Inclusion In Relation to Technology

John Dewey wrote that, “any genuine teaching will result, if successful, in someone’s knowing how to bring about a better condition of things than existed earlier” (Dewey, 2000). I am taking a course that focuses on assessment. One of the things I learned is that assessment is looking at present conditions and being able to assess them for all kinds of reasons, most importantly for improvement. Therefore, when I saw this quote I felt it related to what I am learning in my assessment course about the importance of assessment. What I am learning in my assessment class and what this quote is stating relates to the clip “Assistive Technology: Enabling Dreams” from the website edutopia. This is because the clip focuses on voice-activated software to customized laptops that change the way disabled students communicate, learn, and play. So, as a teacher I would need to be able to make accommodations for students with different learning needs. Therefore, I feel the clip is trying to stress the importance of accommodating students with special needs using assistive technology through assessment. So, some of the things I would need to know are what are the important parts or features of a revised lesson plan that includes opportunities for disabled students to be successful participants, what steps would I take to create a revised lesson activity that includes disabled students, and have an understanding of why lessons plan must be revised to include disabled students.

First of all, I would need to know what are the important parts or features of a revised lesson plan that includes opportunities for disabled students to be successful participants. The most important part of a lesson plan is full inclusion and that means involving everyone, even the students with disabilities. This is what the clip is trying to show is the benefit of assistive technology. So, if I were going to use the ASSURE model when I need to analyze the learners, under specific entry competence and learning style I can mention specific learners needs so that when I list the objectives, select methods and media, and state how I will utilize media and materials I can list accommodations. It allows students who are disabled to participate and get the same benefits of learning as the other students and the experience of using technology because the ASSURE model encourages the use of media and requires you to state how you will use the media and materials. Therefore, another important part of a lesson plan is to list the standards for the content you are teaching and to state in your lesson plan what accommodations need to be made so that everyone is included. This is a time when I as a teacher need to make assessments.

Also, as mentioned previously I would need to know what steps I would take to create/design a revised lesson activity to include disabled students. This also relates back to the importance of assessment. I would need to first create a lesson plan with specific objectives. Then I would need to know all my students and their different learning styles and needs. Just like the video states the children do not have all the same assistive technologies, each child’s assistive technology is designed to meet their needs. So, each child has different needs and that’s when I would need to do research and look into the types of technology that can be provided to my students with special needs. I can also get the help of my colleagues and other professionals. Sometimes it is a matter of making use of the resources available.

Lastly, as mentioned earlier, I would need to have an understanding of why lessons plan must be revised to include disabled students. I do have an understanding of the importance of making revisions to a lesson plan it is because of students needs. It is because I want to make sure all my students have the same opportunities. This is why I enjoyed watching the video clip because it gives examples of how to accommodate students with disabilities. I also understand that accommodating students with disabilities is not always easy because sometimes-necessary resources are not available. However, that should never stop me from making accommodations. So, it is important that I make assessments in advance because revising a lesson plan can take time. Also, getting the resources to accommodate the student’s needs may take time.

In conclusion, the quote stated in the beginning and the knowledge I gained in my course on assessment are all resources that reinforced my belief about the importance of assessment to understand and include all students by meeting specific needs. Also, after watching the clip “Assistive technology: Enabling Dreams” I was able to understand that integrating technology into a lesson plan is very important and that there are resources for students with disabilities so that they can get all the benefits of using technology. Therefore, I have the knowledge of what are the important parts or features of a revised lesson plan that include opportunities for disabled students to be successful participants, what steps would I take to create/design a revised lesson activity to include disabled students, and I have an understanding of why lessons plan must be revised to include disabled students. I also have the understanding that there is much more to learn.

References:

Dewey, J. (2000). The following are the Quotes on assessment: . Retrieved from

http://wku.edu/Teaching/dp/quotes/byassess.php

The George Lucas Educational Foundation. (Producer). (2010). Assistive-

Technology: enabling Dreams. [Web]. Retrieved fromhttp://edutop

Ia.org/assistive-technology-enabling-dreams-video

Lesson Plan

Assure Lesson Plan 5th Grade Science

Growth from a Carrot Top

Introduction: The lesson is designed to incorporate student’s knowledge of plant growth and conduct an experiment based on the growth of carrot tops. Students will use computer skills to develop a chart, design a digital spreadsheet, and organize information.

Analyze Learners:

General Characteristics:

- 20 students

- 5^th grade

- 10-11 years old

- Male and Female

- Various Socioeconomic backgrounds

- Diverse ethnic backgrounds: Pacific Islander: Chuuck, Pohnpei Palau, Yap, and, Chamorro. Caucasian, African American, and Asian

Main Learning Style:

- Linguistic/Verbal

- Visual

- Kinesthetic/Hands-on

Prior Knowledge:

- Introduced unit on scientific method one week ago

- Knowledge on how to use a field- notebook

- Had a lesson on plants and what they need to survive a week ago.

- Have experience in Plotting data and creating charts and Spreadsheets

- Computer skills: Excel

Objectives:

Students will be able to:

- Use the scientific method for the experiment on the growth of carrots

- Input data gathered using the scientific method on Microsoft word.

- Organize information based on the scientific method in Microsoft word creatively using different tools.

- Set-up experiment properly according to directions provided

- Create a digital spreadsheet and chart for six days of the experiment.

- Input in the digital spreadsheet types of water: Tap, drinking, and dirty (such as: Grey water- wastewater generated from domestic processes such as dish washing, laundry and bathing).

- Input in the spreadsheet and chart types of conditions: Darkness, In-door, and Out-door.

- Input in the spreadsheet and chart the types of growth: root growth, leaf growth, and the stalk growth in cm. over the span of 6 days.

- Present to the class the results of the experiment.

Select Method, Media, and Materials:

- Students will be grouped into four groups of five students.

- Teacher will provided the materials.

- Materials needed: 4 Computers (1 for each group, 4 metric Rulers (1 for each group, 27 carrots (9 for each group), 27 shallow containers (9 for each group), 27 plastic cups (9 for each group), enough drinking, tap, and dirty water for the 4 groups. Designated in-door, out-door, and dark area for the 4 groups. Notepad (Field- notebook) to write down data until it can be logged on the computer

- The students will set up the experiment following these instructions:

1. Choose healthy-looking carrots to use for this project.

2. Cut off the tops of the carrots about 1 inch from the stalk with a sharp knife. If there are any leaves on the carrot, cut them off close to the base (this will be done by the teacher for safety).

3. Place the cut end of the carrots with the cut edge down onto a shallow container. Add enough water to cover about half of the carrot piece. Each group will have 9 different containers. Three carrot tops are in dirty water, 3 carrot tops are in drinking water, and three carrot tops are in tap water.

4. Each shallow container will be covered with a clear plastic cup, which holds in the moisture. Of the 3 carrot tops in different water one will be placed out-doors, one in- doors, and one in a dark room.

5. The plastic cup will be removed when student’s notice that the leaves on the carrot are beginning to grow.

6. Watch as the carrots develops. Observe the root growth, the stalk growth and the leaf growth every day for six days. Input what you observe in the notepad (field-notebook) and then transfer the information to the digital spreadsheet.

Utilize Media and Materials:

- After setting up the materials students will need to organize their information using the steps of the scientific method (Figure 1) on Microsoft word.

Ex: Figure 2 is a sample of how a student’s document on Microsoft word might look with all the gathered information. Information about what was observed, the results and a conclusion cannot be logged until the experiment is set up.

- After designing the Microsoft word document students will design their digital spreadsheet. Example of digital spreadsheet is Figure 3. The students digital spreadsheet will be a span of 6 days and have a chart

- After the experiment is set up and the digital spreadsheet and Microsoft word document are organized students will log into the digital spreadsheet the growth of the root, stock, and leaf based on the different waters and conditions. The information will be documented over a span of 6 days.

Require learner Participation:

- After the 6 days and when the groups have finalized their data and information the students will present the information from their Microsoft word document that they gathered. Also students will present their digital spreadsheet and graphs to the class. Each group will compare their results in a class discussion. Students will discuss how the growth of the stock, leaf, and roots relate to the different conditions and water. Students should focus on what they observed and learned from this experiment.

Evaluation:

- Did the group use the scientific method properly to conduct the experiment?

- Did the group organize data on the scientific method using Microsoft Word?

- How creatively did the group create their Microsoft word document?

- Did the group use more than one tool to create their Microsoft word document?

- Did the group follow all the directions in setting up their experiment?

- Was the group able to organize the data for the six days using a digital spreadsheet?

- Did the spreadsheet cover the six days of the experiment?

- Was the spreadsheet labeled with the different types of water: Tap, Drinking, and Dirty.

- Was the spreadsheet labeled with the different types of conditions: In-door, Out-door, and Dark room.

- Was the spreadsheet labeled with the types of growth: Root, Leaf, and Stalk

- Did the group have a chart?

- How well did the group present the information, digital spreadsheet, chart, and Microsoft word document?

References:

Schneider, J. (2010, February 2). Carrot tops. Retrieved from

file:///Users/bms1/Documents/ED%20451%20Help%204.webar

chive

Steps of the scientific method. (2002-2010). Retrieved from

file:///Users/bms1/Documents/ED%20451%20help%203.webarchive

Technology and Creating a Lesson

"Educating our youth for the digital age requires teaching that it is not infused with the latest in technology tools, but that also develops digital citizens who are able to use technology to locate, evaluate, and ethically use information to think critically and creatively, to problem solve and make decisions, and to collaborate with others while engaged in learning experiences" (Gibson, & Dyck, 2009). When I first read this quote I saw the connection it had to how I felt about creating the lesson using the ASSURE model. This quote expresses that educating is important when teaching but as teachers helping our students understand the connection between technology and using it in their daily lives is what makes teaching technology so important. For me creating the lesson plan helped me learn how to use the ASSURE model, encouraged me use new technology tools, and helped me make a connection to the NET*S standards.

First of all, when I was assigned the assignment to create a lesson plan using the assure model I had a lot to do before I could get started. I did not know what creating an assure lesson was about. So, I had to go online and research what it was about. I also looked at some examples provided by other educator's who used the ASSURE model to design a lesson. I came to understand that the ASSURE model was creating a lesson that is organized in six different categories. They are analyze learners, state objectives, select instructional methods, media, and materials, utilize media and materials, require learner participation, and evaluate and revise. I was able to create my own lesson plan using the ASSURE model after I researched what it was about.

Continuing on, the six different categories that made the ASSURE model helped me incorporate technology into my lesson plan. Therefore, I feel that the ASSURE model is a great tool. This to me is because the different categories have a relation to the quote stated earlier. The first step of the ASSURE model is to analyze learners. As the quote stated earlier it is important to teach technology so that the students can utilize what they learned. This is why it is important for me to know who the students are and what they are capable of. Then I can create and modify the lesson based on the students needs. Also, the ASSURE model requires me to select objectives. This again relates to the quote because I need to know what will be the benefits of the lesson and what the students will learn. An important concern should be would the students be able to use what they learned beneficially. The ASSURE model also states that a teacher needs to select instructional methods, media, and materials and also utilize materials. This relates to the quote because it shows that I need to think about what types of technology I will use in my lesson and how the students will go about using it. Lastly, the lesson needs to require learner participation. This will allow students to consider what they did and absorb what they learned when communicating it with others. This in turn as the quote earlier mentioned will develop "digital citizens who are able to use technology to locate, evaluate, and ethically use information to think critically and creatively, to problem solve and make decisions, and to collaborate with others while engaged in learning experiences" (Gibson, & Dyck, 2009).

Secondly creating this lesson allowed me to use different types of technology. I took BA -130 which was a computer applications class. In this class we learned how to use Microsoft excel and I learned a lot. However, after I took that class I did not utilized Microsoft excel until I was working on creating my lesson plan. So, creating my lesson helped use the technology skills I have in excel. Also, as mentioned previously I had to do research to find out what the assure model was before I could start my lesson plan. I have always stuck to using google when doing research on the computer. However, in the beginning of this class I learned that other effective search engines are available. So, while doing the research I used dogpile and AskJeeves. I was able to remove my restricted belief that google was the only effective search engine. Lastly the reflection is required to be submitted using my blog. So, as an outcome of writing the reflection and submitting it I was able to learn how to create a blog and post and submit information using my blog.

Lastly, this lesson plan has encouraged me to think about how creating a lesson plan using the assure model relates to the NET*S. According to the NET*S 2b teachers need to develop technology-enriched learning environment's that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress (NET*S 2b). Creating the lesson plan using the ASSURE model relates to the NET*S standard stated earlier because when creating the lesson I had to put thought into what topic I was going to select and how I would integrate technology in the lesson. Well, because the assure model helped me integrate technology into my lesson because it created a structure. Also, the objectives in my lesson plan allowed students to have curiosity and creativity because it allowed them to create and explore their own word document and digital spreadsheet. Since they were allowed to create their own word document and design a digital spreadsheet the students were active participants in their own educational goals, managing their own learning, and assessing their own progress.

In conclusion, my overall experience in creating my lesson plan was positive. I was able to learn how to create a lesson using the assure model. I also was allowed to use some technologies that I learned from the class. Lastly, I was able to understand that creating this lesson had purpose because it related to the NET*S. Therefore, creating this lesson plan will help me in the future to integrate technology into my lessons allowing students to later integrate technology into their lives. As a teacher if I use the assure model and integrate technology into my lesson plans, my students will develop important technology skills that they can use in the future.

References:

Gibson, S, & Dyck, B. (2009). Preparing preservice teachers for teaching in a digital age. NECC

Research Paper Archives, Retrieved from http://www.iste.org/Content/NavigationMenu/

Research/NECC_Research_Paper_Archives/NECC2009/Dyck_Brenda_NECC09.pdf

The Iste national educational technology standards (nets*t) and performance indicators for

teachers. (2008). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/

ForTeachers/2008Standards/NETS_T_Standards_Final.pdf