An enhanced lesson plan

Assignment 3 part 2: An enhanced lesson plan 

This new and enhanced lesson plan is 80 minutes long. The aim of this lesson is to talk about consumer behaviour. It is aimed at students in 3^rd year in secondary school. They are at an intermediate level.

This is the Original lesson plan . 

In this new lesson, the last activity will be enhanced by the use of a Web 2.0 tool, which will be JustPaste.it

First, students read and discuss an article entitled ‘Shop less, Live More’. This text is about people´s consumer behaviour during one of the busiest days of the year: Black Friday. On the other hand, an anti-consumerist organization promotes Buy Nothing Day. Once the text is analyzed and discussed, students will be assigned a day to work on. The teacher will write some questions on the bb: What do people in other countries do during those days?, How could people spend the day?, What are the benefits of participating for themselves and others?, What will they miss out on if they do not participate? Then the teacher provides students with some websites. In pairs, students read, analyze and find the answer to those questions. Once students have collected and selected all the necessary information, the teacher will show them the following  Tutorial so that students understand how to use this web tool. The aim of this activity is that students have to prepare a short presentation to convince people to participate either in Buy Nothing Day or Black Friday. 
Finally, students give their presentation to the class and then they vote to decide which presentation is the most convincing. 

These are the theoretical frameworks that support the use of technology in the lesson plan: 

1-    Bloom´s Digital Taxonomy:

Andrew Churches (2008) developed Bloom´s Digital Taxonomy as an extension of the original Bloom´s Taxonomy. This new version aims to expand the 21^st century thinking skills (communication, collaboration, creativity and critical thinking) associated with each level as technology becomes a more engrained and essential part of learning. This model is represented by a pyramid illustrating the lower order thinking skills at the base and the higher ones at the top. The different levels of the pyramid are (starting off from the base higher up to the top) remembering, understand, apply, analyze, evaluate and create. The focus is not on the tool per se; tools are considered to be vehicles in transforming students´ higher and lower thinking skills. Churches argues that students use technology to complete a task. Therefore, teachers should consider how they can integrate apps and technology to help students remember, understand, apply, analyze, evaluate and create content. 

The use of a Web 2.0 tool can be supported by different levels that make up the pyramid.

In this lesson, students will be using JustPaste.it to complete their task.

The layers of this Taxonomy that accounts for its use are:

• Understanding: Students will be building meaning on the basis of what they have read. And they have to organize the information they have retrieved. In this particular task, students must read and understand what happens during those days in order to organize the information. Observation and explanation are important at this level.    
• Applying: At this level students will have to apply what they have learned to produce a presentation. The aim is to use information in a new way. In this lesson, students will have to illustrate and show what happens during either Black Friday Day or Buy Nothing Day.
• Creating: This is the level where students design and create the end product. They have to create and produce a piece of work to show what they know in order to promote those days.  

THE SAMR MODEL 

   

Dr Ruben Puentedura (2006) designed the SAMR model as a way for teachers to evaluate how they integrate technology into their instructional practice. He sees this model as a four-step ladder, in which the first step is S for substitution, the second step is A for augmentation, the third step is M for modification and the last step is R for redefinition. In the Substitution level, technology acts as a direct tool substitute, with no functional change. In the Augmentation level, technology acts as a direct tool substitute but with some functional improvement.  In the Modification level, technology allows for significant task redesign. Finally, in the Redefinition level, technology allows for the creation of new tasks, previously inconceivable.

According to SAMR, teachers design activities to target higher order thinking skills in order to engage and enrich students´ learning experiences. Integrating technology as a whole layer helps to transform teaching and learning design. Teachers can use this model to reflect upon the use of technology in the classroom. Are teachers using technology to transform (Redefinition and modification levels) or to enhance (augmentation and substitution levels) the learning experience?   

Both SAMR model and Bloom´s Digital Taxonomy promote higher order skills such as creating, evaluation and analyzing.

This model accounts for the use technology (JustPaste.it) in this lesson plan as regards:

Augmentation level: Technology is used to improve or enhance the presentation task. Instead of using the traditional poster, students can use JustPaste.ity. to enhance and enrich their presentation.

Modification level: Students´ presentation can be redesigned by combining audio, text and video. 

TPACK Model

TPACK is a useful model for educators as they begin to use digital tools and strategies to support teaching and learning.  This model, developed by educational researchers Mishra and Kohler (2006), outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective technology integration. Technology must communicate the content and support the pedagogy in order to enhance students’ learning experience.

TPACK shows us that there’s a relationship between technology, content, and pedagogy, and the purposeful blending of them is key.

 The circles in the TPACK diagram represent content knowledge, pedagogical knowledge, and technical knowledge. These three types of knowledge – TK, PK, and CK – are thus combined and recombined in various ways within the TPACK framework. The areas where the circles overlap — where the three kinds of knowledge combine — can be explained as follows:

·        Pedagogical Content Knowledge (PCK) is the knowledge that teachers have about their content and the knowledge that they have about how teach that specific content. 

·        Technological Pedagogical Knowledge (TPK) is the set of skills, identified by Mishra and Kohler (2006), which teachers develop to identify the best technology to support a particular pedagogical approach. As regards this lesson plan about Black Friday and Nothing Buy Day, students work in pairs (pedagogy) and then they share what they have learnt about those days using a digital tool such as JustPaste.it

·        Technological Content Knowledge (TCK) is the set of skills, also identified by Mishra and Kohler (2006), which teachers acquire to help identify the best technologies to support their students as they learn content. For instance, in this lesson, teachers provide students with different websites where they can read and get the information they need to prepare the presentation.

PLANIED

In 2015 the Ministry of Education developed a Digital Competence Framework as part of Plan Nacional de Educación Digital (PLANIED) which aims at promoting digital literacy in the school system. PLANIED ´s goal is to foster knowledge and the critical and creative use of ICT tools; that is the reason why teachers should reflect upon the necessary skills.  

 Six dimensions were identified in terms of knowledge, skills and attitudes needed to be digitally competent in today´s society.

• Creativity and Innovation: Students build up knowledge using ICT tools. In this lesson, students use JustPaste.it to create a presentation. They have to use their imagination and creativity to make it as convincing as possible.

• Communication and sharing: Students communicate via online tools taking into account their differences, e-safety issues and netiquette. In this lesson, once they finish their presentation, students share their work on Google Classroom. 

• Information management: it focuses on locating, retrieving, selecting and organizing information. In this lesson, students read and look for information and then select the most relevant content to complete their task in JustPaste.it. 

• Participation: It implies students´ responsibility as regards the safe use of the internet. Students should interact in a sensible way; for example, it can be seen in the way that students interact in chat sessions and online forums in virtual classroom. 

• The use of critical thinking skills in a digital environment: It involves problem-solving, developing projects and making informed choices when using online resources.

• The autonomous use of ICT: It refers to the way students use technology in everyday life; that is to say, students transfer the already learnt skills and apply them in other contexts.

•  References: 

(n.d.). Retrieved from https://justpaste.it/. 

Mkoehler. (2012). TPACK Explained. Retrieved July 2, 2018, from http://www.tpack.org/

Ripani, F. (2016). Competencias de Educación Digital. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf 

Ripani, F. (2016). Orientaciones Pedagógicas. Ministerio de Educación y Deportes. Retrieved in July 2017 from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf

Bloom's Digital Taxonomy Verbs For 21st Century Students -. (2017, August 28). Retrieved August, 2019, from https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/

Wedlock, B., & Growe, R. (2017). The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations. Retrieved August, 2019, from http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf

Sneed, O. (2016, May). Integrating Technology with Bloom's Taxonomy. Retrieved August, 2019, from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/ 

SAMR Model: A Practical Guide for EdTech Integration. (2017, October 30). Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration.

Rodgers , D. (2018, June 19). The TPACK Framework Explained (With Classroom Examples). Retrieved from https://www.schoology.com/blog/tpack-framework-explained.