January 18, 2018

Hailey Holmgren
Sister Juan Jose Sedler
LTEC 330 - Dr. Jones
Technology Integration

Learning About Technology Integration

First it is necessary to give an overview of definitions. Technology integration is

the strategic and intentional use of technology in the classroom to be used as a tool for
acquiring knowledge, skills, and effective problem solving. It is akin to finding a good
textbook for you class.
Tech integration is described as a process and functions at five different levels
including: entry level integration, adopting technology, adapting technology, infusing
technology, and transforming technology (The Technology Integration Matrix).
Throughout each of these phases students become more involved in the use, choice,
and application of technology. Entry level technology, for example, implies that the
teacher is using technology to impart curriculum to students. At the adopting technology
level, the teacher instructs students on the procedural use of technology - it is a “how-
to” rather than an independent use of. This transitions to the adapting technology level,
where teachers facilitate a space for students to independently explore the technology
they now know how to use. At the infusion level, teachers will provide context of the
content and assignment, while students chooses the appropriate technology. During the
transformation phase, teachers encourage students to be innovative with their use of
technology and this use focuses on high order thinking, and/or the assignment at hand
cannot be completed without the use of technology (The Technology Integration Matrix).
Do we need technology integration in the classroom? Reasons in favor of
intentional technology integration include the reality that technology is a staple in the
lives of a majority of students who typically have home computers and cell phones. To
ignore technology use in our classroom, would be a huge mistake. Also, technology
integration offers many opportunities. “Technology brings the tools of empowerment into
the hands and minds of those who use them” (edutopia) with the instantaneous sharing
of thoughts and ideas, opportunities for citizen journalism, and new platforms for free
speech. Additionally, technology is a great opportunity to learn how to use new tools for
problem solving, as well as develop what could be termed “21st century skills” including:
personal and social responsibility, outlets and software for planning, critical thinking,
reasoning, and creativity, strong communication skills for both interpersonal and
presentation needs, cross-cultural understanding, visualizing and decision making
strategies, and knowing how and when to use technology, as well as choosing the most
appropriate tool for the task (Why Do We Need Technology Integration?).
 Finally, by teaching the use of technology in schools, teachers help kids learn
how to evaluate the accuracy, perspective, credibility and relevance of information and
the media, in a time where there is an excessive amount of information out there.
Separating facts from the fiction of online sources is problematic for all ages. According
to an ISTE.com article by Nicole Krueger: “Two in three U.S. adults say fabricated
news stories cause a lot of confusion over the basic facts of current events” and “even
educators and academics with multiple degrees admit they have a hard time
recognizing fake news”. Therefore, while technology integration for the sake of
integrating new tools and enhancing problem solving skills is necessary, it is also
imperative the integration of technology in the classroom comes with a component of
teaching media literacy in order to give students the skills to evaluate the sources they
come across online. This includes addressing things like the gray area of fact and
fiction, the need to check multiple sources, understanding that fake news and biases
are not the same thing, outrageous, overtly emotional, or hyperbolic stories may require
skepticism, and looking for news that presents different perspectives is a must.

The biggest difference between a traditional class and a class which integrates
technology is when, how and why technology is used. In the traditional classroom
technology is not frequently used. It tends to be used mostly be the teacher in order to
impart knowledge and content onto the students. If students do use it, the technology is
a small activity, which often does not require technology to complete. Often students will
work alone on these activities, unless there is a limit to the technology (computers,
tablets, etc.) In a traditional classroom, the use of technology seems to be the for the
sake of checking off a requirement. However in a classroom which engages in
technology integration, the use of technology is active and intentional. In these
classrooms, technology is used to support curriculum goals and learning objectives. The
technology is mostly used by students, and the focus is on developing new thinking
processes, and new ways to come at an issue or problem. Technology is used to build
knowledge; it does not hand it over. The technology used is integral to the lesson. It is
not an afterthought or for the sake of just using technology. Finally, the roles that the
teachers and students fall into differs as well. When technology integration is employed,
students take responsibility for their learning outcomes and teachers become guides
and facilitators for technology, not the gatekeepers of technology.
 Authentic Assessment 1
Subject Area: English Language Arts
Lesson: Using Podcasts to Enhance the Understanding of Grammar Usage
Assessment: After listening to Grammar Girl podcasts in school students will be
assessed of grammar usage by a worksheet where they correctly edit sentences which
include comma splices and construct sentences of their own with correct comma usage.
Grade Level: 11-12 grade
Content Standard: Language (11-12 grade): 1. “Demonstrate command of the
conventions of standard English grammar and usage when writing or speaking.”
Technology Standard: 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.”
Objective: By listening to Grammar Girl podcast on iTunes U, student grammar usage
and writing using comma splice will improve.

Procedure:
1. Begin by introducing grammar topic of “Comma Splicing” as a fairly common
misuse of punctuation. Define Comma Splice as a comma which occurs when
the writer attempts to hook two sentences with a comma.
2. Write the following sentence on the board: “The clouds are gathering in the north,
it will rain soon.”
3. Pose the question “how do we know if it contains a comma splice?” Ask yourself,
can the groups of words on either side of the comma stand alone as a complete
and sensible sentence. If the answer is yes, then it is a comma splice. Check by
reading aloud the words in the sentence that precede and follow the comma. Do
they make sense when read separately?
4. Next pose the question: how do we correct the comma splice? You can make a
new sentence. “The clouds are gathering in the north. It will rain soon.” You can
insert a conjunction after the comma, a word that will join the two sentences into
a compound sentence. “The clouds are gathering in the north, and it will rain
soon. Or you could use a semicolon. “The clouds are gathering in the north; it will
rain soon.”
5. After board examples are completed, using computer and Internet, navigate to
iTunes U, Podcasts. Search for Grammar Girl, Quick and Dirty Tips. And have
the students listen to short, engaging grammar tips podcast titled Play Grammar
Girl episode #228 Comma Splice to reinforce the lesson.
6. Follow-up with independent activity.
Rationale: I would use this in my classroom because it is a quick and easy way to
integrate technology for students to gain knowledge and see it as a resource as
Grammar Girl is a highly popular podcast. Grammar is not always the easy subject area
to integrate technology, but I find the use of podcasts to be a new and engaging way to
teach grammar. Grammar tends to be dry with exercises and worksheets. Students tend
to view it as a necessary evil, but as a dull subject. However, grammar is imperative to
most genres of writing. Furthermore, it is useful for this to be taught at this grade level,
due to the students taking the ACT or SAT during junior and/or senior year. By using
podcasts the use of commas is more memorable.
Source:(http://www.azk12.org/tim/technology-integration-matrix-collaborative-entry-
lesson-9-12.php)

Authentic Assessment 2
Subject Area: History
Lesson: Sequence and Significance of Civil War Events
Assessment: Students will be assessed by creating a timeline of major events and will
consult with each other to compare and correct their timelines. Additionally, students will
create a mindmap graphic showing the causes and consequences of one of these
events in detail. Each group will assess their mind map with a rubric provided by the
teacher.
Grade Level: 7th grade
Content Standard: GLCE 7 - H1.1 Temporal Thinking - “Use historical conceptual
devices to organize and study the past.”
Technology Standard: 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.”
Objective:
1.The student will construct a timeline of significant events from the Civil War
using a digital timeline tool that includes source citations.
2. The student will choose one event to analyze.
3. The student will create a mind map to show causes and effects related to the
event.
4. The student will present their mind map to the class and answer students'
questions related to map.
Procedure:
 1. Students will work in groups of 3.
2. Students will use resources including textbook and/or web search tools to find
the dates of the following Civil War events:
1. Firing on Fort Sumter
2. Major battles at Bull Run, Antietam, Vicksburg, Gettysburg
3. Enactment of the Emancipation Proclamation
4. Sherman's March
5. Surrender at Appomattox
3. Students will review and practice strategies for effective online searching,
including keywords to use and determining credibility of a site.
4. Students will gather information from text to support their timeline.
5. Each group will create a timeline using Time Line Maker.
6. Each group will be assigned one event to analyze by creating a mind map with
software or an online mind mapping tool, to show causes and effects of the
event related to the Civil War. Sources used must be cited in proper form.
7. Each group will present their mind map to the class and answer questions
from the students.
Rationale: I would use this lesson plan in my classroom because it provides practice in
online researching of information to complete a task that is simple enough for the
students to assess each other. Additionally, creating graphics is an excellent way to
display what one knows and to solidify this knowledge. If the students are off the mark
or show work beyond expectations, it is easy for the teacher to identify what content
needs to be returned to or can be skipped in the next few lessons.

Source: “Constructive Learning: Adoption Level,” Arizona K12 Center, Northern Arizona
University, 2012, http://www.azk12.org/tim/technology-
integration-matrix-constructive-adoption-lesson-5-8.php

Resources
“Constructive Learning: Adoption Level,” Arizona K12 Center, Northern Arizona
University, 2012, http://www.azk12.org/tim/technology-
integration-matrix-constructive-adoption-lesson-5-8.php

“Collaborative Learning: Entry Level.” Arizona K-12 Center, Northern Arizona University,
2012,
www.azk12.org/tim/technology-integration-matrix-collaborative-entry
-lesson-9-12.php.
Krueger, Nicole. “Teaching Digital Literacy in a New Era of Skepticism.” ISTE,
International Society for Technology in Education, 11ADAD, 2017,
www.iste.org/explore/articleDetail?articleid=2104&category=
Digital-and-media-literacy&article=.

“The Technology Integration Matrix.” TIM, The Florida Center for Instructional
Technology, 2018, fcit.usf.edu/matrix/matrix/.

“Why Do We Need Technology Integration?” Edutopia, George Lucas Educational

Foundation, 5 Nov. 2007,
www.edutopia.org/technology-integration-guide-importance.