Patricia, Katie, and Jonathon

Survey of Computers in Elementary Schools (ICE 234)
Department of Curriculum and Instruction, University of Nevada, Las Vegas

Christy Keeler, Ph.D.

Course Homepage
Course Syllabus
Course Outline
Training Videos


Lesson Plan:
Assistive Technologies and Student Presentations or Digital Photos


Students will:
  • Present a technology-enhanced lesson in front of a classroom of students.
  • Evaluate technology-enhanced lessons and teacher presentations.
  • Identify technological tools and resources available to assist students with special needs.
  • Define and give examples of “assistive technologies.”
NETS-T Standards:
1A. Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology.
2A. Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
2B. Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.
2C. Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
2D. Teachers plan for the management of technology resources within the context of learning activities.
2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.
3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.
3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.
6B. Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
6C. Teachers identify and use technology resources that affirm diversity.
6E. Teachers facilitate equitable access to technology resources for all students.
Materials: Procedures:
Before students arrive, write the names and order of today’s presenters on the board and set-up the digital video camera to record student lesson presentations. Assign one student to run the digital camera during the presentations, one student to monitor the timer, and one to manage evaluation forms. Have all student presenters for today’s lesson prepare the teacher machine with any technology or files they will need to demonstrate their lessons.

Sponge Activity: Accommodating Special Needs (10 minutes)

Have students get into groups of three, four, or five. Provide each group with a description of the following case study:

“You have a student in your seventh grade U.S. history class with an individualized educational plan (IEP) because of her learning disability. She has a visual perceptual disability making it difficult for her to read and write text. Though she is unable to read and write coherently, she is cognitively able to fully participate in your class. This week you are studying the Great Depression. As part of your unit plan, you will have students read parts of The Grapes of Wrath for homework. You will also have your students interview a person who lived through the Depression and write a report about their findings. How will you use technology to modify these tasks to enable her participation?”

Allow groups 5 minutes to discuss their responses, encouraging each group to come up with as many potential solutions as possible. Then, have all students congregate in the group area of the classroom to report their solutions. As a class, decide which team is worthy of winning the prize.

Announce that students have just planned individualized instruction for a child with special needs, an activity that special educators do on a daily basis. This is also an example of differentiating instruction for diverse learners (e.g., ELL, GATE, laternative learning styles).
Opening (5 minutes)
Announce daily outline and objectives.
Student Lesson Plan II Presentations (15 minutes)
Have all students move to the front of the room. If they are presenting, they should bring the materials they will need for the presentation and a writing utensil. If not, they will need only a writing utensil. As they do this, prepare the digital video camera.

Hand out evaluation forms (have each student take three forms) and review the evaluation process. All students will evaluate every presentation except their own. They must include at least one strength and one recommended area for improvement for each presenter. After the presentations, assign one student to pass around a basket and have all students drop their forms into the basket. Have the assigned student write the student’s name who presented on an envelope, place all the evaluations in the envelope, seal it, and give it to the student who presented.

In the order students signed-up to present (on the board based on a previous lesson), have eight students present. Each student will have 5 minutes to present his/her lesson and related materials. Use the timer to ensure they do not go too long.

After each student presents, encourage all remaining students to clap and allow about one minute to ask and answer questions and write comments. After all students complete their presentations, move to the front of the room and ask students:
  • What do you think the presenters did well and what could they improve?
  • What elements of the lessons do you think would most motivate students and why?

Lecture: Digital Books (40 minutes) - see lecture notes; hear audio

Segue to this lecture by noting that students have, as long as there have been printed books, used books for independent learning. Today, e-books are very accessible and provide features that enhance student learning and provide accessibility options for students with special learning needs. Present the modified digital books lesson prepared by Mark Horney. When prompted in the lecture notes, have selected students read their assigned digital book quotes. Next, demonstrate various types of digital books including:
Ask students: When would it be most appropriate to use digital books with K-8 children?
Closing (5 minutes)
  • Review daily outline and objectives.
  • Remind students to continue working on their e-portfolios immediately after their homepage assignments are approved.
Absence Requirements
  1. Review the lesson plan, and lecture slides, and lecture audio.
  2. List 8-10 possible methods for assisting the student in the "Accommodating Special Needs" case study.
  3. Procure videos of three lesson presentations from NetStorage. Prepare a list of strengths and areas of improvement for each presenter. Email the classmate your reactions and print a copy of the email to turn in to the instructor.
  4. Review the following websites and write a one-paragraph review of each:
    1. http://www.gutenberg.com
    2. http://www.MightyBook.com

©2007 Christy Keeler