Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino delas Alas Campus
Indang, Cavite

Integrated Technology in Science Teaching

(Lesson Playlist)

By:

Ayento, Shaira Mae M.

Engracia, Monah Cara Marisol
T. Ortega, Angelica Joy A.

BEED 2-1

March 02, 2022

OBJECTIVES

• Define the integrating technology in science teaching and the meaning of lesson playlist
• Explain the purpose of lesson playlist in science teaching
• Discuss the elements and approaches of lesson playlist
• Distinguish the methods or techniques in lesson playlist
• Determine the advantages and disadvantages of lesson playlist in integrating technology in
teaching sciences

Content of Presentation
I. Ice Breaker

Charades online
The reporters are the representatives per round, the one who will act it out to the
whole class and their classmates guesses it within 30 seconds. There are only 3-5 words that
are related to the topic of the reporters. In every first person to guess the word will receive
additional points.

II. Background

The Christensen Institute has studied emerging blended learning models and
determined most blended courses in schools today can be described as one of four models:
Rotation, Flex, À La Carte, and Enriched Virtual. Among these, lesson playlist is derived from
Individual-Rotation model, a variety of Rotation model.

According to Horn and Staker, in Individual Rotation model, students move through
a variety of different learning modalities, but rather than the rotation being prescribed by a
teacher or schedule, it is customized for each student according to individual needs.

The playlist, or individual rotation model, is a blended learning model that strives to
give students more control over the pace and path of their learning. It’s a way to structure
learning experiences that are more personalized to the needs of specific learners, provide
students with more agency and autonomy, and free teachers to spend time connecting with
and coaching learners as they progress through the playlist.

The use of educational technology tools has been divided into four main categories
as classical technology, modern technology, computer technology and laboratory technology
tools for easier analysis. As it is defined by Roblyer (2003) “Educational technology is a
combination of the processes and tools in addressing educational needs and problems, with
an emphasis on applying the most current tools: computers and their related technologies.”
(p. 6). Hence, educational technology is viewed to have two components as processes that
are simply the learning activities necessary to attain a learning objective and resources to
enhance learning thus, integrating educational technology in science with the help of lesson
playlist.

III. Integrating Technology in Science Teaching

Educational technology tools such as computers, probeware, data collection and

analysis software, digital microscopes, hypermedia/multimedia, student response systems,
and interactive white boards can help students actively engage in the acquisition of scientific
knowledge and development of the nature of science and inquiry. When educational
 technology tools are used appropriately and effectively in science classrooms, students
actively engage in their knowledge construction and improve their thinking and problem
solving skills (Trowbridge, Bybee, & Powell, 2008).
Many new educational technology tools are now available for science teachers.
However, integrating technology into instruction is still challenging for most teachers
(Norris, Sullivan, Poirot, & Soloway, 2003; Office of Technology Assessment [OTA], 1995).
The existing studies demonstrate that technology integration is a long-term process
requiring commitment (Doering, Hughes, & Huffman, 2003; Hughes, Kerr, & Ooms, 2005;
Sandholtz, Ringstaff, & Dwyer, 1997). Teachers need ongoing support while they make
efforts to develop and sustain effective technology integration.

Professional learning communities, where teachers collaborate with other teachers

to improve and support their learning and teaching, are effective for incorporating
technology into teaching (Krajcik et al., 1994; Little, 1990). As a part of a community,
teachers share their knowledge, practices, and experiences; discuss issues related to
student learning; and critique and support each others’ knowledge and pedagogical growth
while they are learning about new technologies (Hughes et al., 2005).

Technology integration is most commonly associated with professional development

opportunities. The need for participant-driven professional development programs in which
teachers engage in inquiry and reflect on their practices to improve their learning about
technology has been emphasized by many researchers (Loucks-Horsley et al., 2003;
Zeichner, 2003).

According to Zeichner, to improve their learning and practices, teachers should

become teacher researchers, conduct self-study research, and engage in teacher research
groups. These collaborative groups provide teachers with support and opportunities to
deeply analyze their learning and practices.

IV. Definition of Lesson Playlist

Playlist is a sequence of resources and activities for students to complete.

A playlist might:
• Be given responsibility for a portion of a class time, a full day, a week, or even an entire
course.
• Add content for a one skill, a standard, a lesson, a unit, or even an entire unit cover
multi-disciplinary content
• Be assigned to individual student, a group of students, or the entire class.

It’s like station rotation and flipped learning, are an extremely flexible blended-learning
paradigm that is frequently used in conjunction with other blended-learning models. To be
considered “blended” playlists like these other models, must include some online learning and
some offline learning. These online and offline experiences must be aligned and work together
to support a common academic standard or learning objective.

Playlist Model
- The playlist model is based on the Christensen Institute’s “individual rotation” model, as well as
Michael B. Horn and Heather Staker’s book Blended: Using Disruptive Innovation to Improve
Schools. Students are provided “playlists” of learning experiences that are tailored to their
specific learning needs in this model.
3 common variations of this model:
1. Single Path
2. Choice Board
3. Blend of Single Path & Choice Board

V. Purpose of Lesson Playlist

When students are asked to perform multi-faceted independent activities, a playlist

provides direction and sequencing without the need for real-time teacher intervention. This
frees up the instructor to work 1:1 or in small groups with kids, manage behavioral
difficulties, observe and respond to academic blockages, provide tech support, and much
more.

“With playlists, the responsibility for executing the learning plan shifts: Students are
given the unit [lesson, activity, etc] plan, including access to all the lessons, ahead of time.
With the learning plan in hand, students work through the lessons and assignments at their
own pace.” (Gonzalez, 2016).

Based on Tom Vander Ark, notes that playlists create “opportunities to expand the
roles of student and teacher in diverse, exciting ways that better meet individual student
needs.” Indeed, playlist-based instruction can provide students with greater choice and
motivation while giving teachers more time to provide individualized support to students
who need it most.

Note: not all playlists are personalized; they can be assigned the same way to all
students. To personalize, teachers implement playlists in conjunction with personalized
learning strategies to target specific student interests, skills, and needs.

VI. Elements to consider for a Playlist

Here are some elements to consider for a playlist that we can use in teaching sciences
while integrating technology:

• Video explanations or instructions for students to follow

- Even in our technology-saturated world, students still get excited about
watching videos in class. Maybe you found a video on YouTube that
explains and demonstrates how the planets rotate around the sun, or
maybe you found a video that presents the breakdown of a cell in an
interesting way. When students are more excited about the platform from
which they’re learning, they are far more likely to be engaged in the
content.

• Online quizzes/ play lesson game that students can complete on their own
- They are fun and entertaining, and they help students see where they are
with grasping particular concepts. You can allow your students to work
individually on lesson games that our science curriculum provides, or you
can create your own lesson games to do a whole class review of a
particular unit or concept.

• Use Classroom Management Apps

- This one is applicable to just about any class, but it can keep students
focused and on task without much effort from you, which is always a plus.
Some apps can track the noise in a classroom and will react when it gets
too noisy, some
 will allow your students to check-in or submit exit tickets via technology,
and some simply provide timers or other daily things you might need as a
science teacher. While you could go the old-school way and do these things
without apps, utilizing technology to enhance science teaching is a great
way to get your students on board with even the simplest things. Students
love the apps that tell them when they’re too loud, and they are extremely
effective in minimizing unnecessary noise. You can also have in-depth
discussions with your students about how these apps work, what goes into
developing them, and any ideas they have for classroom management apps
that science teachers would appreciate.
• Virtual activities like virtual field trip that students can complete on their own for
practice
- Countless places offer virtual field trips for students and individuals who
don’t live nearby their establishment. Essentially, these places give you a
tour of their facilities, complete with educational information that would be
presented by a tour guide should you visit the place in person. While this
isn’t quite as exciting as a real field trip, it is an excellent way to integrate
new information into your classroom in a fun and interesting way. Students
will love seeing new places and learning about new things right from the
comfort of their science classroom with access to virtual field trips.

• Conferencing with the teacher to receive feedback on an assignment or project

(Tucker, 2018)
- It helps to have your students respond to you during class, but this can be
challenging at times. Some students don’t want to respond because they
don’t know the correct answer or because they’re afraid of looking silly in
front of their peers, while others are too quiet or too disinterested to speak
up. Using technology-based surveys or apps that allow polls will require all
students to respond, increasing understanding and giving you the
opportunity to touch on anything that may be unclear.

VII. Approaches

It would be analogous to what most people refer to as personalized learning.

Specifically, the scenario represents a form of personalized learning referred to as a
playlist based instruction.
Sample:
This playlist is intended to assist teachers in incorporating more science
conversation into their classes, as students engage in discourse to make sense of
scientific occurrences and interact with science and engineering processes.
VIII. Methods/Techniques

274535969_930181251024595_7095260623789220801_n

IX. Advantages and Disadvantages of lesson Playlist

 Advantage
o Playlists provide students with some degree of control over the pace, place, path, and
time of their learning.
o It is related to student control, but it goes further. Students are not all the same; they
each learn differently, have different interests, are at different stages in the learning
process, and are motivated differently.
o Learners can work through their playlists largely on their own, you are freed up to meet
with individual students.

Disadvantages:
o The first is building the essential infrastructure within an educational institution or
particular class.
o It’s also important to nurture a blended learning community to evangelize the value of
training technology.
o What primarily looks like an upside turns into a downside when you come to review
specific learning scenarios.

X. Conclusion

In summary, the demand of a developing world is not just the rise of it's country,
but as well as in technology, skills, and performance. The use of technology in production of
goods and services also applies to the production of skills and excellency in performance in
different fields. Since today's generation, we can say that, "Technology is the teacher's best
friend." Though as stated, studying requires commitment due to its long-term process of
integrating technology. It was also mentioned above that incorporating technology is
effective into teaching if teachers collaborate and support each other to improve both the
learning and teaching.

One example of integrating technology in science teaching is the use of lesson

playlist. It is a sequence of resources and activities for students which to add up, a more
personalized learning to the needs of a specific learners. The fact that this is useful to the
teachers in science field but, there has also been issues. When the learners are given an
activity, instead of learning by understanding, students tend to answer the given activity
with just one click away with their gadgets. Personalized playlist includes strategies that
help benefits and engages student. Therefore, with those issues, it can either be that the
strategies do not match with the students, the elements in considering a playlist or the
approaches used are precluding the intended students need. In any case, planning a playlist
entails variation of students and cognizant of his or her own students.

XI. Oral Activity

1. Can you give one the kinds of playlist? And explain what it is?
2. What are the examples of playlist?
3. Base in your own understanding, what is integrating technology?
4. Do you think the lesson playlist has a big role in teaching science? Why?
5. As a future educator, what is the essence of lesson playlist?
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