Technology Exploration Template

Your name: Jake Clark

Grade Level that you intend to teach for this activity: 12th
Content Area: Theater
Technology Tool(s): Kahoot

Summary of your technology project (What is your overall intent with this lesson/activity?
Describe how you will use technology in this lesson/activity?)

This activity is intended to assess my students knowledge of the variety of different styles f
Japanese theater. After spending many class periods reading our theater history textbook, this
kahoot can be an assessment to see how much knowledge the students retain. The students
will also have already completed a project covering one style of Japanese theater, so they will
already have mastered on of these styles. This assessment is intended to check their level of
understanding and engage them in technology for assessment and feedback. I will use Kahoot
to give a timed and competitive quiz to the students.

6 points

Standard/Indicators (Which standards/indicators are addressed in my lesson? Use at least one

Indiana Standard/Indicator and one ISTE standard/indicator)

Theater

9-12.WT.9 Draw evidence from informational texts to support analysis, reflection, and
research.

H.2.1

PROFICIENT: Identify various dramatic forms, production practices, and theatrical traditions.

ADVANCED: Adapt various dramatic forms, production practices, and theatrical traditions
across cultures and historical periods to contemporary theatre.

Technology

1c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

4 points

Learning Targets (What will your students be able to do when they have finished this lesson?
What idea, topic, or subject is important for your students to learn and understand so that they
can do this? How will your students show that they can do this, and how well they can do this?)
Students will be able to demonstrate their knowledge of the various Japanese Theater styles.
Students will have a visual aide to make connections to the style of theaters that the Japanese
theaters are traditionally presented in. This is an important lesson in the theatrical history
elements students will be required to know per state standards. The quiz on kahoot will show
the students understanding od the styles of theatrical production styles.

4 points

Artifact (Show us how you would use selected technology tool(s) in this lesson? This could be
something you would use as an instructor or a mock student project to demonstrate how they
may use selected technology tool(s) to in their learning. Include a URL link of the artifact or
attach the artifact in ACE forums). 6 points

Mentions at least 2 specific points from exploring and using the tool. (2 points)

My assessment can be found by going to this link:

https://create.kahoot.it/details/japanese-theater/9f02f1a2-1f44-4803-a73c-1e24a475be13

Kahoot is interactive and fun, so the students will enjoy using this tool! It allows them to us
their electronic devices as a means for education. This kahoot allows for imagery of individual
theaters to be presented to students when asking them about each style of Japanese theater.
Students can make connections to imagery and prior knowledge taught about the various
styles of Japanese theater. Also there is the ability to modify this to be a group activity which
is great to expand on this kahoot and use as a review for students in a group environment.

8 points

TPACK Connections (How does the use of technology in this lesson fit the TPACK framework?
How do I know that technology is not an add-on, instead demonstrates effective integration of
knowledge? If you think your Content, instructional strategies and technology fit together
strongly within the instructional plan, explain it!)

This assessment fits well within the TPACK framework because the students are using web
based program to review their knowledge of prior learned materials. The kahoot makes it
engaging for students because there is a ranking of scores as students race to answer the
questions to be in the top 3 finishers of the class. This connects directly back to the state
standards of having students that have the ability to identify various dramatic forms and also
the traditional styles of Japanese theater.

4 points

26 points total