Technology Integration Template for Curriculum Units
Teachers’ Name(s):Grade Level(s):
Content Area(s):
Technology Overview / Organizer:
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
EQ:
Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technologyconcepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:
Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning
Ways of working. Communication and collaboration
Tools for working. Information and communications technology (ICT) and information literacy
Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories
Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.
ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Common Core English Language Arts Standards
Technology Expectation - Whattechnology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title:
Evidence:
Criteria: (include rubric and/or checklist criteria?)
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
Resources/Materials– What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research,print resources, etc.)?
Hardware:
Software:
Web-based resources & technology tools (possible resources that could be incorporated)
Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
Outline and Timeline for Instruction and Activities – List the learning activities youwill use and provide a timeline that indicates what students must complete and by when.
Scheduling (Describe the approximate length of the project):
Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
Day Two: / e.g., Online resource activity and begin developing product.
Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
Day Four: / e.g., Review and Revise
Day Five / e.g., Present and Reflect
Day Six
Instructional Strategies – Select and describe how you will use any of the strategies listed below.
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation
Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend theirlearning.
3. Grouping will be designed to meet students’ interests, abilities, and learningstyles.
4. Student choice on project
Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
Students Will Self & Peer Assess Their Presentations.After the rubric assessments,students will write a reflection on the process of creating and sharing their interactivemultimedia presentation.