UNIVERSITY OF MINDANAO

COLLEGE OF TEACHER EDUCATION

City of Davao

SST 324
(8691)

TECHNOLOGY INTEGRATION
PLANNING
Phases 1-3 Activity
MODULE 3

Submitted To

Wenji Sanchez, MAEd

Teacher, SST 324

Submitted By

Novie Kaye S. Alibo

John Willy Diola
Glenny Gervacio
Christian H. Ibañez
Norjana M. Phari

3rd Year
Social Studies Student

February 19, 2022

Activity 1: PHASE 1
Mia wanted to include more meaningful multicultural activities in the social studies curriculum
since she and the other social studies teachers in her school focused primarily on studying various
holidays and foods from other cultures. They sponsored an annual International Foods smorgasbord
event that was very popular with the students, but she doubted it taught them much about the
richness of other cultures or why they should respect and appreciate cultures different from their
own. She sometimes overheard her students making disparaging comments about people in other
ethnic groups and felt a better approach to multicultural education might help. Mia concluded that
she could follow a model she heard about while attending a workshop the previous summer. At the
workshop, teachers in another school district described an online project with partner schools in
countries around the world. One teacher told about her partners in Israel and Spain and said
students exchanged information with designated partners and answered assigned questions to
research each other’s backgrounds and locales. Then they worked in groups on travel brochures or
booklets to email to each other. They even took digital photos and videos of themselves to send. It
sounded like a great way for kids to learn about other cultures in a meaningful way while also
learning some geography and civics. The teachers in the workshop remarked that it was difficult to
demean people who look and talk differently from you when you’ve worked with and gotten to know
them. Mia was so impressed with the online project they described that she decided to try it out in
her own classroom. Even though she had not seen it modeled, she felt she could structure a good
curriculum around these activities once she knew about what was needed.

Phase 1 analysis Questions:

1. What is the problem Mia wants to address?

Mia wanted to address the ineffectiveness of an annual international smorgasbord event

in promoting multicultural education. Also, cultural superiority that every student in her classroom
felt, to avoid students from disparaging other culture. By which integrating a meaningful
multicultural activity in the social studies curriculum can help student be respectful and
appreciate any other culture.

2. What evidence does she have that there is a problem?

Teacher Mia overheard her student’s belittling and criticizing the people from the ethnic
groups. In this scenario, teacher Mia have found out the problem in her class. The fact that she
has doubted of not teaching her students on how to respect and appreciate one’s culture,
however, teacher Mia find a better approach to multicultural education to help her students to
value other’s culture. Furthermore, the basis of a prime focus on studying various foods and
holidays from other cultural groups allows teachers like Mia to rethink curriculum goals, there are
also evidences that her students resist meaningful learning due to that fact that instead to learn
from the exhibit; students were expressing the opinion that something is of little worth, this would
refute the true purpose of the food event. Lastly, these pieces of observable evidence are made
concretize as Mia will go along the TIP process.

3. What would be the relative advantage of the method she is proposing?

The relative advantage of the method that Teacher Mia is proposing is that it allows the
students to not restrain themselves in their own way of understanding various multicultural ideas
and concepts through traditional activities, instead, they get to communicate primarily with their
designated partners who has a different cultural characteristic than them. This is due to the fact
that the integration of technology isn’t too idealistic. This way, the learning is more genuine, and
the students get to contextualize their learnings about multicultural practices in a broader level.
It will also aid them to further cultivate their empathy and cultural relativism as the online project
could help them abolish their stereotypes or ethnocentric beliefs. Most importantly, through the
online project, students will be able to prove that it is indeed possible to work effectively with
others despite of differences in cultural backgrounds, which would be hard to realize if Teacher
Mia would just settle on the usual multicultural activities that their school implements.

4. In what ways does she hope this method will be better than previous ones?

Well, Teacher Mia fervently hopes that the new method she found from one of the
workshops she had attended will create a culture of cultural intelligence to her students which
previously reported to be not that much culturally sensitive to ethnic groups presented during the
event. Specifically, to attain such change on one of the structures of their curriculum, Teacher
Mia resorted to a technology-based method in a way of allowing students to encounter
themselves facts and endeavors of ethnic groups from real people around the world in a creative
way through booklets and travel brochures. Videos also were employed within the student's
network around the globe. In this sense, Mia’s new way is a way of collaboration, cultural
sensitivity, cultural relativism, and creativity that aims not only to focus on food and delicacies
but on the various aspects and fabric of diverse cultures around the world, in so doing, Mia may
enrich multicultural education in which students are trained on the process to become multi-
culturally responsive even in a virtual space. Moreover, Mia's new ways were a way of referring
to a constructivist strategies integration because it approached solving novel problems in which
learning takes root deeper on group products, in this case, are videos and e-mail threads, e-
booklets. All in all, Mia wielded inclusions of cultural skills, constructivist approach,
constructionist, and technology-based method in analyzing what teaching needs and learning
necessity to be filled with sufficiency that take them deeper into the brighter side of a good
multicultural-friendly social studies curriculum.
5. What special skills or resources would Mia need to carry out such a project?

In the case of Mia, wherein their school studied only various holidays and foods from other
cultures. Also, they have sponsored an annual International Foods smorgasbord event that
taught them about the essence of every culture which is very popular with the students. Mia
attended some workshops and knew about the other techniques of other teachers on how they
engage students with various cultures through online projects. Mia was impressed about the
idea. Basically, on that online project, Mia can introduce some online tools such as internet and
email projects wherein their students can access more information about cultures across the
world. Also, they have the opportunity and chance to interact with other students with different
cultures and backgrounds. In addition, the special skills or resources Mia need to carry out to
her project is would be to start by asking the students to present their family's celebrations. Then
students would utilize on Internet and Web page on Multimedia products, and I would pick a
theme such as winter celebrations and have each student write a proposal for their presentation.
I might also assign a follow-up assignment in which students could design their own culturally
significant celebrations, referring to ecologically important issues. Students could search for a
face painted or drawn from previous centuries, and name the era, the artist, and the person
depicted if possible. Then I'd have the student research the type of lifestyle the person would've
likely had and create a story. Ultimately, encapsulating the techniques into skills, Mia needed a
tool of skills and a cultural knapsack to put a good multi-cultural education into actuality through
primarily technology-based skills, skills to combine materials and media resources, research
skills and technical skills needed to do a multi-cultural education lesson. These skills will possibly
lead to success on putting every bit of Mia’s preparation into a curriculum success.

Proof of Discussion (February 14, 2022 – Monday)

Activity 2: PHASE 2-Design of an Integration Framework
Mia reflected on the problems she saw with her current multicultural goals and what she wanted her
students to learn about other cultures that they didn’t seem to be learning now. She decided on the
following three outcomes: better attitudes toward people of other cultures, increased learning about
similarities and differences among cultures, and knowledge of facts and concepts about the
geography and government of the other country they would study. So that she could measure the
success of her project later, she created objectives and instruments to measure the outcomes: •
attitudes toward cultures—At least 75% of students will demonstrate an improved attitude toward
the culture being studied with a higher score on the post‐unit attitude measure than on the pre‐unit
measure. Instrument: She knew a good way to measure attitudes was with a semantic differential.
Before and after the project, students would answer the question: “How do you feel about people
from ___________?” by marking a line between sets of adjectives to indicate how they feel. •
Knowledge of cultures—Each student group will score at least 90% on a rubric evaluating the
brochure or booklet that reflects knowledge of the cultural characteristics (both unique and common
to our own) about the people being studied. Instrument: After listing characteristics she wanted to
see reflected in the products, she found a rubric to assess them. She decided they should get at
least 15 of the 20 possible points on this rubric. • Factual knowledge—Each student will score at
least 80% on a short‐answer test on the government and geography of the country being studied.

Phase 2 Analysis Questions (Set 1)

1. How do you think Mia should use the product rubric to assign grades?

Teacher Mia should use the product rubric to assign grades through primarily thinking the
learning objectives she created. It will help her clarify the purpose of the product itself. If the product
has been well articulated, with clear and specific learning goals in mind, the language for Teacher
Mia’s rubric can come straight from the product as created. Otherwise, she will try to unpack the
outputs submitted, identifying areas that are not articulated clearly. Moreover, if the learning
objectives are too vague, her rubric will be less useful (and the students will have a difficult time
understanding the learning expectations). If, on the other hand, the stated objectives are too
mechanistic or specific, the rubric will not accurately reflect the grading expectations. Secondly, the
rubric is used to assess the second objective which is knowledge of cultures. Grading happens when
students are able to reflect well-listed cultural characteristics into the brochure or booklets; with a
target of 90 percent grades from all outputs. Such expectation with the use of rubric will also enrich
Teacher Mia’s teaching of multicultural education and fine-tune the project description and consider
handing out the rubric with the project itself. Lastly, it will help her proceed to the next step of
Technology Integration Planning smoothly and effectively.

2.) What kinds of questions could Mia include in a survey to measure how much students
liked this way of learning?

To help Teacher Mia measure the students’ opinions of this way of learning, questions below can
be used to generate it:

• Which of the activities did you enjoy the most?

• Now that you are done with the activities, how do you feel about people who have a
different cultural background than you?
• What are your main takeaways from the activities?
• What motivates you to learn more from this activity?
• Do you think this activity suffice your learning expectations?
• How did those changes come about?
• Did you do your work the way other people did theirs?
• In what ways did you do it differently?
• In what ways was your work or process similar?
• What does that tell you about yourself and how you learn?
• What did/do you find frustrating about it?
• In what ways have you gotten better at this kind of work?
• How much did you know about the subject before we started?

Mia knew that her students would not achieve the insights and changed attitudes she had in mind
through a strategy of telling them information and testing them on it. They would need to draw their
own conclusions by working and communicating with people from other cultures. However, she felt
she could use a directed approach to teach them the Internet and email skills they would need to
carry out project activities. The project website had good suggestions on how to set up groups of
four with designated tasks for each group member. It also suggested the following sequence of
activities for introducing and carrying out the project:
Step 1: Sign up on the project website; obtain partner school assignments.

Step 2: Teachers in partner schools make contact and set a timeline.

Step 3: Teachers organize classroom resources for work on project.

Step 4: Introduce the project to students: Display project information from the project website and
discuss previous products done by other sites.

Step 5: Assign students to groups; discuss task assignments with all members.

Step 6: Determine students’ email and Internet skills; begin teaching these skills.

Step 7: Students do initial email contacts/chats and introduce themselves to each other.

Step 8: Teacher works with groups to identify information for final product.

Step 9: Students do Internet searches to locate required information; take digital photos and scan
required images; exchange information with partner sites.

Step 10: Students do production work; exchange final products with partners.

Step 11: Do debriefing and assessments of student work.

Phase 2 Analysis Questions (Set 2)

1. Is Mia’s approach primarily directed or constructivist?

Teacher Mia took on a primarily directed approach with the help of the teachers in
partner schools. They will take the lead in presenting information to the students, also with
the assistance of the project website on how various activities could be done.

2. Why did she decide to take this approach?

Since this project is reliant on technology tools, Teacher Mia believed that
internet and email skills are the primary skills that students must have in order to carry
out the activities. In order to accelerate the process of doing the project activities, she
knows that using directed approach will be best for them. As she partners with
teachers in different schools, this approach will let them have a full control of sufficing
the students’ gaps in digital skills.

3. At which point should Mia do the pre-assessments to measure students’ skills and
attitudes prior?
Teacher Mia should do the pre-assessments prior to doing the activities. That means,
she should assess it in the planning stage. That is because her goals for the activities might
 be jeopardized if she will merely assume what the students can do. By formally assessing
them before the activities take place, she will build enough time to make a framework and
create a timeline. That way, she will know better what to anticipate for.

4. How should Mia determine students’ levels of required Internet and email skills?

In order to determine the students’ levels of required internet and email skills, using
an evaluation criteria checklist is the one to go. This is such a simple assessment method
but it will encapsulate the progress of the students when it comes to their internet and email
skills. In doing this, Teacher Mia can give students checklists so that the students themselves
will know what are the things that they have already mastered and what are the things that
they still need to improve on. Through checklists, the students will likely initiate to work on
their gaps so that they will meet the timeline that Teacher Mia has laid out prior. After this,
rubrics with clear levels and descriptors can also be used afterward so that Teacher Mia
herself can assess the students’ overall skills and performance. Therefore, she will know the
exact level of students’ improvement on their internet and email skills.

As soon as Mia knew that her students would be able to participate in the online project, she
began to get organized. First, she examined the timeline of project activities so she would
know when her students needed to use computers. She made sure to build in enough time
to demonstrate the project site and to get students used to using the browser and search
engine. Then she began the following planning and preparation activities:

• Handouts for students—To make sure groups knew the tasks each member should do, Mia
created handouts specifying timelines and what should be accomplished at each stage of the
project. She also made a checklist of information students were to collect and made copies
so that students could check off what they had done as they went. She wanted to make sure
everyone knew how she would grade their work, so she made copies of the assessments
(the rubric and a description of the country information test), handed them out, and discussed
them with the students.

• Computer schedule—Mia had a classroom workstation consisting of five networked

computers, each with an Internet connection, so she set up a schedule for small groups to
use the computers. She knew that some students would need to scan pictures, download
image files from the digital camera, and process those files for sending to the partner schools,
so she scheduled some additional time in the computer lab for this work. She thought that
 students could do other work in the library/ media center after school if they needed still more
time.

Phase 2 analysis Questions (set 3)

1. If Mia wanted to do a demonstration and display of the project website to the whole
class at once, what resource(s) would she have to arrange to do this?

In order for Teacher Mia to do a demonstration and display of project website, she
needs to prepare the resources for the demonstration and provide students with print-outs or
hand-outs. She could also utilize the web 2.0 tools for demonstration such as Google Meet,
Zoom, Discord, YouTube etc. For students with slow internet connection, asynchronous
academic supplements will be given. In doing so, she could make sure that no one will be left
behind.

2. Mia was concerned about students revealing too much personal information about
themselves to people in their partner schools. What guidelines should she give them
about information exchanges to protect their privacy and security?

When it comes to privacy and security, to prevent the worst thing from happening,
Teacher Mia must engage students into digital literacy or digital citizenship seminar
workshop. Today, there are many webinars available that extends free service for the
students who are willing to educate themselves about the digital world. Through various
assistance that can be found both in online and face-to-face setting, students will learn how
to behave themselves in the digital world. Engaging students with digital literacy will help
assist learners in using critical thinking skills to assess the quality of digital sources and
information, allowing them to communicate more effectively. Learners will be better prepared
to enter adulthood and succeed in their careers if they are taught digital literacy.

3. If the network or Internet access were interrupted for a day, what could Mia have the
students do to make good use of their time during the delay?

We cannot predict unnecessary situations like interrupted internet connections within

the day. In the case of Teacher Mia, it would surely cause a delay in her lecture. However, if
she has techniques like the usage of backup plans, then it would be easier for her. She must
already anticipate this problem hence she must also prepare some handouts and materials
 that are readily available in case of interrupted internet connection. Therefore, even if internet
connection is not available, learning is still continuous.
Proof of Discussion – (February 17, 2022 -Thursday)

Activity 3: Phase - Post-instruction Analysis and Revisions

Mia was generally pleased with the results of the multicultural project. According to the semantic
differential, most students showed a major improvement in how they perceived people from the
country they were studying. Students she had spoken with were very enthusiastic about their chats
and email exchanges. Some group brochures and booklets were more polished than others, but
they all showed good insights into the similarities and differences between cultures, and every group
had met the rubric criteria on content. The web searches they had done seemed to have helped a
lot. One thing that became clear was that production work on their published products was very time
consuming; in the future, either they would have to do a simpler product or the schedule would have
to be changed to allow more time. Mia also realized she had to stress that the deadlines are firm.
Students would search for and take digital photos forever if she let them, and that put them behind
on doing their products and left little time to discuss their findings on comparisons of cultures.
Results varied on the short‐answer test on the government and geography of the country being
studied. Only about half the students met the 80% criterion. Mia realized she would have to schedule
a review of this information before the test. She decided to make this a final group task after the
production work was done.

Phase 3 analysis Questions

1. Although all of Mia’s groups did well on context overall, rubric scores revealed that
most groups scored lower in one area: spelling, grammar, and punctuation in the
products. What steps could Mia add to the production work checklist that might
improve this outcome next time?

If the problem is the area of spelling, grammar, and punctuation which are the elements
of good writing, Teacher Mia could have a separate lecture of teaching students the basics
of writing sentences. The first step is to mark individual errors. Maybe she will find a
commonality in the students’ works. Hence, the second step should be to look for patterns of
error. Perhaps they are all struggling with the same area of writing. Then, after she does the
two, Teacher Mia should prioritize the errors and look for ways to better address it. One of
the most effective ways that every teacher does when this problem arises is to give reading
and writing exercises to the students. Learning by peers or groups are especially convenient
and efficient. To better accelerate the process, Teacher Mia could also consider partnering
with an English teacher. At the end of the lecture, she could incorporate a mini quiz bee in
the classroom to test the progress of the students in this problem area. This will surely elicit
an improved learning outcomes in the part or the students.

2. If Mia found that only five of the seven groups in the class were doing well on their
final products, what might she do to find out more about why this was happening?

Perhaps, teacher Mia would enlighten them more about the task that she wants to
achieve by her students. Usually, this is a typical problem that other groups of students will
be left behind because either they are confused about the task. As a result, only five out of
seven groups were doing well with their final products. Hence, She will make some revision
of the task that would be easier to other groups. Also, I think Mia could find out that some of
her students are not jeopardized by the technology and Mia should assist their students not
only by the group but one by one and she might be using constructivism which is teacher-
 centered to watch her student directly if she/he is doing well. Mia should understand her
student because there is a possibility that her student lacks knowledge or difficulty
understanding the instruction. So therefore no one could be left behind by their projects.

3. One teacher who observed the project told Mia that it might be good to have the school
district media/materials production office do the final work on the products for the
students. Does this seem like a good idea? Why or why not?

First of all, the teacher has to remember that the technology based-project being
employed is both a constructivist and constructionist input-process-output. This means that
the project is learner-centered which extends principles of collaboration, interaction, and
cooperation. Leaving the final work of students to the school district production office is not
only a wall to academic freedom but as well as it refutes the true purpose of assessing
students’ skills in relation to multicultural education. In the last phase, it is imperative that re-
arrangements done by the teacher do not necessarily mean skipping the true learning by
doing the process. Secondly, it will lead to failure in attaining the desired learning outcomes,
thus students must be the prime actor of the output from the pre-project until the end. It is
also important to take note that teachers are the facilitators of these outputs making not them
the prime dispenser of the process, allowing students to claim the authority and ownership of
their own output so that they can feel and discern the real world. However, this does not
mean reconsidering recognition of a more knowledgeable other; the district can still intervene
not as prime players or polishers but evaluators and facilitators of the project. Teacher Mia
can students an opportunity to work with professional experts who enrich and support the
teacher's knowledge and how it connects to the real world. Ultimately, in this last phase, we
need to consider how well students participated meaningfully. We should consider having
your students fill out reflections about their learning (including what they’ve learned about the
content and the research process) every day, and at the conclusion of the process because
at the end, they are the victors of the project by which no district school office can separate
authentic assessments from them.

Proof of Discussion (February 19, 2022 – Saturday) see below:

- Nothing follows-