Insert your name here: Ennovy Luciano

Technology Integration Lesson Plan Evaluation

Directions: After selecting a lesson plan, complete the following chart. Phases I & II are as if you are
preparing to conduct the lesson. For Phase III, reflect on the quality of the lesson plan, which you are
evaluating, and plan to implement. Type your responses in the boxes (the space will expand as you write)
then save your document.
Selection of Lesson Plan
Lesson Title: Understand the relationship between numbers and quantities; connect counting to
cardinality.

Source: (include URL): https://www.cpalms.org/Public/PreviewResourceLesson/Preview/73312

Standards used to search for plan (full text of standards): Understand the relationship between
numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object
with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they
were counted.
c. Understand that each successive number name refers to a quantity that is one larger.

Overview of the lesson: What do students do and what does the teacher do? The teacher
willpresent the concept or skill to students.

If you needed to change your lesson plan to incorporate technology before you evaluated it, then what
have you added, deleted, or changed in the original lesson plan
Describe your changes and the rationale : If I were to make a change, I would make this a game using
motor skills as well, I would have the children create individual index cards numbered 1-10 then have
my students glue the amount of mesh puff balls to the back of the numbered index card.

Phase I: Analysis of Learning and Teaching Needs

Step 1: Determine Relative Advantage
What are the goals/objectives or outcomes for the lesson? List the top 3.
1- This will determine if they understand numbers and the number of objects.
2- It will enhance motor skill.
3- It will allow critical thinking.
What is the relative advantage of the technology in this lesson (pg. 56-58)? My Computer would allow
me to example my assignment. The advantage of the technology is the need to teach my student to be
active, rather than a passive learner.

Is this relative advantage enough to persuade your principal to support you in the use of this technology?
Yes, In order to create effective assignments a computer will be needed.

Step 2: Assess Tech-PACK

Is my content, technological, and pedagogical knowledge sufficient to conduct this lesson (p. 58)? Which
content, technology, and pedagogy knowledge will I use that I already know?
Insert your name here: Ennovy Luciano
Content: Yes, the assignment is content to the knowledge being taught.
Technology: The computer will provide a new teaching concept other than a black board or paper.
Pedagogy: I am familiar with the uses of computer. Therefore, demonstrating the assignment will allow
students to engage in learning, but not just from the teacher also the computer.

What content, technology, and pedagogy knowledge will I need to learn in order to be successful? I
would need to learn the TTIP model, in order to perfect or become familiarized with how to implement
all teaching assignment s and or lessons on a web-based platform.

Phase II: Planning for Integration

Step 3: Decide on Objectives and Assessments
What outcomes do I expect of students after the instruction, and how will they show me what they have
learned? (for example, students will be able to list the steps in the scientific method; students will apply
the scientific method to designing an experiment.) The students should be able to tell me they numbered
their index cards. Then, on the back on the index card the students will have to show me that they have
place the correct number of objects to the numeric number on the front of the index card.

How will I assess students’ learning (for example. written test, products, presentation, etc.)? (for
example, students will arrange the steps of the scientific method in order in an online quiz. A rubric will
be used to assess the students’ present the results of a formal experiment. I will use a rubric.) The
presentation will be the assessment. This will allow the student to not feel pressured, but more as a fun
activity.

Do the assessment instruments (for example, test, rubrics) exist or will I have to develop them?
List the assessment instruments and indicate those that need to be developed: A test rubric will have to
be created. The assessment instruments would be for the child to: Write their numbers on an index. And
to paste the numbered object that they have written.

Step 4: Designing integration strategies: What teaching strategies will work best?
Will the instruction be single subject or interdisciplinary (integrating more than one content area such as
a history and writing assignment)? Which subject area(s) are covered? What grade level? My assignment
would be considered interdisciplinary. The students would be using art materials such as markers,
crayons, and mess balls to paste. The subject area covered is math, and the grade level is K-1.

What are the characteristics of the learning environment? (active, collaborative, constructive, authentic,
and/or goal directed; See descriptions) Include all that apply and what in the lesson makes it so. My
assignment would be considered, active and constructive.

Which thinking skills are supported and how? (remembering, understanding, applying, analyzing,
evaluating, creating; See descriptions) Are most of the activities for students focused on the higher order
thinking skills of applying, analyzing, evaluating, and creating? The students are building memory and
motor skills with the hands-on crafts. So they are remembering and creating their learning assignment.
Insert your name here: Ennovy Luciano

What level of technology integration is evident? (Entry, Adoption, Adaptation, Infusion, and/or
Transformation; See descriptions.). Include all that apply and what in the lesson makes it so. The
technology I think a computer falls in, is entry. The reason for that being is to create a demonstration to
the students, so that they can get a visual understanding of their assignment.

With which learning theories will the activities be aligned: objectivism (directed instruction led by
teacher), constructivism (student-directed instruction with student chosen topics, presentation modes,
and/or project tools), or a combination of these? Support your answer with your reasoning. (See Table
2.2 on page 47) My learning theory would be a combination. The reason for this is, some students are
listening learners and some are visual learners. This allow me to teach both types of learners.

Step 5: Preparing the instructional environment: Are the essential conditions in

place to support technology integration?
How long will the technology resources be needed? What is the time span for using technology in this
lesson? The computer will be needed for about 15 minutes, before the assignment begins

YES NO
Does the lesson require scheduled time in a lab or media center? NO

Does the lesson require the scheduling of projection devices or large-screen monitors for NO
demonstrations?

Does the lesson require other equipment, software, media and resources? YES
If yes, then list other equipment, etc.: Index cards, glue, and mesh balls.

Is the lesson legal according to copyright laws? YES

Does the lesson provide for students’ privacy and safety? YES

Does the lesson provide provisions for special populations such as students with YES
disabilities (SWD), English Language Learners (ELL), and gifted?
List the provisions:

Am I familiar with troubleshooting procedures specific to the hardware or software? YES

List where to get help:

Does the lesson provide a backup plan if the resources cannot be used as planned? YES
Briefly describe it:

Phase III: Post-Instruction Analysis and Revisions

Insert your name here: Ennovy Luciano
Step 6: Analyze Results
YES NO
Is the sequence of activities adequate for completing the task? Would a substitute YES
teacher be able to teach this lesson? Could you teach this lesson?

Is the lesson plan designed to achieve the objectives? What evidence will I use to YES
indicate success?
List your assessment methods:

Now that I evaluated this lesson plan, do I see myself using it in the future? YES
Step 7: Make Revisions
After using this lesson with your class, you would at this point make necessary revisions after
completing Step 6: Analyze Results.

YES NO
Do I see myself using it in the future with modifications? YES

Additional Comments:
These lesson plans are very detailed. If a plan is not in place this would be a great tool for substitute teachers
to use, if needed. I however, found this tool to be something I can use with my own children.