ST.

PAUL UNIVERSITY DUMAGUETE

Dumaguete City
GRADUATE SCHOOL

Assignment 1: 1. How important to you is technology integration? Why?

2. Explain why preparing teachers to integrate technology is an
organizational phenomenon

It is commonly believed that learning is enhanced through the use of technology and that
students need to develop technology skills in order to be productive members of society. For this
reason, providing a high-quality education includes the expectation that teachers use educational
technologies effectively in their classroom and that they teach their students to use technology.
In this chapter, we have organized our review of technology integration research around a
framework based on three areas of focus: (1) increasing access to educational technologies, (2)
increasing the use of technology for instructional purposes, and (3) improving the effectiveness
of technology use to facilitate learning. 

Technology in education mirrors the fast-paced world we live in. In modern classrooms,
it’s rare to find students all working on the same exact activity. Instead, today’s schools are
technology-rich learning spaces that promote diverse activity. They’re abuzz with collaboration,
critical thinking, creativity, and communication, all thanks to technology.

Ask an administrator about using technology in the workplace, and you might hear about
edtech as a tool for going about the business of school. Technology facilitates scheduling,
coordinates services, tracks students and teachers, and helps with data gathering and analysis.
Digital devices and apps make previously unwieldy administrative tasks easier.

Teachers, however, see technology in education differently. Edtech is a necessary tool in

modern classrooms, but not just for the teachers themselves. Technology has become an
invaluable instrument for students. It supports the learning process by engaging students in
interactive lessons that delve deep into content and require problem-solving skills.

Of course, there’s a lot more to technology integration than installing a few rows of
computers in a lab. Even having the obligatory two or three stand-alone desktops at the back of
the classroom doesn’t invite tech integration. We want students to use edtech as a tool that
continuously supports their learning.

Technology integration is most effective in education when it’s mobile and versatile. In
the hands of students, technology becomes an inseparable part of the learning process.

Education requires a lot from teachers. They not only teach content but also juggle (and
model) a host of other skills while trying to get their students to fall in love with learning and to
be successful at it.

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A single day in the classroom consists of taking attendance, teaching academic content
and positive behavior, empathizing with students, looking out for their emotional and physical
well-being, reporting grades, and more. Amid all of that, teachers must guide students in
becoming self-directed learners who can work independently and think for themselves.

Teachers triumph when their students master what the National Education Association (NEA)
calls the “Four Cs”:

 Critical thinking
 Communication
 Collaboration
 Creativity

These four skills ensure the likelihood of learner success, now and in the future. Those who
can work in teams and communicate effectively while solving problems are more likely to
succeed in the modern workforce.

Classrooms that immerse students in technology are more likely to produce learners who are
competent in all four Cs. Integrated technology enhances learning by facilitating discussion and
group work. Collective problem-solving requires critical thinking and creativity.

Some classrooms are neither equipped nor prepared to incorporate technology. Learners

either have limited access to tech or are unable to use the devices to their fullest potential.
Students lacking continuous connectivity may find themselves left behind. Without integrated
technology, they will not build competency in skills that are necessary for enduring success.

The necessary 21st-century skills require that we develop:

 Personal and social responsibility

 Planning, critical thinking, reasoning, and creativity
 Strong communication skills, both for interpersonal and presentation needs
 Cross-cultural understanding
 Visualization and decision-making
 An understanding of how and when to use technology, and how to choose the most
appropriate tool for the task at hand
 Knowing how to solve problems, build rapport, and communicate clearly are all
important skills that have always been in high demand. Without knowing how to use
these skills, adults who complete school to enter the workforce may find that they’re

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simply not competitive. Only articulate, creative thinkers will find themselves staying
ahead of technology — and employed.
 Integrating technology into education assists students in building the competencies they
need for the future. Therefore, it should be a basic requirement in all classrooms. 

Technology is a wonderful tool that can be used to assist teachers and students in the
classroom.  In fact, teachers should be encouraged to use technology to assist them in their role
as teacher.  This is an important step towards integrating technology into the curriculum. 
However the true integration of technology goes far beyond the role of assistant.

In addition, the integration of technology should serve to guide, expand and enhance
learning objectives. It is understood that teachers and students do need to spend time learning the
basics of using a computer. This is necessary in order to move to effectively integrating
technology.  Curriculum integration with the use of technology involves the infusion of
technology as a tool to enhance the learning in a content area or multidisciplinary setting 

However, it is imperative that administrators provide technological support in two areas:

technical and curricular. Many times the responsibility of the maintenance and purchasing of
hardware and software for computers fall on the shoulders of a teacher in the school. This can
become a difficult situation if the teacher is not provided with adequate release time to perform
these duties plus it sends a negative message to other teachers.

By and large, technology enables students to learn in ways not previously possible 
Effective integration of technology is achieved when students are able to select technology tools
to help them obtain information in a timely manner, analyze and synthesize the information, and
present it professionally. The technology should become an integral part of how the classroom
functions as accessible as all other classroom tools.

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Assignment 2: Identify two trends that are gaining popularity in your field of study and
identify how you'll incorporate these trends into your teaching. 1500 words

With the advent of new technologies being infused in school curricula, educators and
school leaders are beginning to rethink all facets of data in the classroom. New, innovative
methods of data collection are continually being developed, which offer new options for ongoing
formative, culminating summative and alternative assessments. Yet what precisely do nouveau
“research-based instructional strategies” entail? Although challenges in curriculum design may
arise due to advanced technology integration, schools are nonetheless embracing the future. Here
are five emerging trends for 21st-century classrooms.

Computers and Internet connections are becoming widely available in schools and classrooms. In
1999, 99 percent of teachers in the United States had access to a computer in their schools, and
84 percent had one or more computers in their classrooms. At the same time, Internet
connections were also widespread, with 95 percent of schools and 63 percent of classrooms
having access. Worldwide, many countries are making the creation and diffusion of information
and communications technology (ICT) an important priority. Even in developing countries,
usage is increasing dramatically. As ICT becomes more widely available, teachers and
policymakers are turning their attention to the difficult task of understanding how best to
integrate this technology into learning environments.
ICT can be used in many different ways, and how it is integrated into educational settings
depends largely on teachers' instructional goals and strategies. Changes in the goals of education
during the latter part of the twentieth century, coupled with increases in the amount and type of
available technology, has created changes in teachers' use of technology. In the 1970s and early
1980s the primary goal of instruction was to have students memorize important information and
procedures. Instruction was teacher-led and dominated by lectures, followed by practice using
worksheets and short-answer tests. Students worked alone to complete assignments, and when
help was needed they consulted parents, teachers, or textbooks for assistance. If computers were
available in classrooms during this time period, their use mirrored this dominant mode of
instruction; that is, they were primarily used to present passages of text and test students'
comprehension and memory for information contained in the passages.

Research on learning has demonstrated the shortcomings of this type of instruction. Students
often forget memorized information, or they fail to apply it in situations where it would be
useful. They need help in connecting new information to what they already know and in
extending and applying their knowledge to new problems. Researchers in the early twenty-first

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century believe that students learn best when they work to combine their own past experience
with new information in order to solve problems that are personally meaningful to them.

In addition to changes in the understanding of how students learn, there have been substantial
changes in what educators and policymakers believe students should know how to do. The
exponential growth in information since 1950 has shifted the purpose of education. Information
has become abundant and easily accessible. Rather than reading the unified perspective typically
presented by a textbook, students have access to many different points of view. Instead of
memorizing, students now need assistance in learning how to find and select relevant
information for problems they need to solve. They need to learn how to collaborate with others
as they solve these problems and communicate their solutions to their teachers and to the world
beyond their classroom.

Along with changes in what students should know and an increased understanding of how they
learn, new approaches to instruction are being advocated. Instead of listening to lectures and
memorizing facts and procedures, educational reforms suggest that students learn best in the
context of solving complex, realistic problems. Traditional computer-assisted instruction (CAI)
and many integrated learning systems (ILSs) deliver precisely this form of instruction in a range
of subject-matter areas. Typically computers dedicated to ILSs are clustered in computer
laboratory settings, rather than being located in individual teacher's classrooms. Students who
acquire new information as they solve problems are able to understand its usefulness, remember
it, and use it to solve problems in the future. Solving interesting problems is more likely to
stimulate a student's interest than memorizing isolated facts, and this interest has been shown to
positively affect learning. Students solving real problems view their efforts as real work and have
a sense of purpose and value.

Organizing instruction around problem solving makes new demands on teachers, including
locating meaningful problems and projects and providing students with the resources and
guidance for solving them. Teachers are finding that ICT can help them meet these demands, and
they are integrating it into their instruction in many new and exciting ways.

Below are the emerging trends that I find helpful and useful in my class. These trends that I
chose are somehow employed as my classroom strategies.

Digital Literacy 

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Creating a digital literacy curriculum can be based on students’ developmental stages, and
educators should be cognizant of both the risks (such as distractions) and myriad learning
opportunities that technology integration and utilization in the classroom may provide. With
increasing numbers of teachers using technology in the classroom and schools permitting
students to become engaged with content via digital literacy, some schools are adopting formal
digital literacy curriculum and digital literacy plans. Perhaps as a result, Google has published a
plethora of resources about understanding digital literacy and digital citizenship, including
YouTube videos, teacher’s guides and lesson plans.

Digital literacy may encompass simple student tasks, such as creating classroom presentations, or
more intricate, collaborative work, such as video clip creations or posting online “mind-maps”
using digital tools. The field of digital literacy will continue to grow in importance in the coming
years as new approaches to learning via new technologies are embraced.

1. Collaborative Learning

Technology has made it possible for everyone to stay connected. We connect, discuss and enact
upon situations collaboratively. This collaborative approach has gained importance in the
learning process as well. In a classroom learning model, teachers encourage collaboration by
assigning group activities and tasks.

When students team up together to work on a project or solve a problem, it builds their
collaborative skills. Working together improves their understanding and increases engagement.

Although eLearning is quite popular, it includes collaboration with features to share and discuss.
In a traditional teaching model, a teacher enters a classroom, speaks for about 30 minutes, and
leaves when the bell rings. But today, technology has bridged the gap between teachers and
students.

You would find teachers and students interacting with each other more often. Teachers are far
more accessible now and act as mentors to help students in their overall development. This
collaborative learning approach helps students to interact with their peers and build their
interpersonal skills.

3. Social Media in Learning

Who would have ever thought that social media would one day be accepted as part of the
learning process? With kids as young as eleven having social media profiles on various

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platforms, you can’t really expect to keep them away from social media for too long. So,
teachers found a way to utilize this trend and turn it into a powerful tool for enhancing the
learning process.

Educational institutes have started using social media as a communication tool, where students
can interact with their peers and faculty members. Usually, students share videos and images
with their friends and followers. But with social features embedded in their eBooks, they can
share study materials, opinions, projects etc.

They can comment on someone else’s post or share links to other websites, all the while building
peer networks and enhancing the online learning experience. Teachers allow the use of social
media as part of the learning model because it helps students to stay interested in their course and
increases engagement. Social media is here to stay and incorporating it into learning modules
will build a culture of collaboration and sharing, leading to an improved learning experience.

Interactivity in Classroom

Bringing technology into the classroom has made classrooms lively and interactive. With
eBooks, the course content can be embedded with videos, augmented reality, audio files etc.
Unlike a printed book, eBook allows for more interaction to take place in the classroom. The
flipped classroom model has allowed students to do all the learning at home and all the practical
work at school.

All these new technologies have brought about a change in the way that classes used to function
traditionally. Teachers can now assist and guide students with their homework in class.

They can have discussions and activities in classrooms, creating an interactive environment
where students are completely involved in the learning process. Creating interaction and
engagement has become a priority for many schools and universities. This style of learning has
seen a growth in recent years for its ability to keep students engaged in the classrooms.

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Assignment 3: Using Atkinson & Blooms Taxonomy (Revised Digital Version)

Give three examples of your lessons applying the model SMAR & TPACK
1500
Technology is rapidly developing. Every day new applications and concepts are created
in order to enhance our style of life. Technology and Web 2.0 have enabled educators to develop
collaboration settings where Web-based tools are used for collaboration and communication
among people. For this reason, it is important to update language teaching and find a way to
integrate technology in the classroom.
Technological Pedagogical and Content Knowledge (TPACK) (Mishra & Koehler, 2006)
is one of the current frameworks that is used to integrate technology in the classroom. In this
framework, technology is seen as a tool that enhances the learning process; it is neither the final
goal nor does it replace interaction for mastery of the target language. Jang and Chen (2010)
express that TP ACK represents a new direction in understanding the complex interactions
among content, pedagogy and technology that can result in successful integration of technology
in the classroom.
The following lesson plans were created for my English class. Our specific assignment was to
design a lesson plan that incorporates the elements of SMAR & TPACK standards and a focus
on specific technology that will assist a differentiated classroom in meeting their goals. My plan
is included here.
Name and Grade Level: Stephanie F. Alob/ Grade 10 English Class

Title: Republic Act No.10627 or the “Anti-bullying Act of 2013”

Lesson Length: 1 hour

Common Core/ Essential Standard- Content:

 The learner demonstrates understanding of how world literature and other text types serve as ways of
expressing and resolving personal conflicts, also how to use strategies in linking textual information,
repairing, enhancing communication public speaking, emphasis markers in persuasive texts, different
forms of modals, reflexive and intensive pronouns.
Pedagogy:

Assessment Plan: Check off which apply/notes on how

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____: Informal ___x__: Formal

__x__: Formative ___x__: Summative

Notes:

The learner composes a short but powerful persuasive text using a variety of persuasive techniques and
devices.

Technology for Learners being used:

After the lesson learners will be using phones, computers to film their video about the different types of
bullying.

Technology for Teacher Being Used:

Slideshare presentation: I have used this kind of presentation to show the students the varying types of
bullying and its effects to an individual.

What 21st Century Skills are Students Using?

Critical Thinking:

Determine how connected events contribute to the totality of a material viewed

Creating:

Students could think of creative ways to craft videos that would show the significance of this Republic act in
protecting those victims of Bullying.

Communication:

Express insights based on the ideas presented in the material viewed

Collaboration:

These are fun games that will give student a grade but will surely help them strengthen the bond they have
with their classmates and will pave a way to respect their individualities.

Essential Vocabulary:

Bullying, Cyberbullying

Materials

Smart Board/Projector

Phones, Computers

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Introduction/Engagement:

I would introduce the class with them watching the music video of Gloc-9‘s song entitled Anting-anting.
After watching, share their idea regarding your understanding of its message.

Lesson: (Teacher Input, Guided, Independent Activities, etc.)

After my introduction of shapes, I would bring the class together on the floor (carpet) to show them the
Slideshare presentation about the topic. While I am going through the Slideshare, I will ask questions about
each type of bullying as I go through them. After going over the Slideshare the students will split into centers
(Stations) and will evaluate the text lifted from Republic Act No. 10627 or the Anti-Bullying Act of 2013.
Each group must study the text carefully and accomplish the chart.

Modifications:

What would you do to stop or at least minimize the cases of bullying if you would be any of the following for
a day? Students will film a video based on the different scenarios given for each group.

Group 1: A Senator

Group 2: A School Janitor

Group 3: A Teacher

Group 4: A Parent

Group 5: A Priest/Nun

Enrichment:

Write a letter addressed to yourself. Express your thoughts and feelings at the moment. Include an assurance
to yourself that you will not lose hope despite problem

Name and Grade Level: Stephanie F. Alob/ Grade 10 English Class

Title: The Gorgon’s Head by Anne Terry White

Lesson Length: 1 hour

Common Core/ Essential Standard- Content:

 The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers

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in persuasive texts, different forms of modals, reflexive and intensive pronouns.

Pedagogy:

Assessment Plan: Check off which apply/notes on how

____: Informal ___x__: Formal

__x__: Formative ___x__: Summative

Notes:

The learner composes a short but powerful persuasive text using a variety of persuasive techniques
and devices.

Technology for Learners being used:

After the lesson learners will be using phones, computers to begin build multimedia presentation
using media such as PowerPoint, YouTube, Prezi

Technology for Teacher Being Used:

Slideshare presentation: I have used this to present the selection entitled ―The Gorgon‘s Head by
Anne Terry White. Students will have to note down important details such as the names of the
characters and important events.

What 21st Century Skills are Students Using?

Critical Thinking:

Determine the effect of textual aids on understanding a literary text

Creating:

Students could think of creative ways to build multimedia presentation using media such as
PowerPoint, YouTube, Prezi

Communication:

Explain how the elements specific to a genre contribute to a theme of a particular literary selection

Collaboration:

These are fun games that will give student a grade but will surely help them strengthen the bond
they have with their classmates and will pave a way to respect their individualities.

Essential Vocabulary:

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Venomous, Evade, Appease

Materials

Smart Board/Projector

Phones, Computers

Introduction/Engagement:

I would introduce the class with studying the definitions and word forms. Then, they will have to
rearrange the letters in bold to form the correct word for each item below.

Lesson: (Teacher Input, Guided, Independent Activities, etc.)

After my introduction of shapes, I would bring the class together on the floor (carpet) to show them
the Slideshare presentation about the topic. While I am going through the Slideshare, I will ask
questions about the story. After going over the Slideshare the students will split into centers
(Stations) and divide the class into nine groups. Each group will pick one question, while the teacher
will select which member shall answer the question.

Modifications:

Divide the class in to five groups. Ask them to assign two members who will present their output in
class. Students could think of creative ways to build multimedia presentation using media such as
PowerPoint, YouTube, Prezi

Group 1 – Create a timeline of events in the story. Include only 10 most significant events.

Group 2 – Create a Venn diagram that compares the characteristics of Perseus and Medusa. Provide
evidence.

Group 3 – Create a diagram that shows the challenges of Perseus in his quest to acquire the
Gorgon‘s head.

Group 4 – Using the Gorgon‘s head as a diagram, point out at least five utterances of Perseus that
strike your group the most. Make sure to explain each.

Group 5 – Create a diagram that shows the relationship of all the characters in the myth. Cite the
reasons for these relationships and include an image for every character

Enrichment

After the presentation, answer the following questions. 1. Did you find diagramming difficult? Why

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or why not? 2. Are there notable similarities or differences among the diagrams? Explain. 3. How
would these diagrams help you in understanding the text as a whole?

Name and Grade Level: Stephanie F. Alob/ Grade 10 English Class

Title: Modals

Lesson Length: 1 hour

Common Core/ Essential Standard- Content:

 The learner demonstrates understanding of how world literature and other text types serve as
ways of expressing and resolving personal conflicts, also how to use strategies in linking
textual information, repairing, enhancing communication public speaking, emphasis markers
in persuasive texts, different forms of modals, reflexive and intensive pronouns.
Pedagogy:

Assessment Plan: Check off which apply/notes on how

____: Informal ___x__: Formal

__x__: Formative ___x__: Summative

Notes:

The learner composes a short but powerful persuasive text using a variety of persuasive techniques
and devices.

Technology for Learners being used:

After the lesson learners will be using phones, computers to make short-form video or commonly
known as Vines that corresponds to a superstitious belief and you must use the different modals in
you dialogue.

Technology for Teacher Being Used:

Slideshare presentation: I have used this to present the video clip on how modals are categorized.
While watching, students take down notes so that they would remember the list of modals. The clip
can be downloaded from https://www.youtube.com/watch?v=XpA_McVjorM

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What 21st Century Skills are Students Using?

Critical Thinking:

Use modals correctly based on the context of a sentence

Creating:

Students will have to make short-form video or commonly known as Vines that corresponds to a
superstitious belief and you must use the different modals in you dialogue.

Communication:

Employ modals in the dialogues of a role play about Filipino superstitious beliefs

Collaboration:

GAME KNB

Form a team composed of 6 members. Every member must take his turn to answer a set of
questions. Note: Each member is only allowed to take his turn twice, otherwise, his team would be
disqualified. Assign three students who will act as watchers. They will be the one to monitor who
will answer the question first by identifying the fastest students who could raise their hands. The
team who could get the highest points would be declared winner. The game can be retrieved from
http://www.eslgamesplus.com/modal-verbs-can-could-might-must-shouldwould-catapult.

Essential Vocabulary:

Modals

Materials

Smart Board/Projector

Phones, Computers

Introduction/Engagement:

I would introduce the class by letting them watch a video clip on how modals are categorized. While
watching, take down notes so that they would remember the list of modals. The clip can be
downloaded from https://www.youtube.com/watch?v=XpA_McVjorM

Lesson: (Teacher Input, Guided, Independent Activities, etc.)

After my introduction of shapes, I would bring the class together on the floor (carpet) to show them

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Dumaguete City
GRADUATE SCHOOL

the Slideshare presentation about the topic. While I am going through the Slideshare, I will ask
questions about the story. After going over the Slideshare the students will form a team composed of
6 members. Every member must take his turn to answer a set of questions. Note: Each member is
only allowed to take his turn twice, otherwise, his team would be disqualified. Assign three students
who will act as watchers. They will be the one to monitor who will answer the question first by
identifying the fastest students who could raise their hands. The team who could get the highest
points would be declared winner. The game can be retrieved from
http://www.eslgamesplus.com/modal-verbs-can-could-might-must-shouldwould-catapult/.

Modifications:

Role Play: Filipino Superstitious Beliefs Form ten groups. Each group corresponds to a superstitious
belief and you must use the different modals in you dialogue. Be guided by the rubric below.
Students will have to make short-form video or commonly known as Vines that corresponds to a
superstitious belief and you must use the different modals in you dialogue.

G1- Marriage

G2- Pregnancy

G3- Money

G4- Building Houses

G5- Taking Care of Infants

G6- Burial

G7- First Menstrual Cycle

G8- New Year

G9- Night Time

G10- Circumcision

Enrichment

How do modals help convey your message in terms of asking for permission, giving an advice, and
predicting probability? Write your answer on the notepad below.

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Content: Students will demonstrate their understanding and mastery of the technological class by
putting together a technical written proposal that will be presented to the class, teacher, and
administration of the school. The purpose is to not only demonstrate understanding of the usage
of technical tools, but also to generate awareness of how we gain the tools we need in the
working world and in education. By having the students create and present the proposal, it
demonstrates awareness of the world around us, the particular issues we face in relation to
budgets, cost and approvals, and it teaches the students how to present a multimedia and oral
presentation. A template will be provided for the students to reflect upon and work from of what
a finished technical written proposal should look like, however the students will be expected to
conduct their own web searches and do their own designs as that are part of their grade. Using
the big picture to design this stage, some questions I asked were things such as:

How does knowing how to research using the internet lead to a well written paper?

What knowledge and skills must one have to successfully create a multi-media presentation?

What technical skills would one need to draft a proposal?

The particular Common Core Standard being used for mastery in this piece of the assessment is:

CCSS.ELA-Literacy.CCRA.W.6- Use technology, including the Internet, to produce and

publish writing and to interact and collaborate with others.

The unit goal that will align with this standard is:

Students will demonstrate an understanding of the use of technology and the internet by
producing a written Technical proposal to the teacher and administration. Students can use
multimedia including Microsoft word, PowerPoint, video images, print images, searchable links,
You Tube, Glogster, Present Me, or any media they choose.

2. Pedagogy - Understanding the basic needs of any student is something every teacher is
expected to master. We are not only expected to master this, but move well above and beyond it.
While every teacher wants the best for each student in their class, at times the challenges we face
in relation to class size, time and budget cuts do not always allow for the lofty goals we set forth

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for ourselves. This is why we must get creative with the tools we have been given. Given that
this classroom has a mixture of students, I must strive to bear in mind that some may require
additional assistance in some aspect. Assessments can be delicate as the teacher must bear in
mind the individual needs of each of the children in the classroom, the state standards, the federal
objectives and any school mandates. Assessments must meet many checkpoints, otherwise they
may be discarded. In developing an assessment that bears in mind differentiation and UDL, it
becomes a bit more challenging as well. “Assessment aligns with differentiation by product, with
the product being a culminating activity as outlined in the unit plan” (Puckett, 2013 4.2).Each
area in this plan identifies what core standard will be used, how the teacher will be involved, and
how the evidence of success will be evaluated. As I am dealing with a mixed classroom, the pre-
assessment phase would consist of a mini quiz to gauge the level of understanding of topics and
tools that will be used in the unit such as Boolean searches, pdfs, jpegs, file extensions, writing
standards, etc. Based upon the results of this quiz, I would then have a base level of
understanding of where my student’s strengths and weaknesses lie, and what individual learning
needs I would need to cater to. Those students who require additional assistance or an adjustment
in learning processes will receive the help they need in whatever form is needed. Time
allotments can be given, partnering, tutoring and accommodations can be made. As this is a
problem based scenario, “Small groups work together to identify what they already know and
what they need to learn, then integrate this knowledge to propose solutions. The problems are
designed to be ill-structured, that is, there is no one correct answer” (Puckett, 2013 3.3).

As we are in the 21st century, and developing 21 century learning tools- no conversation
of planning a unit would be complete without how technology plays into the development
process. This is especially true in a classroom devoted to technology. UDL (Universal Design for
Learning) is one framework that relies heavily on the use of technology to promote learning.
“Technology plays a supportive role in UDL implementation, especially that of reducing
barriers” (Puckett, 2013 3.1). UDL can be easily implemented if technological supports are in
place. Things such as text to speech programs and closed captioning are aspects of UDL that are
instrumental to the success of a UDL program. The technology allows the students who
otherwise would not be able to be a part of the discussion to join in and have their creativity

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heard. Unfortunately, there are many schools that fall behind in funding and do not have proper
access to the tools needed. This is where the research project for this unit comes into play. The
activities and assessments presented use UDL in multiple ways such as perception, language and
comprehension. They offer multiple means to exhibit all of these things through the use of the
technology.

Each activity designed in the lesson plan builds upon the next to increase student awareness and
understanding of the topics presented. There are plenty of opportunities built in for the students
to stop and check in with the teacher and with each other for additional clarification and help.

3. Technical Pedagogical Knowledge - As this is in fact a technological class, a majority of the

work will focus on, and use, technological aspects. We are using computers with all peripheral
devices such as printers, keyboards, mice and cameras. We will be using digital cameras, audio
and visual equipment, and for our hearing impaired and ELL students there will be TDD devices
and/or speech to text programs used. The actual writing piece will be done using the provided
templates and Microsoft Word. The students will then create a multi-media presentation
involving the steps it takes to create a technical proposal, what is needed, and how one gets what
they need from a proposal. They should show budgets, options, different technology, options,
price quotes and all aspects that would be included in an actual proposal. To do this, websites,
videos, links, screen prints, screen viewing programs, Microsoft PowerPoint, and blogs are all
options to get their point across.

“As the standards document states, grade-level indicators that begin with the word “understand”
are intended to be “good opportunities to connect the practices to content.” (The Partnership for
21st Century Skills, 2011). All of the activities listed will speak to DI, as the entire lesson is
dealing in technical issues and computer technology. We are using keyboarding skills, digital
cameras, email, chat, interactive tools, virtual communities, word processing, webquests, video
recording, and group presentations. There is also journaling, internet research, organizational
tools, strategy, and search engines, the use of sound, video and music files and multimedia files
(Everything DI., n.d.).

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The three technological tools that will be used throughout the course are the computer and a text-
to speech program and closed captioning to support the ESL and other students in the classroom.
I feel these tools not only will help the students prepare for their project, but also in life outside
of school. “No single medium will be the most efficient or best for all learners. Providing a
variety of formats, including digital media, gives students and teachers the flexibility needed to
access content in an efficient manner” (Puckett, 2013 3.1).

4. Technology & Content: Using all of the types of technology that I have placed into this lesson
works steadily in conjunction with the goals I have outlined for the lesson. In the working world,
we do not make any moves in business without first drafting some type of proposal for those in
higher positions of authority. To gain the materials we need, we must request unless one is in the
decision making position. However, even if one is the decision maker- he or she must make the
hard choices regarding what to approve and deny. Knowing how to draft this proposal is a step in
the right direction. Communication is another skill that is in high demand in the corporate world.

As we have gone digital, communication has taken the forefront on the list of employable skills.
Students need it to survive, and they need to be able to use it in all forms. It goes without saying
that any IT skills are in demand as well. Knowing how to navigate comfortably with a computer
is necessary, but having skills above and beyond this are often sought out. Lastly working
effectively in a team environment is something all workers not only have to become familiar
with, they have to become successful with in the 21st century environment. Team environments
are more common in the workplace and having the right skill set to work successfully in one is
needed. This lesson incorporates all of these things and more.

Technological Pedagogical Content Knowledge (TPACK)

“As the Common Core standards and the curriculum chosen to respond to these outcomes
become embedded in practice, a teacher's PCK must expand to include one more element—
technology knowledge and its integration within content-related pedagogy. Referred to as
Technological Pedagogical and Content Knowledge (TPACK), this concept seeks to describe the
intersection of technology, pedagogy, and content knowledge. TPACK is acquired most often
through formal and informal PD activities” (Puckett, 2013 12.2). TPACK has become a

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necessary point to education in the 21st century environment, even when not teaching in a
differentiated classroom. It becomes highly necessary when a differentiated classroom is present.

In this differentiated classroom, I have worked very hard to ensure that all elements of
TPACK are present. For my ELL students, I am ensuring that there is some kind of device,
program or physical piece of technology available to assist in the transition to the language such
as a speech to text device, an audio program or a device with an e-reader such as a kindle fire or
an IPad. I have enabled the students to choose any medium they like to create the multimedia
presentation, appealing to all learning styles. They can use audio, visual, print or all three.

In applying pedagogical knowledge, my deep understanding of IT, computers and

technology as a whole assists in the classroom and with the project. ““Teachers’ deep knowledge
about the processes and practices or methods of teaching and learning. They encompass, among
other things, overall educational purposes, values, and aims” (http://www.tpack.org). Using this
in conjunction with my experience both personally and professionally with special needs
children helps to build a unique and strong classroom where all student’s needs will be met.

This lesson meets all needs of the TPACK framework. It introduces or expands upon
technology and terminology needed to be successful in a 21st century environment such as
communication and teamwork, public speaking, use of multimedia presentations and use of
technology. It encourages creativity as the students must work together and separately to come
up with the best possible outcome for a proposal to present to administration to get the needs of
the technology class met. In addition to this, they must be as creative as possible in creating their
multimedia presentations in order to keep the attention of the audience they are presenting to. It
encourages critical thinking as the students must make the best possible decisions for their
proposals, they must make sound choices in reference usage and citations/quotes, must avoid
plagiarism and must acknowledge and respect one another’s opinions and decisions in their
individual groups. Finally- the lesson demonstrates expertise by producing the final products; the
written proposal and the multimedia presentation.

Educators in the 21st century must bring a host of ideas with them to the classroom. It is
no longer a “cookie cutter” world of teaching. We have to be able to think quickly on our feet,

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and to have the compassion and caring it takes to cater to a wealth of children with diverse and
often complicated needs. Using tools such as the P21 Common Core toolkit, the Common core
standards and all of the technology at our disposal is one way to ensure we stay on top of
emerging trends and issues in the educational world.

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