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Using Multi-media in the Lesson Plan
As I strive to incorporate the use of multimedia in my lesson plan, I begin to understand the requirements set forth
by the National Education Technology Standards for Teachers (NETS*T), (National Education Technology Standard for Teachers
[NETS*T], 2005) that "teachers must demonstrate introductory knowledge, skills, and understanding of concepts related
to technology." In my lesson plan, part of the objective was for my students to create a spreadsheet and chart using
MSExcel. As a teacher, I should be proficient in the use of technology and the chosen application as to facilitate such an
activity. I need to be able to give clear instructions on how to create a spreadsheet and chart so that my lesson runs smoothly
and objectives are achieved. Also, I feel compel to mention the NETS*T standard ([NETS*T, 2005]) that "teachers need
to plan and design effective learning environments and experiences supported by technology to support the diverse needs of
learners." I understand this because children in this generation explore and experience life through ever advancing
technology and just to name a few examples, many children choose to play computer games all day rather than enjoy the outdoor
sports such as baseball or football, they download their favorite movies to watch on their computer screens; they communicate
with family and friends via email, use the internet for homework assignments, and make new friends online and chat with them.
As teachers, we must be prepared to make adjustments in our lesson plans so that technology is applied to support learner-centered
strategies and to maximize student learning.
In carrying out this assignment, I am able to recognize that I am a concrete sequential learner. As mentioned in our
textbook (Smaldino, Russell, Heinich, & Molenda, 2005) Butler described "concrete sequential learners prefer direct,
hands on experiences presented in a logical order."(p.51). I felt that as I attempted to design a lesson plan, directions
and guidance was needed, as well as encouragement and assurance. Even after reading Chapter three of the textbook, I wasn't
able to grasp the idea of how to make an Assure Lesson Plan. I frequently referred back to the textbook, repeatedly reading
detailed descriptions of the plan. It was only after the few examples of lesson plans that were shown by Dr. Cyrus that I
was able to understand what was expected of the assignment. My unfamiliarity of the style the textbook was written, or the
way the authors set up the chapter should also be taken into consideration for my initial struggle in understanding what was
expected of the assignment.
I think that my lesson plan, Healthy Cereals, is a topic that is of interest to many, regardless of age or grade, and
would be easy for me to implement in the future. This activity using technology to compare the different cereals' nutrition
facts is simple enough and yet enhances student learning.
Other than learning how to make my first lesson plan using technology, what I like best about this assignment is that
ample time was given for students to improve upon their lesson plan. When looking at my first rough draft of my lesson plan,
clearly I see it is nothing close to my final lesson plan. Also, I have gained a lot with the effective scaffolding demonstrated
by Dr. Cyrus when she provided just enough support and directions needed for the me to complete the task. This is confirmed
by Eggen and Kauchak (2007) "effective scaffolding provides only enough support to allow learners to progress on their
own" (p.50). I now feel a sense of accomplishment, as well as confident in taking on new challenges. Had the assignment
been collected early and no support given by the instructor, I feel that many of the students would have been easily discouraged
and learning would have been impaired.
On the other side of the coin, what I like least about this assignment is my initial lack of creative ability to have
a feature of my personality on my lesson plan. I questioned why a professional paper would need some graphics and color?
As I try to become creative, certain reasons unfolded before me. By having graphics, such as the spreadsheet sample and the
chart found on my lesson plan, it would allow the teacher or substitute teacher to see the examples of what is required from
the students'tasks as they worked in groups using the computer. Also, another reason came upon me that by having graphics
on the lesson plan it would be easier for teachers to recognize the lesson plan without reading it. For example, the cereals
pictured on the front of my lesson plan will make it easier for me to identify quickly the lesson plan on Healthy Cereals,
rather than going through each paper and reading the title, had it been in a stack of papers.
All in all, the mission was challenging, but now I am able to incorporate technology into my lesson plan. I have advanced
in working with spreadsheet and only appear professional at making charts, thanks to the software. Also, I am one step up
from using Power Point, and now have an interest in using 3D animations for presentations. Other challenges which provided
learning opportunities include citing text and listing references using APA format. This assignment was very enriching.
References:
Thomas, L. (2005). ISTE National Educational Technology Standards Project. Retrieved February 8, 2007, from http:/cnets.iste.org/teachers/t_stands.html
Smaldino, S.E., Russell, J.D., Heinich, R., & Molenda, M. (2005).Instructional Technology and Media for Learning.
Upper Saddle River, N.J.: Merrill Prentice Hall.
Eggen, P.,& Kauchak, D. (2007). Educational Psychology. Windows on Classrooms. Upper Saddle River, N.J.: Merrill Prentice
Hall.
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