Technology Integration Analysis Assignment - A.

Newton

Anna Newton EDTC 615

I.

Lesson Plan Title, Source, Grade level and Standards associated with the Lesson.

The lesson plan I chose came from the Library of Congress website. It is titled Creating a Primary Source Archive: All History is Local and it can be found at the following website: http://www.loc.gov/teachers/classroommaterials/lessons/local/index.html#. This lesson has information for both teachers, which is more detailed, and students. This lesson/project is appropriate for grade levels 6 12 according to the Library of Congress. For the amount of research, skill and analysis, it is more appropriate for 9 12 grade levels. The standards associated with the lesson were found by completing the Find out which standards this resource meets search function. When I completed that search the following standards for Maryland 11th and 12th grade social studies were identified: MD.1.0 Standard: American Government/Political Science (Voluntary State Curriculum): Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes to become responsible citizens. Topic 1.A: The foundations and function of government Indicator 1.A.1: The student will evaluate how the principles of government assist or impede the functioning of government. Objective 1.A.1.a: Evaluate the principles of federalism, representative democracy, popular sovereignty, consent of the governed, separation of powers, checks and balances, rule of law, limited government, majority rule and how they protect individual rights and impact the functioning of government. Objective 1.A.1.b: Explain how the powers of government are divided and shared on the federal and state levels including delegated, reserved and concurrent powers. Indicator 1.A.2: The student will analyze historic documents to determine the basic principles of United States 1

government and apply them to real-world situations. Objective 1.A.2.j: Apply the principles of federalism, checks and balances, rule of law, judicial review, separation of powers, consent of the governed and majority rule to real world situations. In this lesson students pick a topic in their family, local (hometown), or state history and use the American Memory website and others to research archived primary source documents. When students are analyzing these documents they are examining the interplay between national, state, local, and personal history. The student website gives some examples of project topics. II. Defense of lesson plan choice for this assignment

Technology Integration Analysis Assignment - A. Newton

As stated previously, the students will pick a topic to research online archives for primary sources to analyze how their chosen topic shows the relationship between national, state, local, and personal history. This is a long term project where students will have roundtable discussions with their peers on their progress and findings and it will culminate in a written analysis of the archival collection. The lesson plan may also be extended by having students scan original items and produce Web pages for their collections. Students present their final Memory Projects in class, using the artifacts in their presentations. The student benefits of this project is gathering, classifying and interpreting written, oral and visual information, historical analysis, internet and researching skills, primary source interpretation, and application of technology skills when creating a Web page. The learning objectives listed for this project were: Identify and collect artifacts related to key themes or events in American history. Describe and analyze primary sources. Locate primary and secondary sources that are related to other primary sources. Compare/contrast materials to articulate relationships between artifacts and events or themes in national, state, and local history. Digitize selected documents, along with related materials and student analysis, for presentation on the Internet (Web page). Learn key facts/concepts of

American history. Understand historiography as a process parallel to the scientific method. Understand and articulate the interplay between national, state, local, and personal history. The multimedia that is integrated into this lesson is computers for research, database research particularly the American Memory website, creation of a webpage, and the presentation of their final product online. The TIP elements that are included are Phase 1: Assess Technological Pedagogical Content Knowledge, Phase 2: Determine relative advantage, Phase 3: Decide on objectives and assessments, Phase 4: Design integration strategies, Phase 5: Prepare the instructional environment. How each of the TIP elements are included will be discussed in part III. The assessment pieces are peer reviews during the entire process of the project, written analysis of the archival collections, web page, and presentations.

Technology Integration Analysis Assignment - A. Newton

III.

Analysis of lesson plan

There are many strengths in this lesson plan. First, there is a very strong relationship with the TIP model. In phase 1 the knowledge of technology is demonstrated because it is very easy to use internet for research and the plan gives many potential places to use. For the knowledge of pedagogy, this lesson stimulates learning because students get to pick a topic that interests them. For knowledge of content, teachers who employ this lesson know the local, state, and national history. In phase 2 the relative advantage of this lesson is the quick access to information, and working demonstrating learning in alternative ways, particularly a Web page. Students dislike preparing research reports, so creating a Web page and presenting it is new and exciting for them. In phase 4 students take responsibility for their own learning by monitoring their own progress and research, it is constructivist because students create their own knowledge on how their own personal history is connected with local, state, or national history, and there is collaboration with classmates during peer reviews they periodically engage in. In phase 5 the 3

instructional environment is prepared because there is access to computers and the library, access to the American Memory website, and time to meet and present their final projects. The coverage of standards is strong because each topic must connect their personal history to local, state, or national history, which includes the topic of government and real life situations as stated in the standards given in part I. The technology use is also strong because through their use of the internet, the students practice their research and analysis skills. There are included resources on how to complete various tasks to help with any issues some students may have. All websites work and all of the technology is manageable. The planned assessment is also strong because there are multiple assessments for this long term project, including peer reviews throughout the project, written analysis of the archives, web page creation, and presentations of their final projects using media to present actual documents and their web page they created. Despite its strengths there are some weaknesses. In the TIP model there are several problems. In phase 1 the knowledge of technology may be weak for many students. Many of them may not know how to create a web page and there are no directions in this lesson plan that explains how to do it. In phase 3, while the objectives and assessments are clear, there is no official rubric to grade the assessments. In phase 5, there may be technology issues in creating web pages. For example, being able to troubleshoot and teaching the students how to create a web page. One weakness that may come up in coverage of standards is what the students pick for their topic depends on the topic the student picks. To deal with this issue, the teacher must approve of the topic and make sure that the requirements are clear on how their chosen topic relates to standards of this lesson. Again, the technology weakness is lack of student knowledge on creating a web page. To fix this problem, I suggest that the teacher is thoroughly knowledgeable and spend a few days teaching students how to create a web page. Also, the teacher must also make sure

Technology Integration Analysis Assignment - A. Newton

there is a free server the students can post their web pages to. Finally, the last weakness is the fact there is no official rubric given to grade the planned assessments. To fix this the teacher must create one. To improve the assessment piece of this lesson, there must be certain requirement for the web page they create. This will show that they are able create a more elaborate web page that demonstrates through analysis of their topic. IV. Research questions about assessment

Technology Integration Analysis Assignment - A. Newton

1. What is the effect of using the internet as a research tool in a high school history project? 2. What is the effect of using multimedia projects, such as a web page creation, for assessing a high school history project? V. APA Style Sources:

Acikalin, M. (2010). Exemplary social studies teachers use of computer-supported instruction in the classroom. Turkish Online Journal of Educational Technology - TOJET, 9(4), 66-82. Retrieved from http://www.tojet.net/

Brown, C. (2007). Learning through Multimedia Construction--A Complex Strategy. Journal of Educational Multimedia and Hypermedia, 16(2), 93-124. Retrieved from http://www.aace.org/pubs/jemh/

Johnson, J., & Miller, B. (1998). Is the internet a good research tool for teaching about law and government? A case study from the field. Update on Law-Related Education, 22(2), 3134. Keppell, M., & Carless, D. (2006). Learning-Oriented Assessment: A Technology-Based Case Study. Assessment in Education: Principles, Policy and Practice, 13(2), 179-191. Retrieved from http://www.iaea.info/

Peterson, C. (2003). Bringing ADDIE to life: Instructional design at its best. Journal of Educational Multimedia and Hypermedia, 12(3), 227-241. Retrieved from http://www.aace.org/pubs/jemh/

Roblyer, M. D. & Doering, A. H. (2010). Integrating educational technology into teaching. 5

Boston, MA: Pearson Education, Inc.

Technology Integration Analysis Assignment - A. Newton