Critique of Technology Based Lesson Plan

A Critique of a Technology Based Lesson Plan in Social Studies

Rhonda Hattaway’s lesson “Where am I,” incorporates the use of several technologies in the fifth grade Social Studies curriculum. The lesson’s approach is to explore the fifty states through the Internet. By doing so the students discover important facts and information about the states they are researching through the World Wide Web. The key standards integrated into the curriculum include keyboarding and basic word processing skills. Ms. Hattaway also focuses on student’s knowledge of surfing the internet for information while using appropriate keywords in various search engines. Lastly, the students learn to use PowerPoint to create a presentation the class may visit later in the classroom.
Integrating technology into the Social Studies curriculum allows students to become explorers of their universe. Ms. Hattaway does so through incorporating technology and allowing the students to become their own teachers. In chapter one of the text, Dewey believed “learning should be hands-on and experience based, and that the meaningful learning resulted from students working together on tasks related to their interest” (Roblyer, 42). The computer serves as the educational tool allowing small groups to work together to locate information pertaining to the five states they are researching. During lab time, students learn to use keywords as a basis of locating information through various search engines. Ms. Hattaway approaches this by reviewing how to appropriately use the Internet in direct instruction. The second phase of the project requires the students to type their information into PowerPoint and insert a picture of each state from clip art within the presentation. The PowerPoint template is already formatted; and the students work on inserting their information and clip art.
Overall, the technology affordances within this lesson are easily justified. “The Internet and other information and communication technologies (ITC’s) have the potential to revolutionize teaching and learning through purposeful integration of technology for thoughtful and critical thinking” (Boyd & Ikpeze, 644). This is evident in numerous aspects of the research and writing process. The internet allows for faster research in a shorter time frame. The word-processing program allows the students to view their text and cut, paste, copy, and delete with the stroke of a key. The ease with which revisions are made fosters continuous movement between writing and editing, which benefits the overall writing process. Word processing affords each group one copy of typed information stored instead of various copies floating around the classroom. Students also take turns in the typing and editing process. Lastly, students locate realistic pictures using clip art when formatting their states into the PowerPoint presentation. The text states “students who use visuals learn some valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus on their presentation” (Roblyer, 316).
Ms Hattaway’s use of technology is impressive, but it would have been beneficial to introduce other resources from the library; such as books and atlases. Students need to learn there is a wealth of information in the printed form available to them. This also allows students to compare information located from various tools to check for accuracy. The freedom of presentation would be nice as well. Allow a group to develop a poster board or tri fold presentation to place in the classroom if so desired. This incorporates the use of art by students decorating their boards with drawn pictures and graphics. Another art activity is to have the students sew a state quilt to display all the information they learned about each of their states. The quilt may be hung somewhere within the school so students and parents may see the wealth of knowledge the class has gathered.
The use of math can easily be incorporated into the project. Let each group keep track of the date their states entered the union; and then develop a bar graph to display the information. These graphs can be developed on the computer or compiled the traditionally in the classroom.
The objectives stated by Ms. Hattaway at the beginning of the lesson are met and measured within the lesson. The Internet continues developing research and keyboarding skills; while word processing develops writing and editing skills. Lastly, students continue learning to use various presentation media in the lab. The only way students develop technologically is through continued practice. Ms. Hattaway realizes this and made a point being on hand to guide and direct her students. The project allows for spelling errors which releases the pressures for speed and accuracy.
The pedagogical approaches of direct instruction and collaborative learning are used within the project. All key points are addressed through direct instruction at the beginning of the project. The lessons are kept simple and to the point so not to overwhelm the students with too much information. Ms. Hattaway’s use of peer groups supports the collaborative learning philosophy. Students brainstorm together and exchange their knowledge with each other. Ms. Hattaway notes to pair students at different levels together. This allows a stronger student member to help guide the group and make sure all parts of the project are being accomplished. This way every member feels they are a valued part of the project.
The evaluation process is a little vague in Ms. Hattaway’s lesson. She mentions her evaluation is to print the PowerPoint presentation with clues and blanks and for the students to identify the states. There is no mention of a technological evaluation. I would develop a rubric which to evaluate the students as they are working on the computers. This would be a group evaluation based on their teamwork and understanding of computer knowledge. Since the PowerPoint presentation was a formatted template developed by the teacher, I would evaluate the group’s ability of inserting the information adequately. In chapter six of the text, it mentions that the University of Wisconsin has designed a rubric for the process. One can refer to www.uwstout.edu/soe/profdev/pptrubric.html (Roblyer, 203). Lastly, I would evaluate their facts for accuracy and check for sentence structure (fragments) and mechanics. As mentioned I would not count off on spelling, because the goal is to learn new information and develop their computer literacy.
Overall, Ms. Hattaway does an excellent job approaching social studies in a fresh and creative format. By introducing the states in a mini lesson and then dividing the class into small groups to research states, the lesson becomes educational and fun. The students become the teacher and are able to share all their new found information with their peers. This lesson easily fits into a Montessori environment. The learning goals of the lesson resemble the goals set in my classroom. Since Montessori children are allowed independence in their learning, the children would be the facilitators of their lesson. Mr. Poole states “The computer-based learning system gives the child complete control over the pace of learning. That echoes the aspiration of the philosopher George Bernard Shaw who said, "What we want is to see the child in pursuit of knowledge, not knowledge in pursuit of the child” (Poole, internet). So this is a great way to engage the child’s mind and make a lasting impact on learning about their homeland.





Reference Page
Boyd, Fenice B. & Ikpeze, Chinwe H. (2007).Web-based inquiry learning: Facilitating
thoughtful literacy with webquest. The Reading Teacher, Volume 60 (7), April, 644-654.
Retrieved February 21, 2008, from Academic Search Premier.


Poole, Bernie (2006).Computer based learning and Montessori manipulatives. Education World,
November. Retrieved February 22, 2008, from the internet.

Roblyer, M.D. (2006). Integrating educational technology into education. Ohio. Pearson Merrill
Prentice Hall.

















This lesson provided by:
Author:
Rhonda Hattaway

System:
COVINGTON COUNTY

School:
STRAUGHN ELEMENTARY SCHOOL

Title:
Where Am I?
Overview/Annotation:
During this lesson students explore the 50 states through the Internet. Students discover important facts and information by navigating the World Wide Web.
Content Standard(s):
TC(3-5)
4. Use developmentally appropriate keyboard techniques.
TC(3-5)
10. Demonstrate basic operations of a word processor.
TC(3-5)
12. Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.
TC(3-5)
14. Use the Internet to locate information.
TC(3-5)
15. Determine appropriate keywords for finding information using a web search.
SS(3) People, Places, and Regions: Geographic Studies
2. Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
SS(5) United States Studies: Beginnings to 1877
1. Locate physical features that impacted the exploration and settlement of the Americas.
SS(5) United States Studies: Beginnings to 1877
3. Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Local/National Standards:

Primary Learning Objective(s):
Students will gather important facts about the 50 states. Students will identify the states by their facts.
Additional Learning Objective(s):

Approximate Duration of the Lesson:
Greater than 120 Minutes
Materials and Equipment:

Technology Resources Needed:
Computers with Internet access, printers, presentation software
Background/Preparation:
Students should be familiar with navigating the Internet. Students should be able to insert a picture from clip art.
Procedures/Activities:
1.)To begin the lesson, inform students that they are going to be learning facts about all of the states. Then give students the handout with the names of the 50 states (see attached). Instruct students to write down any facts they already know about the states. Ask students to keep these papers handy, so they can check their facts later.

2.)Divide students into 10 groups. Assign each group 5 states. Give them the 50 States handout (see attached). Instruct the groups to use the websites below to learn facts about their 5 states. Have them record their findings on the handout.(50 States)This site has links to information on all 50 states.

3.)Website:(Fast Facts)This site has many facts about the states.

4.)Website:(All About the United States)This site has many links with information about the United States. There are also many games students can play to help them identify the states on a map.

5.)After students have completed gathering their facts, make copies of the completed handouts for each group. Allow groups to work together to learn the information about the states.

6.)Let groups add the information gathered about assigned states to the attached templete.

7.)When all the states have been added to the presentation, play the game "Where Am I?". (The presentation is set up where the state name will be the last thing to appear on each slide.) Show the presentation and have students take turns identifying the states according to the facts they know.

8.)After playing the game several times, print off the presentation in outline view after removing the state names. Have students fill in the state names to identify each state by their facts and picture.

9.)Make the "Where Am I" quiz available on the computer as a learning station for students to continue to practice learning about the states.

Attachments:**Some files will display in a new window. Others will prompt you to download.
50 state names.docThe 50 States.docwhere am i.ppt
Assessment Strategies:
The teacher will assess how well students identify the states by their facts and pictures.
Extension:

Remediation:

Accommodation:


Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Modification:

Variations Submitted by ALEX Users: