4 Developing Technology Integrated Lessons – Individual and Group

4.4 Developing Technology Integrated Lessons – Individual and Group

Technology Integration Lesson Planning Process
When designing computer-based activities, give consideration to how technology can be used to acquire, organize, demonstrate, and communicate information. The planning process for technology integration is similar to planning a curriculum unit. The main differences are HOW the students acquire the knowledge and skills, HOW they demonstrate and apply the knowledge and skills, and HOW learning will be assessed or evaluated. These differences have a major influence on the structure of a lesson plan as they incorporate the use of the computer.

In addition to the skills and knowledge that must be taught as part of the curriculum, consideration must also be given to the technology skills students need to learn. Often, teachers assume that the students will figure it out on their own. However, this can waste instructional time. It is a good idea to plan ahead, so that the time in the computer lab is well spent.

Step 1: Examine Curriculum Documents

• Select the topic

• Identify learning objectives within a subject

Step 2: Determine Knowledge and Skills

• Determine students’ background knowledge and existing technology skills

• Decide how students will acquire new knowledge and skills

• Gather resources required to achieve instructional goals

Step 3: Select a Technology Product to Apply Learning

• Choose a technology-based product for students to create

• Outline the content it will contain

• Select the software program(s) needed

• List the technology skills required to complete the task

Step 4: Select a Method of Assessment and Criteria for Evaluation

• Determine the method of assessment

• Set the criteria to evaluate the technology product with a focus on content, quality of information, layout and design, and technology skills demonstrated

CATEGORY/AREA OF FUNCTION

ASSISTIVE TECHNOLOGY APPLICATIONS

NEED AND RELEVANCE IN CLASSROOM LEARNING

Reading

Electronic books, Book adapted for page turning, Single-word scanners, Predictable texts, Tabs, Talking electronic devices/software, Speech Software

For students having difficulty in reading and understanding text and paying attention to the reassigned tasks.

Writing

Pen/Pencil grips, Templates, Word processors, Word card/book/wall, software, Spelling/Grammar checker, Adapted papers

For students having difficulty in writing or composing.

Math

Calculators, Talking Clocks, Enlarged Worksheets, Voice Output Measuring Devices, Scientific Calculators

For students having computational problems, confusions, and finding it difficult to perform Math lessons.

Vision

Eyeglasses, Magnifier, Screen Magnification, Screen Reader, Braille, Large Print Books, CCTV, Audio Lesson Tapes

For students with difficulty in seeing or complete vision loss.

Hearing

Hearing Aids, Pen and paper, Signaling Devices, Closed Captioning

For students with difficulty in hearing or absolute hearing impairment.

Computer Access

Word prediction, Alternative Keyboards, Pointing Option, Switches, Voice recognition software

For students finding it difficult to access the computer in its standard form and having difficulty performing academic tasks.

Augmentative/Alternative Communication

Communication Board, Device with speech synthesis for typing, Eye gaze board/frame, Voice output device

For students having difficulties in comprehension of language, and lacking the ability to express themselves clearly in speech, demonstrating delayed expressive language.

Learning Disability and ADHD

Use of applications/devices depending upon the degree of disability/difficulty, in the area of reading and writing (Dyslexia), hand-eye coordination, written expression and composition (Dysgraphia), difficulty in fine motor skills, coordination (Dyspraxia), Math (Dyscalculia), and Attention (ADHD) like Talking electronic devices, Calculators, Electric Organizers, Highlighters, Pencil Grips, Post-its, Computers, Spelling/Grammar Checker, Electronic Organizers, Recorded materials, Handheld Scanners, Print or picture schedule, Electronic Diaries, etc.

For students having difficulties in language development, reading and writing (Dyslexia), hand-eye coordination, written expression and composition (Dysgraphia), difficulty in fine motor skills, coordination (Dyspraxia), Math (Dyscalculia), and ADHD.