Running head: LUNCH AND LEARN SCRIPT

Lunch and Learn Script

Mario Marzullo
CUR/545
January 18, 2016
Lu Ann Lewis

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Lunch and Learn Script

Upon entering the conference room, Mr. Marzullo projects the opening slide of the Prezi
for the attendees to view prior to beginning the meeting.
Slide Two: Lunch and Learn
According to the HumaNext LLC (2008) website, a lunch and learn program is a
training or presentation session offered by an organization to employeesto inform or inspire
employees, cover issues or initiatives, fulfill requirements, or create a workplace of learning,
communication and collaboration (para. 1).
Slide Three
Today, in this first Lunch and Learn series, Mr. Marzullo will discuss how to manage
technology in the classroom when teachers ask their students to do group activities, conduct
research and communicate final projects to the students in the class.
Slide Four
In addition to discussing management strategies and technology uses for group work,
research, and presentations, this session will discuss methods to use technology in a one
computer classroom, a multi-computer classroom, and a classroom with hand-held devices (such
as iPads, iPods, or laptops).
Slide Five
Lets get started!
Slide Six: Group Activities
Group work is collaborative in nature, and there are a number of technology tools
teachers can use to enhance this process. In order to successfully use technology in this scenario,
it is important to know that group work is collaborative in nature. Because of this, it is

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imperative that teachers assign specific roles to each team member, and use a technology
resource that allows for the review of edits. A technology resource, like a Wiki or a Google Doc,
allows users to view the revision history. Teachers can use this feature to make sure all students
participate in the group activity.
According to Maloy, Verock-OLaughlin, Edwards, and Woolf (2014), wiki
technology keeps track of the writing and editing process in ways that allow everyone to see
what has been contributed and what has been changed and by whom (p. 204). A similar feature
is available to users of Google Docs. Finally, it is important to establish guidelines and
expectations for technology use in the classroom prior to the students interactions with the
devices or software.
Slide Seven: Research
When conducting research, teachers can encourage students to collect and organize
information in student created databases, as suggested by Smaldino, Lowther, and Russell
(2012). Additionally, there are a number of commercial products available for purchase in which
students can use to conduct research.
Students can keep a track of websites that have pertinent research information using a
social bookmarking site such as Diigo or Delicious. The students will share their list of
bookmarks with the teacher and the teacher can discuss the importance of reliable sources from
the Internet, and how to cite websites.
Finally, students can use concept-mapping software to organize their thoughts while
conducting research. Some software will provide students with an outline of their thoughts,
which will assist them in producing a piece of writing. The software suggests edits for the
students, making the writing process more user-friendly (Smaldino, Lowther, and Russell, 2012).

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Slide 8: Final Projects

Students can use presentation software, such as Microsoft PowerPoint, Apple Keynote,
Prezi and more to create visually appealing presentations as culminating projects. With all of
these tools, the students can send an electronic version to the teacher for review and evaluation
as well as print a hard-copy.
Teachers can manage final projects with the integration of technology by posting
important details on a classroom website. For example, when teachers post assignment details,
deadlines, and rubrics for evaluation, the students can engage in conversation with the teacher
about the project, its requirements, and evaluation, thus taking the learning to a higher level.
Slide Nine: One Computer
In a classroom with one computer, a teacher can successfully integrate technology.
According to Smaldino, Lowther, and Russell (2012), The one-computer classroom allows
several formats for use of the equipment: Large groupsmall grouplearning centerpersonal
assistant (p. 113). Each of these arrangements provides teachers and students with ways to use
the one computer in the classroom.
The teacher can use a projector to display presentations, videos, and more. Students can
work in small groups at a computer to gather research, or the computer can be the focus of a
station in which the students play an educational game. Finally, the teacher can use the computer
software applications for student record management, and more. As always, it is important to
discuss guidelines for computer usage in the classroom with the students.
Slide Ten: Multiple Computers
When multiple computers are in the same classroom, it is important to pay attention to
the arrangement of the computers, and the students. One strategy to monitor student use of the

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computers is to arrange the computers along the perimeter of the classroom so the teacher has
full view of the computer monitor, thus watching what the students are doing on the computer.
It is also important to discuss guidelines for computer use. Some suggestions are to have
clear expectations and to discuss the activity prior to the students working on the computer.
Finally, a classroom with multiple computers allows more students to participate in games and
simulations at the same as other students.
Slide 11: Hand Held Devices
Hand held devices include laptop computers, iPads, iPods, digital cameras, e-readers and
more. The use of these devices, from personal experience, can be problematic, but it is important
to set the purpose for their use in the classroomeducation. Make sure the students know the
device will be used for an educational purpose, and model the proper use of the device for the
students.
When using hand held devices, it is important that the teacher actively monitor the
students use. Some questions to consider are: Are the students in the correct app? Are the
students using the device properly? A feature available on the Apple devices is Guided Access.
This allows the teacher to restrict the use of other applications on the device and locks the
student into one particular app. This feature can be found in the settings app on the device. One
other management technique to consider with hand held devices is their placementmake sure
the students place the device on their desk or table top for easy monitoring.
Slide 12: Wrap Up
Thats it for today! The focus of this Lunch and Learn was strategies to manage the use
of technology in the classroom when completing group activities, conducting research, and

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communicating final projects as well as considerations for classrooms with one computer,
multiple computers, or hand held devices. Thank you.

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References

HumaNext LLC. (2008). Lunch and learn. Retrieved from http://www.humanext.com/lunch-andlearn.html

Maloy, R., Verock-O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming learning with
new technologies (2nd ed.).New York, NY: Pearson Education
Smaldino, S., Lowther, D., & Russel, J. (2012). Instructional technology and media for
leaning (10th ed.). New York, NY: Pearson Education