Standard 2.

The Internet Lesson Plan for Implementing NETS-S was created using an ISTE Lesson
Planning Template and a required assignment in the ITEC 7430 course. This was an
individual assignment. The assignment required candidates to implement three internet
tools that they researched in the course in a unit and show evidence of the tools in the
lesson plan. The lesson-planning template provided through ISTE, aligns to content and
technology standards. The lesson planning template is thorough as it includes
components necessary for an effective lesson involving technology which include:
overview, assessment, resources, preparation, management, instructional strategies,
learning strategies, differentiation, reflection, and closure.
This artifact demonstrates my mastery of PSC Standard 2.3 because it shows my ability
to model and facilitate the use of digital tools and resources to engage students in
authentic learning experiences. Along with meetings the ISTE standards the artifact
aligns with content standards set by Gwinnett County Public Schools. The lesson was
focused on reviewing information learned in previous lessons about poetic devices and
how and when they are used in poetry. The students were required to demonstrate their
knowledge by choosing music that they enjoyed and teaching the class about the
various poetic devices used in the songs and why the writer chose to use certain ones
in their songs. Students were required to use various technological tools to research
and present their information. Students collaborated with each other in their small
groups throughout this project. The project set up students to take on the role of
explorer, teacher and producer. This cooperative learning activity allowed for students to
use their peers for feedback and technology help first but with peace of mind knowing
that they have two teachers and a technology specialist to help aid in any questions
about the project or technological tools. The teacher, co-teacher and technology
specialist took on the facilitator and guide roles by making sure students stay on task
and provided direction during the project. The project aligns with content standards set
forth by the state in reading and writing as well as NETS standards with the technology
use involved. The project was challenging as it required students to move beyond
knowledge and comprehension to engage in application, analysis, synthesis and/or
evaluation of the lyrics. The different styles of presentations and use of many tools
allowed for the project to be multi-disciplinary. Students had an authentic learning
experience by using tools to research and present and using people skills that adults
use in their daily lives.
Overall this project went well. Students worked extremely hard and the feedback
throughout the process and the end was positive. The most common compliments from
the project were that students really enjoyed being able to work individually but also
have group members to help them if they needed it, the timeline to complete the project
allowed for creativity and learning new tools without having to rush an assignment, the

project centered around their interests in music and presentation style and having
technology available to produce quality work at school while not having to find a way
outside of class to get it done if they didnt have a computer or internet access. I learned
that its important to have multiple plans and options set up in case there is an issue
with technology because there often is when so many students use the tools. I learned
that its important to plan out projects that involve many aspects of learning and
technology in advance and reserve the necessary technology in advance. If I could
have changed things I would have allowed for more media center time instead of trying
reserve laptop carts as there were multiple issues with battery life, trouble-shooting
problems and internet speed.
The work involved in this experience helped impact school improvement by improving
student learning and teaching strategies. The project challenged students to find
creative ways that fit their interests to present information they have learned throughout
a unit and required the teacher to research new and innovative tools that would help
students design and present their work. The lesson allowed for many types of
assessment during the process and an effective way to do a formative assessment at
the end of the project. Through the process students had an authentic learning
experience that helped them improve their knowledge on the topics throughout the unit.
The impact can be assessed by teacher and administrative observations as well as
administrative evaluations on teaching performance.