Developing Innovative Lesson Plans: Bridging the Concept and Application of

Technology Integration into Classroom

Luh Putu Putrini Mahadewi

Instructional Design and Technology
Western Illinois University
1 University Circle
Macomb, IL 61455

Leaunda S. Hemphill
Instructional Design and Technology
Western Illinois University
1 University Circle
Macomb, IL 61455

Abstract

The goal of the project was for the graduate students to be able to develop, co-teach, and asses a series of
lessons designed to enhance technology integration in the classroom. The technology selected must serve the
learners in the learning process not be the focus of instruction. For each lesson, the following components were
required: 1) related state and national technology standards; 2) assessment instruments; 3) detailed teaching plan; 4)
instructional activities that integrated multiple learner-centered strategies; 5) evidence of use of problem-solving
principles and classroom management techniques; and 6) a list of learning resources used. The graduate students
elected to create lesson plans and associated activities that incorporated methods and strategies of problem-based
learning, telecollaborative learning, integration of instructional tools (tutorials, software, games, and simulations),
and uses of media and online tools from sources such as the World Wide Web. Graduate students selected teaching
strategies that enable the technologies to be purposefully integrated into classroom instruction. In addition, the
graduate students linked the lesson plans to the Illinois State Learning Standards (ISBE, n.d.), the National
Educational Technology Standards for Students (ISTE, 2007), and the National Educational Technology Standards
for Teacher (ISTE, 2008). Assessment tools were developed using RubiStar (4teachers.org) and the PBL checklist
(4teachers.org). Specifically, assistive learning devices (ADL) were considered in order to serve the students with
special needs. Findings and conclusions from the implementation and evaluation of the lesson plans will be detailed,
as well as graduate students’ and instructor’s reflections on the experience and plans for future design and
implementation.

Project Background

It is important that graduate students in the Department of Instructional Design and Technology at Western
Illinois University gain real-world experiences in providing a supportive, technology-rich environment for K12
student learning. The experience not only enriches the graduate students’ understanding of the technology
integration and its application in the classroom, but also bridges these two parts as one sustainable process.
Graduate students were enrolled in the Integration of Computer Based Technology in Schools course. The
course focuses on developing and practicing strategies and methods for integrating learning technologies into
classroom and educational administrative environments. This practical approach guided the graduate students to
select methods and teaching strategies that enable the technologies to be purposefully integrated into classroom
instruction. Moreover, practices of what being written on paper in the form of lesson plan into actual situation would
provide empirical evidences of what types of teaching methods and strategies that allow and enable technology to be
integrated into classroom. Because of this, the development of innovative lesson plans through systematic phases is

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foremost, not only to “open the door” for the technology to be integrated into classroom, but also to bridge the
theories and the actual application of the selected teaching strategy and its technology.
Learning activities designed in the lesson plan should support the student-centered approach through the
implementation of learning strategies and the integration of technologies. To develop lesson plans that encourage the
K-12 students to do interesting and fun tasks provide valuable real-world experiences for the graduate students that
enrich their professional practices in the future.

Project Goal and Objectives

The goal of the project was for the graduate students to be able to develop, co-teach, and asses a series of
lessons designed to enhance technology integration in K-12 settings classroom.
In detail, the objectives of this project were:
(1) To create lesson plans and associated activities that incorporate methods and strategies of problem
solving, telecollaborative learning, instructional tools integration and uses of media and online tools
for second grade students.
(2) To co-teach three lesson plans designed to enhance the integration of technology into second grade
classroom.
(3) To assess the implementation of three lesson plans that incorporate methods and strategies that enable
technology to be integrated into second grade classroom.
(4) To reflect the experiences in implementing the three lessons and use the experiences as references for
future development and implementation.

Literature Review

Learning Strategies and Technology Integration into Classroom

The technology used in the classroom was not the focus of instruction, but it is a tool that serve the learners
in the learning process (Thorsen, 2009). Using technology in this way often requires the teachers to change the way
they teach as described by SEIRTEC (2001) in their lesson #5 about “Factors Influencing the Effective Use of
Technology for Teaching and Learning” as follows:
“We have found that when professional development and technical assistance start with a particular
teaching or learning strategy that the teachers believe will benefit their students (e.g., project-based
learning, cross-curricular thematic units, cooperative learning) and then help teachers discover ways
technology is a tool that supports the strategy, teachers are usually eager to try both the new instructional
strategy and the technology” (p.14).
Integrating technology into classroom requires the appropriate selection of learning strategies that enable and
encourage the technology to be used. Thus, the teachers simultaneously and implement the instructional strategy, as
well as use the technology that support the strategy.
Some of the learning strategies that enable the technology to be effectively integrated into classroom are:
problem solving, telecollaborative learning, integration of instructional tools (tutorials, software, games, and
simulations), and uses of media and online tools from sources such as the World Wide Web.
Problem-solving strategy (also called problem-based learning) is a learning strategy that guides the student
to learn from solving the problem. Problem-solving strategy focuses on central concepts and principles of a
discipline, involves students as active individuals in solving the problem, uses contextual problems, enables the
students to construct their own knowledge, and produces products for their final projects (Thomas, Mergandoller, &
Michaelson in Thorsen, 2009). The student then gain knowledge and skills by analyzing the problem, considering
all possible factors, providing alternative of solution, and choosing the best solution to solve the problem. In the
implementation of problem solving, reality-based and problem-centered materials are used and they often presented
by media, such as written cases, videos, and computer-based situation. Students go to the school media center or
using computer to access database or content from the experts via the Internet (Smaldino, Lowther, & Russell,
2008).
According to Thirteen Ed Online (2010), collaborative learning is “a method of teaching and learning in
which students’ team work together to explore a significant question or create a meaningful project” (p. 1).
Telecollaborative learning enables the students to collaborate with students or teachers in other places around the

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world. In this case the role of technology, such as Internet makes the collaboration possible. The Thirteen Ed Online
website emphasizes that collaboration can occur without regard to distance or time barriers by using the Internet. For
example, e-mails can be sent to students or teachers around the world in order to share or exchange ideas or
information. Skype application program can be used to have live conversation, chat and conference.
The instructional tools, such as tutorials, software, games, and simulations, into the classroom can be
effectively integrated into the classroom by managing the classroom activities for technology use. By incorporating
learning materials into instructional tools above, provides powerful learning experiences for students (Smaldino, et
al., 2008). In addition, the use of media and online tools enhance students’ learning especially to conduct research
or gather information online.

Innovative Lesson Plans

Kizlik (n.d.) stated that “Lesson plans are written by teachers to help them structure the learning for
themselves and for the students.” In addition, Brown and Green (2006) pointed out that lesson plans contain day-to-
day activities that compose a unit. In the lesson plan, the activities are measured in hours or minutes. Innovative
lesson plans that integrate technology through appropriate selection of learning strategies enhance students’
learning. The EdTechTeacher (2010) website strongly recommended the technology integration projects and
activities to engender student creativity and empowerment through various innovative lesson plans.

Methods

For this project, the graduate students used a systematic phases in developing lesson plans for second grade
students. The phases include analysis, design, development, implementation, evaluation, and reflection.

Analysis
According to Smith and Ragan (2005), there are three domains of instructional analysis: learner, task and
context. In this phase, learners’ characteristics, learning content, and environment were analyzed. The learners’
characteristics of intended lesson plans were lesson plans for second graders at a private elementary school. All of
them had basic skills in computer operation, including clicking, dragging, and listening instruction on how to use the
navigation buttons. In addition, the learners have average to high cognitive abilities. Even though some of the
learners did not have high performance in every subject, they mastered certain subjects greatly. Moreover, the
children were emotionally stabile and socially friendly.
The learning content that had been developed in innovative lesson plans were from the area of social
science with topic “Native American Tribe”, the area of English language art with selected topic “Christmas around
the World” and from the area of math with topic “Regrouping”. The content analyses of the topics were as follows:
(1) Native American Tribes
Native American Tribes was a topic in Social Science subject area. Through this lesson, the students learn
about the Native American Tribes by listing the name of the tribes, locating on map where the different tribes lived,
and describing one of the Native American Tribes.
(2) Christmas Around the World
As a topic in the area of English language art, Christmas around the World lesson allows learners to study
how people around the world celebrate their Christmas included traditions (e.g., food, decorations, and rituals). The
students also need to analyze the similarities and the differences between their traditions and other countries
customs.
(3) Regrouping
The third topic was “Regrouping” in math. Though this lesson, the learning content provides the learners
with chances to learn how to regroup ones as tens, count by tens and ones, and count two-digit addition to solve
problems in their everyday lives.
The analysis results of the learning environment show that the second grade classroom is located in very
safe and convenient place to study. Moreover, the management and position of learning resources and media,
especially the availability of computers and Internet accesses support the integration of various technologies in this
classroom.

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Design and Development
The components of each lesson plan were: 1) related state and national technology standards, 2) assessment
instruments, 3) detailed teaching plan, 4) instructional activities that integrated multiple learner-centered strategies,
5) evidence of use of problem-solving principles and classroom management techniques, and 6) a list of learning
resources used. The following information detailed the related state and national technology standards, the
assessment instruments, the instructional strategies and activities, and technologies being integrated for each lesson
plans.

1) Related state and national technology standards

Topic 1: Native American Tribes

The related state and national technology standards for this topic were: (1) the Illinois State Learning
Standards State Goal 16 (Understand events, trends, individuals and movements shaping the history of Illinois, the
United States and other nations) part A.1a and part C.1a and State Goal 17 (Understand world geography and the
effects of geography on society with an emphasis on the United States) part A.1b; (2) the National Educational
Technology Standards for Students (standard 3c: evaluate and select information sources and digital tools based on
the appropriateness to specific tasks and standard 5b: exhibit a positive attitude toward using technology that
supports collaboration, learning, and productivity); and (3) the National Educational Technology Standards for
Teacher (standard 1d: model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments).

Topic 2: Christmas Around the World

For the Christmas around the world topic, the following state and technology standards were used: (1) the
Illinois State Learning Standards State Goal 3 (Write to communicate for a variety of purposes) part B.1a and part
B.1b and State Goal 5 (Use the language arts to acquire, access, and communicate information) part A.1a, A.1b,
B.1a, C.1a, and part C.1b; (2) the National Educational Technology Standards for Students (standard 3b: locate,
organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, standard
3c: evaluate and select information sources and digital tools based on the appropriateness for specific tasks, standard
3d: process data and report result, standard 5b: exhibit a positive attitude toward using technology that supports
collaborative, learning, and productivity); and (3) the National Educational Technology Standards for Teacher
(standard 1b: engage students in exploring real-world issues and solving authentic problems sing digital tools and
resources and standard 1c: promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning, and processes).

Topic 3: Regrouping
The related state and national technology standards for this topic were: (1) the Illinois State Learning
Standards State Goal 6 (Demonstrate and apply a knowledge and sense of numbers, including numeration and
operations (addition, subtraction, multiplication, and division), patterns, ratios and proportions) part A.1a and State
Goal 8 (Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve
problems and predict results) part C.1; (2) the National Educational Technology Standards for Students (standard
6b: select and use applications effectively and productively and standard 5b: exhibit a positive attitude toward using
technology that supports collaboration, learning, and productivity); (3) the National Educational Technology
Standards for Teacher (standard 1d: Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments); and (4) the NCTM Standards and
Expectations (number and Operations Standard for Grades Pre-K–12).

2) Assessment instruments

Topic 1: Native American Tribes

For lesson 1, the assessment was given to the learners in order to know whether or not they have reached
the lesson goal/objectives. A quiz contains questions referring to the topic was delivered at the end of the lesson
(examples of the quizzes and the answers are presented in the students work artifacts). The criterion was the learners
answered the questions with at least 75% accuracy to be succeeded in this lesson. Before taking the quiz, the
learners involved in ongoing assessment by doing self-assessment using PBL (project-based learning) checklist tool
for group K-4. The learners assess themselves by using the PBL check list tool directed by the teacher.

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Topic 2: Christmas Around the World
For lesson 2, the rubrics that consisted of statements that reflect learners’ achievements were used to access
the learners in order to know whether or not they have reached the lesson goal/objectives. The rubric was created
online by using the RubiStar assessment tool for the writing (Source:
http://www.makeworksheets.com/samples/rubrics/perwriting.html) and the Research Process Rubric for the research
(Source: http://www.uwstout.edu/soe/profdev/rubrics/elemresearchrubric.html). The rubric for the research was
done during the research process and the rubric for writing was done when the learners doing their writing tasks
based on the information from the research. The criteria were the learners did their research and writing tasks with at
least 75% accuracy to be succeeded in this lesson. The learners involved in ongoing assessment by doing self-
assessment by using the primary grade self-evaluation teamwork rubric
(http://www.uwstout.edu/soe/profdev/rubrics.shtml#cooperative). The learners felt that, as team members, they did
all their work, helped their group members, listened to their group members’ ideas, shared their own idea, and
helped their group members to solve the assigned problems.

Topic 3: Regrouping
In order to know whether or not the learners have reached the lesson goal/objectives, the assessment was
given to them. The assessment was a rubric that consists of five statements: computation, approach to the problem,
explanation, understanding, and organization of thought. The rubric was created online by using the RubiStar
assessment tool (http://www.makeworksheets.com/samples/rubrics/math.html).
The rubric was scored at the end of the lesson. To success in this lesson, the learners should achieve at least 75%
accuracy.

3) Instructional Strategies and Activities

Topic 1: Native American Tribes

The teaching-learning strategies that were used for this lesson were expository and project-based learning
(PBL). Expository strategy is a presentation or telling strategy used during instruction. In the expository learning
strategy implementation, the teacher informed the learners the names of the Native American tribes and where they
lived. Then, the learners (individually) listed five of the Native American tribes and allocated on the map where they
lived. After implementing the expository strategy, the problem-based learning (PBL) strategy was implemented. The
problem-based learning strategy focused on knowing the issues, considering all possible factor and finding a
solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as
opposed to the easiest solution or the first solution proposed. Thus, the learners were organized into three groups.
Each group consisted of three learners. Each group would responsible to search information of one Native American
Tribes. Then they searched the information on the Internet. They discussed and decided the most appropriate
information to describe the Native American Tribes that they finding the characteristics, including the food, the
clothes, and the shelters of the tribes. At the end, they created reports and took the quizzes.

Topic 2: Christmas Around the World

For this lesson, telecollaborative learning strategy was implemented. Telecollaborative is a strategy of
teaching and learning that allows the learning process to be more multi-ways communications, not only between the
teacher and the learner, but also communication among the learners or among the teachers across the schools even
countries. The most important part is that the collaborative learning empowering the learners to work together and
not to compete each other. They learned from one to another. Furthermore, this type of learning supports the
development of learners ' social abilities. By implementing this strategy, the learners learned from and with others
via the Internet. They learned how to do research, write a report, and work in groups. The learners were organized
into groups. The learners researched about Christmas around the world by visiting website related to Christmas
celebrations in other parts of the world. Furthermore, they communicated online with people in other countries
(Indonesia and Korea) via Skype. They asked questions and took notes. Finally, the learners made a group report
and gave it to the teacher.

Topic 3: Regrouping
The strategy used with this lesson was problem-based learning. Through the problem-based learning, the
learners learned how to solve problems regarding regrouping in math, and also they learned how to relate it to their

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everyday lives. Considering that most of the learners needed intensive and more attentions to master this topic, the
task was done individually by the learners. The learners listened to teacher’s explanation of regrouping tens and
ones, counting on tens and ones, and counting by two-digit addition. Then, they practiced one technique by solving
the problem presented on the PowerPoint application software and on paper.

4) The Technologies Integration

For the Native American Tribes topic, the following technologies were integrated in this lesson: computers,
KidPix application software, and the Internet access to support the teaching and learning processes. For topic
number 2 Christmas Around the World, the following technologies were integrated: computers with Internet
connections, KidPix application software and Skype to search for information and to have more practice online.
Technologies that were integrated in the “Regrouping” lesson were: computer with Internet access to access Math
online games and the PowerPoint application program. Beside the listed technologies for each topic, hearing aid and
assistive learning devices (ADL) were provided as needed for the learners to have a better and a convenience ways
to learn their best.

Implementation
In the implementation phase, the graduate students worked with a cooperating second-grade teacher to
implement lesson plans. The cooperation created a mutual relationship with the teacher, allowing the graduate
students to apply their instructional design and technology integration skills. The implementation date of the three
lesson plans can be seen in table 1 below.

Table 1. Title of the Lesson and the Date Taught.

Lesson Plan Title of the Lesson Date Taught
1 Native American Tribes November 9-10
2 Christmas Around the World December 1-3
3 Regrouping November 16-18

Evaluation
In the evaluation phase, the student assessment instruments and the learning strategies used were evaluated.

Findings and Discussion

The findings from this project focus on the success of the technologies that have been integrated and
implemented for each lesson.

Topic 1: Native American Tribes

The quiz results indicated that the learners achieved 80%-90% accuracy. This confirmed that the learners
completed the lesson successfully since he criterion was at least 75% accuracy. The goals were achieved and met the
content and technology standards.
The strategies used for this lesson were appropriate. The implementation of the expository learning strategy
at the beginning of the lesson was very helpful in directing the learners to the next method that was problem-solving
strategy. Because of this, the learners were more prepared and had description on what they learned and how they
are going to solve the problems through research. Implementing problem-solving not only developed learners’
analytical thinking, but also enhanced their social abilities. The used of computers, KidPix application software, and
the Internet access, supported the teaching and learning processes. The used of computer applications were aligned
with both content area and the technology standard for the learners. The teacher integrated the computer application
into teaching and learning processes appropriately and meaningfully. The learners were able to use those
technologies to support their studies. With computers and KidPix application software in which the U.S. map is
displayed on computers screens, the learners were able to locate where the different tribes lived by drawing the
pictures and labeling where different tribes lived. With computers and the Internet access, the learners were able to
search information of the Native American tribes, including information about their food, clothing and shelter. This
technology provides the learners with more resources to get the information related to the topic. The learners were
organized both individually and in groups.

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Topic 2: Christmas Around the World
The criteria were the learners did their research and writing tasks with at least 75% accuracy to be
succeeded in this lesson. The results show that the learners achieved 80%-100%. On their writing criteria, the
learners obtained 79%-95%. This meant that the learners completed the lesson successfully. The goals were
achieved and met with the content and technology standards.
The strategy used for this lesson was telecollaborative learning. This strategy was used for the first time in
this class. The teacher and the learners were excited. This strategy was not only enriched students’ knowledge of
how people around the world celebrate Christmas, but also improved their research by using interview techniques to
collect data. The learners learned how to write and ask questions, record the data, and write reports. Computers with
Internet accesses, KidPix application software, and Skype application software were used to support the teaching
and learning processes. The used of computer applications were aligned with both content area and the technology
standard for the learners. The use of computers with Internet connections, KidPix application software, and Skype to
search for information and to have more practice online, supported the teaching and learning processes. The learners
had more practices and resources to better understand the topic, to improve their writing and research skills and to
work collaboratively for a better and richer learning content as well. Computers with KidPix application software
were used to provide the learners with practices writing. The teacher facilitated the learners to use computers with
Internet access and Skype in searching and adding information related to the topic, and also in working
collaboratively with others online. The learners were organized both individually and in groups. The learners felt
that as team members they did all their work, helped their group members, listened to their group members’ ideas,
shared their own idea, and help their group members to solve the problems.

Topic 3: Regrouping
To achieve success in this lesson, the learners were required to achieve at least 75% accuracy. The results
showed that the learners received 75%-100%. It meant that the learners completed the lesson successfully. The goals
were achieved and met with the content and technology standards.
The strategy used in this lesson was problem-solving. The problems were presented by using learners s’
name. Moreover, the problems were closely related to their daily lives. By using contextual problems the learners
easily learned how to solve the problems. The learners were very enthusiastic to learn using the problem-solving
method and the PowerPoint presentation. Because of this, the implementation of the problem-solving method for the
Math subject area, particularly in regrouping was appropriate. Computers with Internet accesses and PowerPoint
application software were used to support the teaching and learning processes. Computer applications used in this
lesson were in aligned with the content area that is Mathematics. In addition, it was also in alignment with the
technology standards for learners. The use of computers with PowerPoint application software supported the
teaching and learning processes. Computers with PowerPoint application software supported learners’ learning
activities in solving problems and broadening their understanding related to the topic. The use of computers with
PowerPoint application software supported the teaching and learning processes by providing an opportunity to the
learners in practicing the regrouping concepts. Through the PowerPoint application software, the problems of
regrouping were presented in fun and interesting ways. The learners were organized individually.

Conclusion

The implementation of the three lesson plans were reflected for future used and development as follows:
Topic 1: Native American Tribes
When teaching this lesson again, provide more time for the students to do research in order to solve the
problems. Also, the selection of the websites used to help the students in searching relevant information need to be
determined based on the specific tasks. In addition, the integration of computer into classroom needs to be optimized
and related it to other learning resources.
Topic 2: Christmas Around the World
When teaching this lesson again, the time constraint between one country and the others need to be
considered. For this lesson, the students interviewed the people in the eastern part of the world at 9:00am of the U.S.
time which means 11:00pm of Indonesian time. In addition, provide more time for the students to formulate their
questions and how they will organize the questions.
Topic 3: Regrouping
Some factors need to be considered when teaching this lesson again in the future. First, adjust the problems
according to the characteristics of the students, especially their backgrounds. By doing this, the lesson will be more

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meaningful and effective. Second, provide more time for the students to internalize the concepts individually. Third,
create or adjust the existing PowerPoint slides that meet with students’ needs.

Based on the findings and discussion above, the following conclusions were made:
(1) The lesson plans and associated activities that incorporate methods and strategies of problem solving,
telecollaborative learning, instructional tools integration and uses of media and online tools for second
grade students were successfully created.
(2) The students had experiences to co-teach the three lesson plans designed to enhance the integration of
technology into second grade classroom. To work with a cooperating second-grade teacher to
implement lesson plans created a mutual relationship between the graduate students as instructional
designer and technologist and the teacher. Moreover, this cooperation allowed the graduate students to
apply their instructional design and technology integration skills.
(3) The implementation of the three lesson plans that incorporated the learning strategies and the
technologies in the second grade classroom was successful.
(4) The reflection of the experiences in implementing the three lessons can be used as references for future
development and implementation.

The following are some lessons learned throughout the project that would benefit the graduate students to
develop innovative lesson plans in the future.
(1) Systematic phases in developing lesson plans are very important to step-by-step lead the instructional
designers and technologist and the teachers to develop lesson plans.
(2) The whole components of lesson plans should be inline. In addition, some factors need to be
considered when we design and redesign lesson plans, such as the actual time needed to do the tasks
listed on the lesson plans, contextual learning content in which the lesson plans will be implemented,
and the integration of the technologies used in the teaching and learning process should be optimized
and related to other learning resources.
(3) To be fully integrated, the technologies used in the teaching and learning process should serve the
strategies that have been selected.

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