In creating my Spreadsheet Matrix, I used an existing Spanish Lesson Plan from last semester and aligned it with certain Core Curriculum NET-S Standards. Along with the standards, I was careful in making sure the technology I incorporated did not only add on to my lesson but that it also enhanced and transformed it. The objective of my lesson plan is for my students to pair personalities and preferences with particular tourist destinations in Latin America. My students will be able to use the vocabulary incorporated in the lesson to create a PowerPoint presentation advertising their ideal Latin-American destination.
In the first part, which falls under Access, the students will play “Hangman” to review the tourist vocabulary they learned previously. In the second part, which falls under Analyze, the students will participate in an interactive Powerpoint presentation about personalities and tourist destinations. During the presentation they will respond to the teacher’s questions about their own preferences. Students will then talk briefly with a partner about their own personalities and answer questions about their own preferences. They will then report back to the class and make a list of personality types on the board: activo, tranquilo, intelectual, aventurero, etc. In the third part, which falls under Evaluate, the students will scan a brochure in Spanish about a variety of possible tourist destinations in Latin America. Working in pairs, they will then choose three personality traits and select three tourist destinations in Latin America that would accommodate those preferences.This in where I decided to integrate certain technologies. In revising the lesson plan, I made it so that my students will use web searches to learn more about the different locations. They will be given a list of different Latin destinations and they will search each one to gather information. Through the web searches they will hear the specific dialect spoken in specific locations and decide whether it sounds more laid back and slow or more up beat and fast. They will also see what the people in specific destinations look like. They will notice whether the people are dressed up or dressed down. My students will use computers and the internet to see the difference between a location meant for sightseeing verses a location meant for night life. By using the web to find all of this, the students will not have to ‘guess’. Rather, they will be able to more authentically make an educated decision and pair specific destinations with specific personality traits. In the fourth part, which falls under Produce, the students will remain in their pairs and collaboratively choose the destination that they think would be most fun to visit. The teacher will explain the instructions for the Powerpoint presentation that students will prepare in Spanish to advertise that site. The students will brainstorm a list of key vocabulary and design ideas for their presentations and they will use the computers and Internet during the subsequent class to collect more detailed information. In the fifth and final part, which falls under Communicate, the students will present their Powerpoint presentations to their classmates. The rest of the class will listen and ask questions they may have regarding the presentation and the teacher will clarify any misunderstandings.
Although integrating computers seems like a ‘safe’ way to go, there was much thought that went into the decision. I asked myself “which of these technologies do my students already use? And to what degree do they use them?” (Domine, 22). Most, if not all, of my students use some form of a computer whether it be a Mac, PC or iPad so they would know how a computer operates. I felt that the students being able to identify with the technology was important so they do not waste time trying to figure it out. Rather, they could use their time meaningfully completing the assignment without having to rush due to a lack of time.
Even though it is much easier to lecture the students about each destination and provide my own photos of what each area looks like, I decided that it was not about me and what was the easiest teaching style. Giving the students a technological activity that gives them control and that is more student-centered is vital. This revision “is an important step, as it emphasizes the significance of how learning occurs, not just what or how content is taught” (Domine, 23). When the students go out and learn on their own it will stick with them more. Lessons become more meaningful to both the student and the teacher as the students will become more engaged.
My Technology Integration Matrix:
https://docs.google.com/spreadsheet/ccc?key=0AjOJ-0FHxSH7dHYwS2lwTlNISzdsWkFkd0h4cjZUd2c&usp=sharing
Lena, I appreciate the thoughtfulness and the depth of your narrative above. The narration of your technology integration matrix is logical and coherent. You clearly communicate the intentionality of how you are using the technology—which is in alignment with what you've been learning in this course module. In moving forward, I have several questions that you might want to address at some point (when you're actually doing this lesson):
ReplyDeleteFirst, how will you integrate performance-based assessments that illustrate the extent to which students met each of these content and technology standards? (That's probably the most challenging question to answer).
Second, how will you contain (if at all) the students web searching about locations? Do they have free reign of the Internet or will you suggest specific sites for their information-gathering? This is a small detail that can make a big difference in the learning environment.
Finally, how do you ensure that "personalities" and "preferences," don't evolve into stereotypes? I am most curious about that one.
Overall, this is a solid technology integration plan.