1. How do I plan an intergrated lesson that will work with my students?
One key factor to planning an integrated lesson plan is to adapt an existing plan to create the lesson, instead of starting one from scratch. When developing an integrated lesson plan, it will help in considering the five components of the NTeQ philosophy (teacher, student, computer, lesson and learning environment). The length and content of the lesson can be lengthy, or not. The length depends on the complexity of the problem that the students will investigate, the specified instructional objectives, the capabilities of the students, and the content that you intend to cover during the lesson. Also, when creating an integrated lesson, the first thing that you should consider is the attention span of the students. The information and content should be engaging and interesting. If the content is engaging, the students become motivated and want to use the computers more often. The reason for this is, the computer gets the job done quicker and easier. Therefore, consider creating a lesson that is interesting and engaging that will keep the attention of the students and meet their goals in the process (Morrison- Lowther, 28-29).
2. Why do I need objectives to help with my planning and lesson development?
By determining the objective of the lesson, you determine the purpose of the lesson. There are two types of formats that you can use while you are writing a lesson. These two formats are: behavioal and cognitive objectives. The objectives used are obtained from the state curriculum standards (Morrison-Lowther, 31). Most teachers adapt their existing lessons, rather than writing brand new lessons, with new objectives that support their goals, standards, or objectives of their district (Morrison-Lowther, 32). This process is easier and more efficient and allows teachers to expand their lesson.
3. How can I encourage my students to engage in the processing of information?
It is critical that the information in the lesson is highly motivating and interesting, because students will strive to complete the lesson by developing thinking skills and gaining the knowledge specified in the objectives (Morrison- Lowther, 34). There are multiple ways to ensure that students gain clear understanding of the lesson. Some examples are: allow students to work together by working on a whole-class activity, establish goals in different ways, offer teacher facilitation, involve students in identifying resources needed for the lesson, identify student's prior knowledge of lesson, etc. (Morrison-Lowther, 36). Student ownership is very important in these lessons and it is more likely for a student to achieve a goal when a lesson is created in a student-centered environment, is interesting and can keep the student engaged.
4. Do I have to use a different lesson plan when I want my students to use computers?
No, teachers can adapt old lesson plans to create new lesson plans. The lesson can be adjusted to fit the goals of the new lesson and be used over and over again. The computer becomes a resource and a tool for gathering information, not to teach the entire lesson with no instruction from the teacher (Morrison0 Lowther, 28-29).
5. What is the relationship between objectives and computer functions?
The objective needs to match the requirements of the goal. This requires teachers to find an appropriate match between computer functions and objectives by analyzing how the students will achieve their goal while using the computer function. Computer functions are tasks that computer software can assist with or perform (Morrison-Lowther, 33). Remember to select to choose computer functions that will master the objective and be used as part of the learning process (Morrison-Lowther, 33).
6. Can you use a computer for every objective or lesson?
Yes but it is nor required or the most beneficial means to teaching. Teachers should plan appropriately and use multiple resources such as: independent reading, videotapes, books, magazines, journals, newspapers, etc. (Morrison-Lowther, 29, 50). When students use a computer, their motivation and engagement increases. And the computer can be resourceful, fun, and entertaining but should always be considered a tool, not a teacher (Morrison-Lowther, 29).
References/ Resources
Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.
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