Technological Application in the Lesson Plan
- Lesson Plan Rubric
| excellent | Good | Needs Improvement | score | |
| Objectives | Clear statement of the objectives that specify the time required | Objectives stated but no clear time aimed to achieve the goals | Objectives that cannot be understood | |
| Technological application | Application of videos, websites, projectors among others. | Just the use of projectors | The teacher only uses the white board | |
| presentation | Presentation using demonstrations and adequate books to support | Presentation of the topic on the white board showing how it works | Presentation by just narration without demonstrating on the board | |
| Student involvement | Students participation in discussions and question asking | The teacher asking the students question to involve them | No involvement of the students at all |
- Assessment of Lesson plan based on the Rubric
The 21st Century has necessitated the improvement of lesson plans to accommodate the technological innovations that can enhance students’ ability to understand lessons and ease` the process of delivering topics for teachers. Students need to be adequately instructed on ways they can take advantage of the internet for learning purposes. Technology can be of great importance in the teaching process because it facilitates the ability of the teachers and students to perform.
The technology can be applied to the class lesson plan to ensure that the teaching process is improved. The application of these technologies will ensure that the students understand the information being passed on to them by teachers better than before. The academic needs of a 21st century students, such as psychological advancement, require teachers to improve their teaching strategies to enhance the learning process.
- Technological Pedagogical Content Knowledge (TPACK)
The lesson plans that were used about thirty years ago have a significant difference with today’s lesson plans. Previously, technology was not significantly advanced; hence most of the teaching was done through teachers verbally presenting a discussion of in class, which was time-consuming. The application of the technology ensures that less time is used in the process of teaching and makes the subjects more interesting and understandable (Parkay, Anctil & Hass 2014). Thus, the introduction of technology in the lesson plan will ensure that students understand more while the teaching process will take less time. Several technological tools can be applied to ensure that the students understand the concepts that they are taught better and faster than before. Foremost, the lesson plan can involve the application of videos relating to the topics that are taught in class. The video could include some content such as visuals that cannot be illustrated by the teacher or demonstrated anywhere in the school (Parkay, Anctil, & Hass 2014). The video ensures that the students pay attention to the topic being discussed because it engages their minds. Additionally, videos have appealing sounds and images that keep the students engaged. The improvement in the plan can ensure that every chapter has a video demonstrating the application of the issues discussed. For example, in physics, the topic of pressure can be extensively explained in a video showing how it can be applied in machines. The imagery expression will ensure that the students understand the topic and remember it.
The plan should also allocate some time to the use of projectors to present discussions. The students are used to their teachers explaining in front of the class using the white board and a pen. The use of a projector in the class will ensure that the students have a psychological break from the lesson. The change from one routine to another makes an individual feel psychologically relieved (Parkay, Anctil, & Hass, 2014). A teacher should use the projector for issuing notes to students maybe once per week. Additionally, the projector screen will enable the teacher to handle a certain topic remarkably faster than how he or she could have done in normal situations. Additionally, the projection of the notes allows the students to take short points concerning the topic of discussion. More points are taken than when a teacher is presenting. The teacher may omit some ideas assuming they are not that necessary, but the projector presents all the information for the student to choose.
Discussions among the students can be improved by the development of class websites whereby topics can be posted and questions asked by the students who did not understand any of the topics taught (Parkay, Anctil, & Hass, 2014). It is an excellent platform to offer the students a way to convey their views. Some students may be too shy to ask questions in class but may feel free to post them on the website. It should be the obligation of the teacher to creating a website if there is none for the class. Furthermore, the teacher must include, in the lesson plan, the time he or she will be discussing the issues that seemed hard for the students to understand through the website. Moreover, the website development and usage will enable students to learn to use the internet. The teacher can also set aside time, in the lesson plan, when he or she will have computers in the class and show the students how research is done from the internet.
- Impact of the Analysis on the Lesson
Technology should be utilized in a better way to ensure that the students understand whatever the teacher conveys. The teacher must use websites, projectors, and videos to make the teaching process easier than before. Furthermore, there must be an adjustment in the lesson plan to allow time for the students to familiarize themselves with the technological application, in the class, for better performance. A teacher should consider introducing the technology in their lesson plans to satisfy the academic needs of the contemporary students. Although the teaching can mainly be done through the use of the white boards, some hours should be spared for the technological tools.
Reference
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Prentice Hall.