Integrating Emerging Technology (TIM) into the Curriculum – ASSURE Lesson Plan

byM. Danyelle Hillman

EDD 7914, CRN 51099Curriculum Teaching & Technology

Nova Southeastern University

May 5, 2023

Abstract

This lesson is developed based on the ASSURE model to transition a ninth-grade Career Preparedness Classroom from the B5 Goal-Oriented Adoption level to the E5 Goal-Oriented Adoption level. The teacher using the Technology Integration Matrix developed by the University of South Florida discovered this level currently used in the classroom. Students will use Google Docs, Google Sites, the Internet and online library and collaborate with a partner to complete this project-based activity. The skills gained in this activity are necessary for the 21st-century learner to become College and Career Ready.

Introduction

This lesson is developed based on the ASSURE model to transition a ninth-grade Career

Preparedness Classroom from the B5 Goal-Oriented Adoption level to the E5 Goal-Oriented

Adoption level. The teacher using the Technology Integration Matrix developed by the

University of South Florida (2014) discovered this level currently used in the classroom. The

transformation of the class and students will take place over the course of a semester, with the

culminating project-based learning project.

During this final project-based project, students will collaborate with peers. In this project

students will be working in the career of their choice; therefore, there will be a high level of

interest. Their computer skills will move from simply receiving information on Edmodo, to

utilizing Google Docs to collaborate with peers to complete reports, presentations, and

spreadsheets and finally uploading final project to an e-Portfolio on Google Sites. Students will

also utilize the online library for research into their project. The teacher will observe the

transformation of the students throughout the course. This project will take 2 weeks to complete

from rough draft to final distribution. There will be deadlines throughout the 2-week period for

students to turn in portions of the project. These deadlines will be at the end of each week, to

ensure students remain on task. The final will week will consist of editing the project and

presenting to the class.

ASSURE Model Instructional Plan

Analyze LearnersGeneral Characteristics – This class is a new course required by the State Department of Education for all 9th graders. Only 9th graders will be in this class. The teacher will teach four classes of this course throughout the year. Two first semester and two second semester. The course/school is on the block system, which means each class lasts 96 minutes.

Entry Characteristics – There are no class requirements for entry into this classroom. Students should have some type of keyboarding skills as this class is a computer-based class.

Learning Style – There are several different types of learning styles in this class ranging from visual, auditor and kinesthetic learners. There will some students with IEPs and their instruction will be based on their plans. State ObjectivesAlabama Career Preparedness Standard

7. Generate an electronic portfolio using digital tools (e.g., Webpage, wikis, blogs, podcast), including a cover letter; a current resume; a completed job application; interest, aptitude, and achievement assessment results; curriculum samples (e.g., academic research, educational projects); four-year high school educational plan; education/career preparedness checklist; and other examples of academic and career preparedness achievements (e.g., student organizations, club memberships, honors, credentials, certificates, awards, community service experiences, recommendations).

a. Utilize advanced features of word processing (e.g., outlining; developing forms; applying tracking changes, hyperlinking, and mail merging).

b. Create presentations using effective communication skills and advanced features of multimedia, including photo, video, and audio editing.

College and Career Readiness StandardsCCSS.ELA-LITERACY.WHST.9-10.1Write arguments focused on discipline-specific content.CCSS.ELA-LITERACY.WHST.9-10.1.AIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.WHST.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.CCSS.ELA-LITERACY.WHST.9-10.1.CUse words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.CCSS.ELA-LITERACY.WHST.9-10.1.DEstablish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.CCSS.ELA-LITERACY.WHST.9-10.1.EProvide a concluding statement or section that follows from or supports the argument presented. (English Language Arts Standard - Writing - Grade 9-10, 2014)

Learning ObjectivesThe student will:

a) Determine factors to be considered in developing an effective career plan and procedures for obtaining employment.

b) Utilize research results to determine career opportunities.c) Review sample resumes, understand components of resumes and create or update a personal

resume.d) Create and present multimedia presentations.e) Analyze proper presentation techniques.f) Evaluate a variety of presentations.g) Determine effective digital tools for publishing projects.h) Format and key employment documents utilizing word processing features such as outlining,

developing forms, applying tracking changes, hyperlinking, and mail merging.

Select Methods, Media, , and Materials The Smart Projector will reveal to the students instructions regarding the lesson. Desktop computer with Internet access – this will be utilized by students to complete the

project. Students will need Google Docs to create reports, spreadsheets, and presentations. Students will use online library to research articles. Students will create an e-portfolio on Google Sites.

Utilize Media, Materials, and Methods 1. The Smart projector will be used to show students instructions, how to research using the

library, how to access Google Docs (Appendix A), and Google Sites (Appendix B). 2. The school system has set up Gmail accounts for each student in the middle and high school

so each student has access to their Google Drive/Docs/Presentation/Spreadsheet. 3. At the beginning of the semester, students created their Edmodo (Appendix C) account for the

class. 4. At the beginning of the semester, students took a career assessment on the Kudor website

(Appendix D). They will use this information to complete this project. Require Learner Participation

1. Students will be able to work in groups on this project. However, they must work on their own computers and collaborate online.

2. Students will create a 3-page report using Google Docs with a minimum of two (2) references on the career of their choice. This report will include Job Summary, Educational Experience, What the career involves, Work Environment, How to become one, Pay, Job Outlook, Similar Occupations, Why they chose this career.

3. Students will use the spreadsheet to create a chart on the salary based on ranges from entry

level, mid-career, and top 10 percent. 4. Students will create a PowerPoint with a minimum of 10 slides highlighting information from

the report and spreadsheet. Evaluate & Revise

Assessment will be done throughout the project as well as, when the final project is completed.

Students assessed for accuracy, completeness, quality of information received, and quality of presentations to determine skill level achieved.

If outcome is not identified, the lesson will be evaluated and revised to address the areas of concern (Smaldino, Lowther, Russell, & Mims, 2015).

References

English Language Arts Standard - Writing - Grade 9-10. (2014). Retrieved from Common Core Standards Initiative: http://www.corestandards.org/ELA-Literacy/WHST/9-10/#CCSS.ELA-Literacy.WHST.9-10.2

Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional Technology and Media for Learning (11th ed.). Upper Saddle River, NJ: Pearson.

Technology, F. C. (2011-2014). The Technology Integration Matrix. Retrieved from University of South Florida: http://fcit.usf.edu/matrix/

Appendix A – Google Docs

Appendix B – Google Sites

Appendix C – Class Edmodo Account Page

Appendix D – Kudor Career Assessment Website