II.A: Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

• Heat vs. Temperature Lesson Plan
  In this lesson the concepts of heat and temperature are presented using visual, auditory, tactile, and kinesthetic methods. Students watch a video and use an online simulation of the movement of molecules to reinforce the concepts. They are actively involved throughout the lesson with the use of hands-on activities. Technology is used to present content (video), for simulation (Internet), and to collect (science probes) and analyze data (graphing calculator). The activities are appropriate for the developmental level of my students and suggestions are given for considerations for special needs students. Lesson was correlated to the Virginia SOL. It addresses NETS*S Standard 3, 5, and 6

II.B: Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.

• Supply and Demand Lesson Plan
  The lesson The Story of Supply and Demand uses a variety of methods, including hands-on activities, simulation, and video, to teach the concepts of supply and demand. Research demonstrates the value of using simulation in the class to engage students, provide a real-world context, and stimulate learning. See discussion of the literature with citations in the lesson plan.
• Scholastic Modeling and Simulation
  This article discusses the pedagogical benefits of using modeling and simulation in a K-12 environment.

II.C.: Teachers identify and locate technology resources and evaluate them for accuracy and suitability.

• Class Technology Management Plan
  The plan describes the resources that are available and used in my classes.
• Heat vs. Temperature Lesson Plan
  In developing the Heat vs. Temperature lesson, I had to locate and evaluate technology resources that would help the students develop the concepts of heat and temperature. I had to consider the accuracy of the content, the reading level of my students, and the appropriateness of the resources to the developmental levels of my students. Segments from the Eureka! series were selected because they accurately explain the concepts of heat and temperature in terms that the students can understand. This series uses animation and is very engaging for students. The use of CBLs and graphing calculators supports the hands-on portion of the lesson and helps students to gather and analyze data. The website Sprocket Works allows the students to manipulate the variables, heat and pressure, while providing a visual representation of the movement of molecules.

II.D.: Teachers plan for the management of technology resources within the context of learning activities.

• Classroom Layout
  Technology is an integral part of instruction for me. In my classroom, I have a presentation television connected to a computer, VCR, laserdisc player, and video microscope so that we can easily move between any of these resources during a lesson.
• Classroom Technology Management Plan
  The plan describes resources that are available and how they may be used. Support procedures are described.
• Look Out, Michael Jordan Lesson Plan
  As I design a lesson, the content comes first. Once this is determined, I look for instructional strategies and technology resources that will help student master the content. Lesson plans include a variety of technology-enhanced experiences along with methods of teaching or reinforcing technology skills. In this lesson, I used technology for several purposes. First, video was used interactively to provide content and engage the students. The Internet is used by the students to locate information from a given website. A spreadsheet is used to collect and analyze data. The lesson also takes advantages of when the students are using the tools to teach them about technology. A segment is included that discusses the validity of information on the Internet. Students also learn about spreadsheets in the context of using them to organize and analyze the data. The lesson is correlated to Virginia SOL in both the content area and computer/technology standards. It is always a good idea when using technology to have a backup plan in case the planned technology does not work or is not available. In the Look Out lesson, I had students locate information on the Internet, but gave an alternate source in case the Internet was not available. Students enjoyed measuring how high they could jump and it worked well to have the students working in small groups to collect and enter the data.

II.E.: Teachers plan strategies to manage student learning in a technology-enhanced environment.

• On the Brink of War: The Cuban Missile Crisis
  In this lesson student use video and a website to investigate the events leading up to and during those “fourteen days in October.” Students work together to create a multimedia presentation reporting the major events of the crisis. All students were comfortable working with computers and had worked with the basics of Hyperstudio prior to the lesson, so I modeled the new components – adding video/sound and linking to other stacks. Several students quickly became “experts” in Hyperstudio and they were able to provide support to their classmates. Students worked in pairs to facilitate learning. They worked on the presentation over a period of time, using both their lab time and classroom computers so we were able to ensure that all groups had time to complete the assignment. A rubric is provided for assessment.

  
  

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