Tammie Essary

ETEC 424.01W
April 11, 2015
Technology Integration Plan
Pg. 233, Item 5: a,b,c,d
a. One topic that I am likely to teach in my EC-6 classroom will be the life cycle of
butterflies. For this assignment, I have chosen a 2nd grade classroom. Technologies that I
can use include the internet in which I will research how to build a butterfly garden as
well as where I can order caterpillars that will become butterflies. As my class plants the
garden and watches caterpillars go through the life cycle to become butterflies, we will
create and maintain a blog page on the schools website regarding the status of our garden
and the caterpillars and butterflies.
b.

Tech-PACK
Tech-PACK
Components
Technology

What is
Known
Basic computer skills
Knowledge of how to use
search engines such as Google
and Internet Explorer.

Pedagogy

What must be
Learned
I must learn how to set up and
maintain a blog page on the
schools website.

How to use a digital camera to

take pictures and record
videos.

I need to learn how to upload

pictures and/or videos from
the digital camera to the
computer and then upload
them to the blog page.

How to download videos of

the life cycle of the butterfly
on the laptop in order to view
them in class.

I must learn how to respond

on the blog page and continue
to update it with new
information.

Instructional methods to teach

the life cycle of the butterfly
using textbooks, worksheets,
and videos on the laptop.

I must learn how to use other

search engines other than
Google and Internet Explorer.
Instructional methods are
needed to teach students how
to plant a garden that will
attract butterflies. They will
also need to be taught how to

Current methods of teaching

the life cycle of butterflies
seem to work but can get
monotonous and boring.
Need real life, interactive
methods where students can
experience science in a handson way.

Content

Young students need to learn

how to perform research on
the internet.
Current content regarding the
life cycles of butterflies are
included in the standards of
the curriculum.
Current content regarding
research skills and hands-on
activities are also included in
the standards of the
curriculum.

maintain the garden.

Methods of teaching the
students how to research
information on the internet
will be required.
Methods of teaching the
students how to create and
maintain a blog page will also
be required.
A new way to get students
involved in real-life
experiences by creating,
planting, and maintaining a
butterfly garden in order to
allow students a fun and
exciting way to learn about
caterpillars, butterflies, and
the stages of their life cycle.
Students will need to be taught
how to research topics on the
computer using the internet
through various search
engines.

c. In the technology component, in order to learn how to set up a blog, maintain the class
blog page, and upload pictures and videos from the digital camera, I will need to meet
with the school districts technology director for information. If he/she is not able to
completely help me, I will need to schedule a training session at the regional service
center in order to be fully qualified and educated on how to accomplish my goals. I will
need to be fully trained before I can show the students how to create and maintain the
blog.
In the pedagogy component, I will research various methods of planting butterfly
gardens. I will need to research what types of plants attract butterflies in order to know
what to plant in the garden as well as what amount of shade and water is recommended
for the plants. I will use the Internet for most of my research as well as use my local
agricultural extension office for information. Once I learn how to create and maintain a
blog page, I will decide on the methods that I will use to teach the students how to help

create the blog. I will also need to determine the methods that I will use to teach the
students how to research on the Internet.
In the content component, I will determine what methods to use to teach the students how
to plant the garden, what types of plants we will be planting in order to attract butterflies,
what type of caterpillars to order, and how we will research (via the Internet) proper
gardening techniques. I will fully prepare myself in regards to gardening and the life
cycle of the butterfly in order to be able to answer my students questions to the best of
my ability. I will look over the standards for my curriculum to be sure that I am teaching
the exact content that my standards cover.
d. The ideal classroom context for this lesson would be to read The Very Hungry Caterpillar
to my students. I would then explain to them that we are going to grow our own
butterfly garden so that we can watch butterflies as they go through their life cycle. I
would explain that I need their help to research how to build the garden, what type of
plants we need, and where to find caterpillars that will turn into butterflies. Students
would be separated into three to four groups and each group would have a specific topic
to research. We would then proceed to the computers to start researching the required
information. (If there were not enough computers in the classroom, I would need to take
the class to the computer lab. Prior arrangements would be made to ensure I had access
to the computer lab.) I would not only use this activity as a science lesson but also as an
Internet research lesson. I would show the students how to log on to the computers and
how to find the search engine. I would then show the students how to look up
information on the search engine and how to acquire the necessary information for our
project. I would closely monitor the students during this time. Once all the necessary
research information was gathered, we would then go on a field trip to purchase the
plants and necessary items for the garden. I would take the ipad so that we could look up
the plants on the Internet while at the store. I would have the students match the plants
on the ipad with the plants at the store. Students would need to carry the names of the
websites (URLs) that they found the plants on in order to pull the pictures up on the ipad.
Once plants and other items are purchased, we would then order the caterpillars as a
class. In order to do this, I would hook the laptop up to the Elmo projector and show the
students how we are going to order the caterpillars online. Once all the preparation work
is done, we would then proceed to the garden area (that had already been approved by
administration) and start planting the garden. I would be taking pictures and videos
throughout the process so that we could upload to the blog. During this entire process,
we would be creating and maintaining the blog page. In order to create the page, I would
have the students actually create the blog under my close supervision. This way, the
students will be receiving hands-on instruction as opposed to watching me create the
blog. Once the blog is created, it would be updated every day with the latest news
regarding the growth of our garden and the stage of the life cycle of our butterflies.
Through this lesson, students will learn research skills and how to create and maintain a
blog. They will also learn about the stages of the life cycle of butterflies in a hands-on
interactive way. This lesson would not be completed in a week. This would be a lesson
that would start in the fall and conclude in the spring once the butterflies appeared.
3

Texas Technology Standards

Standard I. All teachers use technology-related terms, concepts, data input
strategies, and ethical practices to make informed decisions about current
technologies and their applications.
Teacher Knowledge: What all Teachers Know
The beginning teacher knows and understands:
1.1k the appropriate use of hardware components, software
programs, and their connections;
1.2k data input skills appropriate to the task;
Application: What All Teachers Can Do
The beginning teacher is able to:
1.1s demonstrate knowledge and appropriate use of operating
systems, software applications, and communication and networking components;
1.3s select and use software for a defined task according to
quality, appropriateness, effectiveness, and efficiency;
1.5s use technology terminology appropriate to the task;
1.6s perform basic software application functions, including, but
not limited to, opening an application program and creating, modifying, printing, and
saving documents;
1.8s use appropriate terminology related to the Internet, including,
but not limited to, electronic mail (e-mail), uniform resource locators (URLs), electronic
bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web
(WWW) pages, and Hypertext Markup Language (HTML);
1.16s demonstrate proper etiquette and knowledge of acceptable
use of electronic information and products while in an individual classroom, lab, or on
the Internet or an intranet;
1.18s demonstrate knowledge of the importance of technology to
future careers, lifelong learning, and daily living for individuals of all ages
Standard II. All teachers identify task requirements, apply search strategies, and
use current technology to efficiently acquire, analyze, and evaluate a variety of
electronic information.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
2.1k a variety of strategies for acquiring information from
electronic resources;
Application: What All Teachers Can Do
The beginning teacher is able to:
2.1s use strategies to locate and acquire desired information from
collaborative software and on networks, including the Internet and intranets;
4

2.2s apply appropriate electronic search strategies in the

acquisition of information, including keyword and Boolean search strategies
Standard III. All teachers use task-appropriate tools to synthesize knowledge,
create and modify solutions, and evaluate results in a way that supports the work of
individuals and groups in problem-solving situations.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
3.1k how to use appropriate computer-based productivity tools to
create and modify solutions to problems;
3.2k how to use research skills and electronic communication to
create new knowledge
Application: What All Teachers Can Do
The beginning teacher is able to:
3.1s plan, create, and edit word processing documents using
readable fonts, alignment, page setup, tabs, and ruler settings;
3.5s plan, create, and edit a document using desktop publishing
techniques including, but not limited to, the creation of multicolumn or multi-section
documents with a variety of text-wrapped frame formats
3.10s use subject matter foundation and enrichment curricula in the
creation of products;
3.11s participate in electronic communities as a learner, initiator,
and contributor;
3.12s complete tasks using technological collaboration such as
sharing information through on-line communication;
3.14s use technology in self-directed activities to create products
for and share products with defined audiences;
3.15s integrate acquired technology applications, skills, and
strategies and use of the word processor, database, spreadsheet, telecommunications,
draw, paint, and utility programs into the foundation and enrichment curricula
Standard IV. All teachers communicate information in different formats and for
diverse audiences.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
4.1k how to format digital information for appropriate and
effective communication
4.2k how to deliver a product electronically in a variety of media
Application: What All Teachers Can Do
The beginning teacher is able to:
4.8s use telecommunication tools, such as Internet browsers, video
conferencing, and distance learning, for publishing information
Standard V. All teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of current technology

for teaching and integrating the Technology Applications Texas Essential Knowledge
and Skills (TEKS) into the curriculum.
Teacher Knowledge: What All Teachers Know
The beginning teacher knows and understands:
5.2k where to find and how to utilize technological resources to
implement the TEKS, to support instruction, to extend communication, to enhance
classroom management, and to become more productive in daily tasks
Application: What All Teachers Can Do
The beginning teacher is able to:
5.4s develop and implement, using technology applications, tasks
that emphasize collaboration and teamwork among members of a structured group or
project team
5.7s create project-based learning activities that integrate the
Technology Applications TEKS into the curriculum and meet the Technology
Applications TEKS benchmarks;
5.9s select and use developmentally appropriate instructional
practices, activities, and materials to improve student learning of the Technology
Applications TEKS;
5.11s teach students how to locate, retrieve, and retain contentrelated information from a range of texts and technologies