Running Head: Technology Incorporation Plan 1

Pallavi Rallapalli

Georgia State University

Theory and Pedagogy of Science Instruction

Drs. King & Morgan

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Technology incorporation involves allowing students to respond to and learn classroom

materials in different ways, meaning showing them how to use their phones and other electronic

devices in appropriate ways using learning centered pedagogy (Gorder 2008). Since most

students have their own devices, and teachers often find it difficult to get them to put it away,

learning- centered pedagogy will allow the students to use the device, but in an appropriate way

so that it does not distract from instruction time, but rather enhances it. On a typical day,

technology will be used in the form of web quests and notes. Web quests will allow the students

to discover the material on their own as opposed to a traditional lecture. I find that this would be

helpful after the students have had exposure to the material, meaning that they have taken notes

and have had the opportunity to ask me questions. I also find that students tend to understand the

material better when the web quest is used as an introduction to the material because the students

have already seen many of the terms that are going to be covered, and so a lecture is more

engaging.

There are several forms of technology that I have seen used in various lessons. The main

one being lecture notes. While a PowerPoint is a great way to present the material, to engage the

students, there needs to be something more than blind copying from a slide. This can be changed

by having questions on guided notes as opposed to fill in the blank or copying definitions. This

will make the students read the slide and find the answer, and be engaged in the lecture. I have

also found that this approach allows students to ask more questions, so that they get more out of

the lecture (Ruggiero& Mong, 2015). I also try and incorporate videos and talk about interesting

facts when presenting a lecture because this also will keep the students attention. I have also used

Kahoot and jeopardy in the classroom, mainly to serve as review games for tests and quizzes.

Kahoot tends to capture the students’ attention because it allows them to play against each other
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and use their phones or laptops for review. I have also found that review games are a great way

to keep the students engaged in the material, and ensure that they are using their devices

appropriately.

Technology will have its positives and negatives. Some positive aspects are that students

respond and are engaged when it is used, meaning that if the students can use their phones,

tablets, or laptops, they tend to be more engaged in the lecture or material. The down side to this

is the fact that as a teacher, you cannot see what students are doing on their devices at all times,

so the students could be disengaged whenever there is a lull or a short break during instruction.

To counteract this, I try and keep the class moving at a constant rate, meaning that even when

there are questions about the material, I try and allow students who understand the material to

explain it to the students who are still trying to grapple with the concepts. I allow students to use

their laptops, phones, and tablets in class whenever a lesson calls for them (Fiksl, Flogie,

Aberšek, 2017).

To maximize instructional time, I do not allow students to have their devices out when

they should be taking notes and engaged in lecture, but when they are working independently, I

have no problem with them listening to music. If and when it gets to the point where the devices

are distracting, I will ask the students to put it up, for the rest of class.

To keep up to date on technology, I will try and observe how the students are using their

devices, and learn from them what will help them learn better (Scalise, 2016). I will also read

about the different ways in which to use technology and decide on which tools would be the best

to help students learn. I acknowledge that students will always be more in tune with different

types of technology, and it is my job to learn from them and incorporate technology into the

classroom, rather than just using it as a novelty.

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References

Fiksl, M. m., Flogie, A. a., & Aberšek, B. b. (2017). INNOVATIVE

TEACHING/LEARNING METHODS TO IMPROVE SCIENCE, TECHNOLOGY

AND ENGINEERING CLASSROOM CLIMATE AND INTEREST. Journal Of Baltic

Science Education, 16(6), 1009-1019.

Gorder, L. M. (2008). A study of teacher perceptions of instructional technology

integration in the classroom. The Journal of Research in Business

Education, 50(2), 63.

Scalise, K. (2016). Student Collaboration and School Educational Technology: Technology

Integration Practices in the Classroom. Journal On School Educational

Technology, 11(4), 53-63.

Ruggiero, D., & Mong, C. J. (2015). The teacher technology

integration experience: Practice and reflection in the classroom. Journal of

Information Technology Education: Research, 14, 161-178. Retrieved from

http://www.jite.org/documents/Vol14/JITEv14ResearchP161-178Ruggiero0958.pdf