Technology Integration Plan

            For this technology integration plan, I used a lesson plan I had previously made for High School Geometry class. This lesson plan focuses on using similarity and congruence properties, analyze information about sine and cosine in complementary angles, and apply previous knowledge to understand and apply the law of sine and cosines in non-right angle triangles. This lesson integrates effective learning through various uses of technology and different teaching strategies ranging from instruction, visual, and audio representations.

In the spreadsheet under access for the first row, the students will be first introduced to the material. The students will use what they know about similarity and congruence and explore how to find relationships in geometric figures. In order to begin, there is an introduction to the material through direct teaching, then a visual and oral presentation introducing the material in different learning methods. The smart board enables the students to be engaged to visual representations, which will introduce their online interactivity. The Elmo camera allows students to see what the teacher is holding or showing through a live camera connected to the projector to make sure all the students see and understanding the concepts from their online interactivity. This will help the students who are still confused about their hands on activity and concepts. The students are also required to be note taking throughout the direct teaching, computer interactivity experience, and hands on experience to combine what they have learned and their understanding through multiple views.

            Later in row two, students are required to analyze relationships of sine and cosine complementary angles. In order to do so the students are guided through direct teaching and the use of the smart board, also so every student can see. Students will be given different examples they will have to represent and compare, then through an online interactivity the students are going to analyze the relationship and use it to answer the online questionnaire that tells the students on the spot whether they are right or not and this will also be used as a formal assessment. Direct response is important, because some students will not attempt to find out if they are right or not and technology makes that possible. Students will also explain why they were wrong or right based on their online questionnaire.

            In order to evaluate and assess in the next row, the students will be asked review the formula for the area of a triangle by drawing. There will be a teacher demonstration through PowerPoint then the students will work in groups. In groups, the students will draw using geometer’s sketchpad for more accurate results. Then the students will come together in a group discussion to share their results. The students will also be allowed to use calculators and Math Input Panel, which is a software that converts written math expressions into text for a faster way of writing expressions on the computer.

            Students will prove the Law of Sines and Cosines using previous work in the class shown on the next row in order to communicate the concepts. Through a Khan video, they will compare their solutions. Through a class question and answer sessions students will analyze their proof and what they were missing or what they did right. Understanding the proof students will apply the laws in real life problem solving. The questions will be displayed through PowerPoint, so all the students could see and the answers will be shown after all the students participate and will be assessed by participation.

            Finally, in the final row, students will be able to understand the Law of Sines and Cosines and be able to apply it to any non-right triangle. The students must also be able to understand why this law only applies to non-right triangles through previous work. Students will work and be assessed in groups conducting an activity called triangles with stars. Students must find unknown lengths of earth to stars using information about triangle sides and angles. Students will then work individually and be assessed explaining their own work. It is important to know whether or not each student understands, so it is acceptable to work together to problem solve, but then each individual student should record and explain their results to ensure each student has understood the lesson. The students will be able to use OpenOffice Draw to explain their results visually if they are unable to by writing. Overall, the students must show they understand it does not matter how they represent their results.

URL: https://docs.google.com/spreadsheet/ccc?key=0Al-Ug3kw0QuYdG1XMWl0bllnNzdkTkk5Mms1bUFKZ3c&usp=sharing