Chanzzy Chan

Educational technology (commonly abbreviated as EduTech, or EdTech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, EdTech, it is often referring to the industry of companies that create educational technology.

Technology is the skills, methods, techniques, process etc. that we use to accomplish specific objective(s). Whether we like it or not, technology is everywhere. It is said that we are now living in a technological world.

As a teacher it is essential that we incorporate computer-based instructional tools in our lessons as this enhances the lessons as well as make the lessons more effective and engaging. Educational Technology speaks of several theories which can assist teachers in concepts of integrating computer-based instructional tools within our lessons, one such theory is the Engagement Theory.

Technological advances are moving at a fast pace within our current society. Facilitators find themselves, reluctantly abandoning traditional models of instruction for ones that allow for these new advances such as technology-based instruction. Greg Kearsley and Ben Schneiderman have developed a theoretical framework that enables facilitators and curriculum designers to provide details for the instructional use of technology-based teaching methods. The Engagement Theory is a learning theory that is one such product of our technologically advancing society. It describes the meaningful engagement of students “in learning activities through interaction with others and worthwhile tasks.’’ Engagement theory is translated into the classroom through three basic principles. The first principle, collaboration involves social, communication and team building skills within a team effort. This forces students to explain their problems and find solutions together. This can be achieved by placing students into small or paired groups and using software such as VisionQuest to complete assignments outside the classroom. Secondly, project-based learning is a dynamic approach to teaching that allows students to explore authentic problems. They get a sense of control over their learning. Students can be instructed to do a PowerPoint presentation which allows them to use technological tools to research and create these presentations. Finally, authentic focus, is how important it is that students feel like they are making a valuable contribution while at the same time learning. Using Zoom, students can connect classroom content to the real world by hearing from experts on how they use math, science, or writing in their careers. These principles work together to provide students with opportunities to engage in meaningful activities that motivate and inspire them.

Bond. M., & Svenja. B. (2019, September 10). Journal of Interactive Media in Education: Facilitating Student Engagement Through Educational Technology. Retrieved March 18, 2021 from https://jime.open.ac.uk/articles/10.5334/jime.528/

A way of organizing these instructional tools are by writing an Assure Model Lesson Plan. ASSURE model is a procedural guide for planning and delivering instructions that integrates technology and media into the teaching process. It also refers to a systematic approach of writing lesson plans that helps teachers in organizing instructional procedures.

Below is an example of an Assure Model Lesson Plan used to teach a grade 7 Mathematics Lesson

Names: Chanteau Adiansingh and Brianna Rodney

Subject: Mathematics

Title of Lesson: Addition of Fractions with Unlike Denominators by Method of Equivalence.

Duration: 40 minutes

ANALYZE LEARNERS General characteristics: The audience consists of twenty-five (25) students at an urban high school, Rodchan High School. There are 15 females and 10 males; which includes twenty-three Africans students, one Caucasian, and one Chinese A fifth of the students (five) are from a working middle class family while the remainder are from an upper class family. No student has been identified as being capable of performing exceptionally well above the grade level. However, three (3) students have been consistently exceptional in their final assessments and assignments. No student have been identified with any learning disabilities. The students are at a grade seven level where they range in ages from 11 to 12 years. All students show an interest and appreciation for the incorporation of technology within the lessons, assignments, and assessments.

Entry Competencies: Mathematics: Students are proficient in addition of whole numbers using a range of strategies. Students can identify that the denominator in a fraction tells how many equal sized parts are in a whole, and the numerator tells us how many of the pieces we are interested in.

Learning Styles: There are three common types of learning styles in the classroom. These are visual, auditory and reading/writing. Ten students are visual learners, twelve are auditory learners, and three students are reading/writing learners. Some students learn best when using one style while others may use a combination of learning styles. All students are motivated by use of technology in the classroom.

STATE STANDARDS OBJECTIVES Curriculum and Technology Standard: Curriculum: Oxford Mathematics for the Caribbean, Book 1 V. Bent et al. Oxford University Press (1988 or newest edition). Mathematics for Caribbean Schools, Book 1 (2nd Edition) A. Foster T. Tomlinson et al. Longman Caribbean (1998)

Technology: Microsoft Power Point Technology Operation and Concept: Students demonstrate a keen understanding of technology concepts, systems, and operations.

Learning Objectives: At the end of the lesson, students should be able to demonstrate addition of fractions using appropriate mathematical language: numerator, denominator, and equivalent. Students should be able to rewrite fractions to have common denominators. Objective Statements: 1. The students will be able to differentiate the difference between the numerator and denominator in a fraction after discussion with the teacher. 2. The students will be able to compare fractions with different denominators after watching a power point entitled “Equivalating Fractions”. 3. The student will be able to compare and equivalate fractions of unlike denominators after watching a Youtube Video entitled “Equivalent Fractions”. 4. The students will be able to add fractions of unlike denominators after listening to the podcast entitled “Addition of Fractions with Unlike Denominators”.

SELECT STRATEGIES, TECHNOLOGY MEDIA AND MATERIALS Select Technology and Media: The computer lab will be used for this lesson as each student needs to have access to a computer with internet access, as well as the computer lab has an overhead projector which is suitable for the power point presentation. Kahoot online assessment: one proficiency quiz, the quiz involves adding fractions, comparing fractions, distinguishing between the different mathematical terms used when using fractions.

Transparency: this involves notes, lectures, examples and tangible experiments for the whole class to see.

Podcast: this would be used as an instructional tool to give the step-by-step process in adding the fractions with unlike denominators

Power Point: use the power point presentation as a review before the chapter.

Interactive Power Point: use the power point as an introduction to the lesson which includes pictures, sounds, and videos.

Two instructional web pages: https://www.youtube.com/watch?v=tDQipFjAoT8 https://www.youtube.com/watch?v=rLCheqJh_rQ

Select Strategies: This lesson is mostly student centered with a little bit of teacher centered involvement. At the beginning of our lesson, we will use a teacher centered approached strategy by using a power point we have created to refresh student’s memory with a few revision notes and keywords where a discussion will be held afterwards. However, for the remainder of the lesson we will take a student-centered approach where we will use an interactive power point which will be embedded with pictures, videos and audio to give an introduction of the lesson. A short Youtube video explaining a subtopic within the lesson will be accessed by the students via a link given to them in the interactive power point. Students will get a hands-on experience where they would use fractions bars to add fractions from a realistic point of view. Also, a podcast would be played for the students which will give them step by step instructions as to how to solve the problems in adding fractions with unlike denominators.

UTILIZE METHODS, MEDIA AND MATERIALS Preview: We will preview the webpages students are to explore for instructional information to see if they are still active. Also, we will check with the school’s lab technician to see if 25 out of the 35 computers are working for each student and mark which ones are not working.

Prepare Materials: We will reserve adequate time in the school’s computer lab, as well as we would ensue that the ceiling mounted projector in the lab is working, we will also make a kahoot online assessment for students to do after the lesson is being taught where we will review the question to see if they are properly structured. From the night before we will ensure we have enough fractions bars for students to use in groups of five.

Prepare Environment: The majority of the lesson will be taught in the computer lab and for the remainder we will move back to the classroom which is a minutes’ walk away. The students already know the rules and routine of working in the computer lab and how to log on to the computers. As stated before, computers which are not functional will be marked. For the remainder of the lesson which will be taught in the classroom, the students tables and chairs would be placed into group of 5 so that we have 5 groups working. The students are already aware of which group they are in.

REQUIRE LEARNER PARTICIPATION: Active Mental Engagement: We will groups students in groups of five and instruct them to got to https://www.youtube.com/watch?v=tDQipFjAoT8 and https://www.youtube.com/watch?v=rLCheqJh_rQ while taking notes. We will closely monitor each group as to ensure that they stay on task. When the students are near to finish watching the video, we will prompt a class discussion as to what they have just learned in the video.

Engage Learners in Practice: It is at the point students will be using the fraction blocks in their groups to explore. When the students are they will be also asked to join the Kahoot link for their individual assessment.

EVALUATE AND REVISE Evaluate The students in the classroom will be able to add the given fractions and writing them in their simplest form, on the day of the lesson. Evaluate student performance: quizzes, participation, verbal quizzes, real life scenarios.

Evaluate media components: other teacher evaluations from the looks of projects, student evaluations (hard vs. easy, interesting or not, good idea or not), and suggestions from students, parents, or cooperating teachers. Evaluate instructor performance: peer evaluation, student evaluation, cooperating teacher evaluation, and video myself in certain lessons and watch to see how well it works.

Rubric: Criteria Grade A Grade B Grade C Grade D

Participation Several students participated well and attempted everything that was presented. Few students participated. Some of the students somewhat participated. Some refused to participate.

Problem-Solving No errors were made when they were doing worksheet. Little or no errors were made. Few errors were made. Numerous errors were made.

Marking Scheme: A- Outstanding B- Very Good C- Good D- Poor

Respectively