Infusing Technology into a Lesson

Name: Crystal Sanchez Subject: English

Directions: Using the resources you explored in the Road Trip activity, find two (2) new technology tools that you would consider
using at each phase of the lesson. Choose two instructional strategies for each phase and select a new tech tool that would work
with that strategy. The strategies DO NOT have to be from the same lesson (you are not creating a lesson plan here). Briefly
describe each instructional strategy and then describe how you would utilize the new tech tool to carry out the strategy. Finally,
identify which TIM level best matches how you and/or your students use the tool. View the videos embedded in each level of the
TIM matrix to get ideas.
Lesson Phase Instructional Strategy Technology Tool TIM Level

Lesson Introduction
The purpose of the introduction
is to draw students into the
lesson by tapping into their funds
of knowledge.
Students can watch a CNN-10 video in the CNN -10 Infusion
beginning of class to practice their listening
skills by paying close attention to the quick https://www.cnn.com/cnn10
reports being given. Then they may explore
any additional resources or information
provided by the news report of the day to
participate in a class discussion in a sort of
Quick-Write format to begin the class lesson
and prepare them for the upcoming topic.
This would be infusion since the video is
being implemented early in the lesson, and
students need to explore additional links and
articles provided by the CNN website in
order to complete the activity.
Students can review a previous lesson by Kahoot! Transformation
participating in a competitive round of
Kahoot! that not only assesses their prior https://kahoot.it
knowledge and learning, but also allows
them to see the overall progress of the
classroom’s learning. This transforms
teaching with technology since the teacher is
able to quickly gather feedback through this

Lesson Body
The purpose of the lesson body is
to introduce new information,
build concepts and engage
students in active learning.
Lesson Closure
The purpose of the lesson closure
is to have students summarize
activity and students are not only being
asked to answer simple questions, they are
also being asked to showcase their critical
response skills in being able to use Kahoot!
correctly.
Go Formative is more of an adaptive Go Formative Adaptation
approach since students may answer the
same comprehension questions on a sheet of https://goformative.com
paper. However, with Go Formative,
students may receive “real-time” feedback
from the teacher as they work on their
comprehension questions for a text or
previous reading in English. Comprehension
Check questions that accompany a text may
be incorporated into this tech tool, and
students would be able to see their progress
and set goals as they read the teacher’s
comment while they continue and correct
their own work.
Knovio may be used by students in order to Knovio Transformation
create a sort of learning vlog and/ or video
notes for a passage they read in class. For https://www.knovio.com
example, students may set up a mock
interview video or “podcast” with images
with other classmates as they analyze and
think critically about a piece of literature
they currently read. This would be
transformative because students’ literacy
would not only be measured by their writing
skills, but also on their creativity, speaking,
and collaboration skills as well.
A lesson could be closed by having students Quizlet Adaptation
complete their review of a lesson through
Quizlet. For instance, if the lesson of the day https://quizlet.com
what they have learned revolved around a unit’s vocabulary, the
Quizlet at the close of the lesson could have
students engage in review of the vocab. This
would be more adaptive since students could
also complete a review through paper and
through other means, but the advantage
with Quizlet is that students become more
interactive with the content material of the
class lesson. Additionally, Quizlet provides
students with the agency of their own
learning, and allows them to work at their
own pace.

Students can use Piktochart to create their Piktochart Transformation

own infographics at the end of class to
synthesize what they learned. An example of https://piktochart.com
using Piktochart to close the lesson would
revolve around students condensing and
creating a concise version of their class notes
and turning them into an infographic for
them to study for a future assessment and
for review. So if students had three pages of
notes on Romeo and Juliet, for example, they
can use Piktochart to sift through all their
notes and pin out the most important parts
that they will need to refer to for their
research essays at the end of the unit. This
would be transformative since students are
now actively creating and are in charge of
their own learning; they get to decide what
to include in their notes, and are able to use
color-coding and images to enhance their
own learning.
Assessment
The purpose of assessment is to
monitor student learning
throughout the lesson
Animoto may be used as an assessment since Animoto Transformation
students may use the video, recording, and
images of this tech tool to create a quick https://animoto.com/home
presentation that they may then share with
other students. For example, if a student
working on a debate assignment wanted to
showcase his/ her argument, they could use
Animoto to include images and demonstrate
their speaking skills. This would be
transformative since students would be
responsible for how they wish to show off
their learning skills; students become
creators as well as “vloggers.”
Students may use Pixton to demonstrate Pixton Infusion
their writing and narrative skills since they
are able to compose their own comic strip. https://www.pixton.com
For example, students may be assessed on
their ability to understand a plot diagram
with an introduction, rising action, climax,
falling action, and resolution. Through
means of Pixton and creating their own story
and comic strip, students would be able to
showcase their understanding of plot
diagrams. This would be infusion since it
may go hand-in-hand with a flow map that
students create on paper, but the final
product would be a digital comic strip.
Though the comic strip may be created on
paper, students are provided with the
opportunity to explore and look at the
different artistic options that come with
graphic and image design.