Stacy Hull

Tech Pack Assignment Week 13

Chapter 7: p. 232; Item 5
A) Something discussed in Chapter 7 that I might have students use in a lesson is the
Internet- specifically, the Google search engine. For example, if I was teaching lesson on
the difference between moths and butterflies, I could have students Google the topic by
inserting key words into the search engine.
B)
Components
Technology

Pedagogy

Content

What is known
I am very familiar with how
to use Google. I could
easily teach students how to
use the Internet to research
the difference between
moths and butterflies.
I know what vocabulary to
use when explaining how to
use this tool. For example, I
would use and explain
words such as search
engine, link, and URL.

I know a lot about

butterflies, but I need to
research moths.

What must be learned

I need to look up a few
websites in advance to
provide valid and useful
information/sources to
guide students in their
research.
I could possibly show
students how to find videos
or pictures of moths and
butterflies using a search
engine. Before doing this, I
would need to experiment
on my own to see if this is a
feasible exercise as well as
if it would be good use of
time. I could conduct a
survey to see if students are
interested in learning how to
use a search engine to find
pictures or videos related to
the topic.
I need to learn more about
the topic and provide a list
of questions that I want
students to find the answers
to as well as the answers to
the questions they come up
with or have.

C) For the technology section, I need to research and create a list of sources by using the
Internet and search engines. I need to type a Word document or write them down on
paper to make sure I can provide this information to my students to use. For the pedagogy
section, I would also need to compare the productivity level when searching for videos
and pictures to answers some of the questions verses searching for informational text
links. I could conduct a simple survey in class before finalizing my plans for this unit to

evaluate the interest level of students or questions they may have. For the content, I need
to research the topic of moths to compare it to butterflies. I need to prepare questions for
students to answer when doing their research. I would most likely use Word to create a
template for them to fill out when doing research.
D) Ideal context. Students would be curious about butterflies and moths. For example,
one student might have found a chrysalis and exclaimed they didn't know what it was, or
one student might be confused why they were told their "butterfly" wasn't a butterfly.
Students would be very interested in learning about the topic and want to learn the
difference. Ideally, all students would have access to a computer and could work together
with their teacher to obtain the answers. This exercise would help students learn how to
find answers to some of the questions they have or encounter later on.
Standards and Competencies:
Standard 1: All teachers use technology-related terms, concepts, data input strategies, and
ethical practices to make informed decisions about current technologies and their
applications.
1.2k data input skills appropriate to the task
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
1.12a use digital keyboarding standards for data input such as one space after
punctuations, the use of em/en dashes, and smart quotation marks
1.18s demonstrate knowledge of the importance of technology to future careers, lifelong
learning, and daily living for individuals of all ages
Standard 2:
All teachers identify task requirements, apply search strategies, and use current
technology to efficiently acquire, analyze, and evaluate a variety of electronic
information.
2.2k how to acquire electronic information in a variety of formats
2.3k how to evaluate acquired electronic information
2.1s use strategies to locate and acquire desired information from collaborative software
and on networks, including the Internet and intranets
2.2s apply appropriate electronic strategies in the acquisition of information, including
keyword and Boolean search strategies
2.3s identify, create, and use files in various appropriate formats such as text,
bitmapped/vector graphics, image, video, and audio files
2.6s determine and employ methods to evaluate electronic information for accuracy and
validity
2.8s identify the source, location, media type, relevancy, and content validity of available
information

Standards 3:
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.
3.1k how to use research skills and electronic communication to create new and
knowledge
3.1s plan, create, and edit word processing documents using readable fonts, alignment,
page setup, tabs, and ruler settings
3.11s participate in electronic communities as a learner, initiator, and contributor