Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012

Technology Integration Learning Plan (TILP)

By: Jeff Cobb

Overview Throughout the multimedia and webpage design class I teach, the use of Adobe Photoshop is used to edit images. While this can be achieved with a mouse as the main input device, precision and professional-grade work is more difficult to attain for students. Therefore, I plan on creating a tablet and pen lesson that enables students to take images within a photo and place them in a different setting with the greatest precision as to not notice the change. My goal for integrating technology into my lesson is to allow students complete control over the interaction with the digital content on their computer. The surface of the tablet maps to the desktop of the computer and the pen becomes the cursor. The freedom the pen provides lets the student mark up over digital material or draw digitally just like he/she would on paper. After the lesson is completed, the technology integration will allow real world experiences of graphic designer expectations, help to show the difference between technology regarding precision editing, and help the students to fully understand how to use the tools of Adobe Photoshop to edit photos. Analysis Prior to beginning any lesson, I like to know my students' prior knowledge. I need to know where they are in order to get them to where they need to be. Therefore, I will begin by reviewing the important factors of

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 capturing the photo, the first step in this process. This review will parallel as an assessment of prior knowledge by asking each student to build a "to-do" list a graphic designer/photographer might use when taking photos at a photo shoot. This "to-do" list should include lighting, angles, and camera settings. Another plan for assessing needs will be to show a slide show of before and after photos where editing has been performed and have students give their ideas of tools used in Adobe Photoshop to achieve those revisions prior to beginning the new lesson. This will determine which students understand the Adobe Photoshop tools and which students need more help. For the students who comprehend what the Adobe Photoshop tools achieve, I will give them the challenge of taking a predetermined photo and applying at least five different edits while paired with the students who need more help. Once complete, they will present to the class the before and after photos and explain in full detail each tool used, why they chose those tools, and how the changes in this photo could be used in a real-world situation (i.e. Cover of Cosmo). Throughout this part of the assessment, I will need to be acutely tuned into watching those students who needed more help earlier to assure that they are learning those concepts they were missing. After all of these assessments, I can now move into my lesson and determine how I will differentiate it to maximize the learning for every learner. This lesson should only take four days since it is review and an introductory lesson (featuring a demonstration followed by individual

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 practice and group review). The review/assessment portion of the lesson should only take one day. Should I notice that there are more students lacking in the foundational knowledge needed, it may take two days. Demonstration of using the pen and tablet should only last about 30 minutes, whereas the bulk of the lesson will be on taking pictures and individual practice, as is the case for most of my lessons. Once completed, I will use a gallery walk where students go from computer to computer (group review) discussing their product, making suggestions, and checking photos for compliance against a rubric. The individual practice and group review will take the remaining two days. Design and Development Since I do not want to start my students on some insane project that they don't know how to complete, I have them start simple. I first show them what the assignment entails. In this case, they will pair up and then group up to take pictures of themselves around our school. The background area does not change but the person who is in the picture must move around the space. In every picture the person must be in a completely different spot than before. If they are doing the "single person" picture, they have to be in at least 6 different spots. If they are doing the "group" picture, then the group decides how they are going to position themselves. Each student takes pictures of a single person that is within the classroom and pictures of a group of classmates. The pictures can be in the same place or in a completely different place. Once the students bring their

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 pictures to class, they will then upload the pictures to their computers and begin to create their multi person shots. The single person pictures need to have the person repeated at least 6 times within the photo while the group shot has to have a total of 25+ people. The assignment is used to judge how well the student can use the tools in Photoshop such as the lasso tool, the blur tool, and the cloning tool. The picture should make people do a double take when they see it - as if there are clones of the person/people running around. Some of the things to look for in order to have a "realistic" photo: 1 - Shadows -- forgetting to have the shadows means that the person/people will look as if they are floating in the air. This doesn't help the picture look real at all but like a bad cut-n-paste job. The same goes for reflections. 2 - Edges of selected objects -- they need to be slightly blurred. If the edge looks too hard, the person might not look like they belong. 3 - Overlapping -- The group shot is the most difficult because people tend to forget where everyone was and they go back and sit in the same spot or they do something that falls in the same spot. If the student knows what they are doing, they can easily work around this but if they don't... WHOA! Have your student plan out where everyone will be in the shot before taking it. 4 - Shifting -- if the photographer shifts the camera even slightly, this may hurt the final picture. They will find it difficult to put people into the final layout because their hands do not line up properly or their feet aren't

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 matching up to the flooring... This is a bad thing that can be rectified with a tripod. Successful pictures will make people look at it once and then do a double take. DAY 1: Review/Assessment of capturing the photo and Adobe Photoshop tools Media: Computer, projector, and Adobe Photoshop DAY 2: Introduce topic with a demonstration and Adobe Photoshop, students take pictures, upload pictures, and students begin working on editing of photos Media: Computer lab, projector, digital cameras, Adobe Photoshop, and Tablet/Pen DAY 3 Peer review of photo edits with actual rubrics, then students will complete final drafts for submission Media: Computer lab, projector, digital cameras, Adobe Photoshop, and Tablet/Pen DAY 4 - Turn in assignments, presenting to the class and sharing approach to editing (explaining why)

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 Media: Computer lab, projector, digital cameras, Adobe Photoshop, and Tablet/Pen While this lesson could not be done without the use of technology, the advanced technology integrated within this lesson will help to enhance the learning, acting as a great tool for differentiated instruction, and will help to ensure that the students are engaged throughout the lesson. It will show a different approach to the concept as well. The hands-on, collaborative activities help the students teach each other. Overall, the technology integration not only invites an interactive classroom, but transforms it into a flipped classroom. The flipped classroom model allows teachers to spend more personal coaching time in the classroom. A key component is creating content for students to view and study outside the classroom or individually at their own pace. There are many skills that are assessed on this assignment. Most of them follow a state issue rubric that assesses what I have already discussed. Implementation This lesson usually poses no problems; however, I am used to teaching it using a mouse to make photo edits. I can see some possible issues that could come about that could require adjustments on my part to make sure that all students still achieve the goals of the lesson. The most common issue that might slow the educational process is the misconfiguration of the tablet and pen. If the tablets are misconfigured, they will pick up on the student's wrist, not just the pen. This will prove nonproductive, hinder the

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 learning process, and provide a negative experience for the student. I would fear that students experiencing these issues might give up before the objective of the lesson is met. The other issue I can see is computer processor speed or freezing the computers up all together. These technical difficulties happen all of the time and slow the learning process. If this is the case, the lesson may flow into another day. Another concern I have is with students who are absent for the demonstration or the review/assessment. Undoubtedly, this will be the case for every lesson I teach. While I have found the original environment cannot be replicated, I will try to work in an additional demonstration for those that were absent and also invite those that seem to be struggling on the assignment. Evaluation In order to determine understanding of the lesson, I will perform two different assessments, observations and a formative assessment. Throughout the lesson, I will observe the students while they are performing the tasks on their computers. If a student does not seem to grasp usage of the tools, I will make sure to provide extra support for that student by giving them one-on-one instruction or pair the student with another student who understands the tools properties. At the end of the lesson, the students will take the formative lesson, a quiz comprised of questions from the state's VoCATS question bank. This 15 problem assessment will consist of the same type of problems done within the lesson and will also mimic those questions the students may experience on the end-of-course VoCATS assessment. This

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ISLT 9440 Summer 2012 July 22, 2012 assessment will be completed independently and will help determine if the students have mastered the objective of the lesson. If 88% (a percentage imposed by our district) of my class receives a passing grade, then I will be able to move on to the next concept. The remaining students (12% or so) will receive more instruction on the concept through other strategies (i.e. small group instruction, one-on-one instruction, and peer instruction). In conclusion, technology is a great tool for any learning environment. It can enhance a lesson and fit the needs of all students in your classroom. However, the most important thing to remember about technology is making sure it is useful and effective in teaching your curriculum, not just fun assignments to do without purpose. Upon completion of this lesson, my plan is to reflect on its effectiveness and determine the advantages and disadvantages of the use of technology within this lesson. I will also be able to identify what worked and what I need to change for the next time I teach the same lesson. Useful Media/Important Websites North Carolina Technology Standards Integration: Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: 1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. 2. apply current research on teaching and learning with technology when planning learning environments and experiences. 3. identify and locate technology resources and evaluate them for accuracy and suitability.

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 4. plan for the management of technology resources within the context of learning activities. 5. plan strategies to manage student learning in a technologyenhanced environment. Teaching, Learning, and the Curriculum. Teachers implement curriculum plans, that include methods and strategies that apply technology to maximize student learning. Teachers: 1. facilitate technology-enhanced experiences that address content standards and student technology standards. 2. use technology to support learner-centered strategies that address the diverse needs of learners. 3. apply technology to develop students higher order skills and creativity. 4. manage student learning activities in a technology-enhanced environment. Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: 1. apply technology in assessing student learning of subject matter knowledge and skills using a variety of assessment techniques. 2. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 3. apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication, and productivity. Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice. Teachers: 1. use technology resources to engage in on-going professional development and lifelong learning. 2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 3. apply technology to increase productivity. 4. use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning. North Carolina Technology Stds & Performance Indicators for Educators (ISTE NETS-T):

Cobb, Jeff TILP

ISLT 9440 Summer 2012 July 22, 2012 http://education.uncc.edu/assessment/sites/education.uncc.edu.assessment/f iles/media/docs/North%20Carolina%20Technology%20Standards.pdf Adobe Photoshop Clone Stamp Tool Video Tutorial: http://www.youtube.com/watch?v=vLpMpcSOlU0&feature=related Adobe Photoshop Lasso Tool Video Tutorial: http://www.youtube.com/watch? v=geFbjdgpJ3U&feature=related