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Design Document
Dakota Tillman
Dr. Purcell
Fall 2019
Identification of Learning Problem
Claxton High School is a very small high school located in rural Southeast Georgia.
Enrollment at Claxton High School is right at 420 students. Claxton High School is very much
like other high schools around the country; integrating technology in every aspect of learning.
Technology is constantly being purchased, upgraded, and updated to enhance the educational
experience and improve the learning process. Technology has changed how students learn and
technology being so prominent in today’s society, integration is evident in the learning process.
While technology has enhanced the educational system, it has also caused a learning problem at
Claxton High School, and likely at other high schools as well. The problem that has been
developed with the integration of technology is a learning environment that is consistently off-
task and less focused. The problem is that the students at Claxton High School have a problem of
staying on task and focused with the use of technology. Often times with the implementation of
new methods or strategies, there are unintended circumstances that begin to occur. A great
example of that are football helmets. The helmets in today’s game are much safer and have
greater protection against head injuries and concussions. The unintended circumstance? Players
tend to hit even harder, even using their head and helmet for leverage. It is believed, at Claxton
High School that a similar circumstance has occurred with the integration of technology for
learning.
While distraction from technology is a concern, it is evident that technology use in the
classroom does in fact supplement the learning process. The question then arises, “Is there a
correct balance between the amounts of technology being used in specific classes?” The goal to
solving this learning problem will have to begin with the reasoning behind why students lose
focus so easily while using technology. A simple answer is the technology provides distractions
for students. Or does technology change the mindset of focus for the students? The root of the
problem must be found in order to reach the instructional goal. The instructional goal is to keep
students that are using technology on-task 95% of the class period. We realistically can
understand that students will never be on-task 100% of the time, especially with the use of
Learner Analysis
While the learning problem with the integration of technology at Claxton High School is
widespread, it is unrealistic to evaluate 420 students and collect accurate data. The audience I
will be using to for the accurate collection of data will be a small piece of the whole student
body, but includes different variations of backgrounds and ethnic groups. My sixth period
computer science principles class includes eight students: four boys and four girls with great
diversity present. Three students are Caucasian, four students are African American, and one is
Hispanic.
students have an IEP (Individualized Education Program). These students often have trouble
following directions while using technology because the directions are usually multi-step. An
understanding of the economic status of Evans County and Claxton High School should also be
considered. According to the United States Census Bureau, the median household income for
Evans County is $38,736, with a poverty percentage of 28%. The demographics of the county
should be under consideration for the duration of the research of the learning problem.
The implementation of Google Classroom at Claxton High School is the major factor in
technology being used in the classroom. Students are more familiar with the learning platform,
but some still struggle with using the application. With the demographics of the community,
assuming students will have access to the same resources at home should be considered. Yet,
basic computer operations and adequate knowledge of technology is expected from students.
While this knowledge may have not come from home resources, students have used Google
Task Analysis
In order for the eight students in sixth period to stay focused and on task, students must
have a good understanding of what the expectations are throughout the duration of the task.
Students must understand that using technology is strictly used to supplement the learning
process. The availability of resources that are used on technologies (specifically computers in my
class) gives students’ access to the distractions that keeps them off task. Having a clear
understanding of the use of technology is the first step in keeping the students focused on their
educational work.
Teaching computer science principles encourages the use of technology for students, and
the standards for the subject encourage the development of product from students while using
technology. Along with the understanding and expectations of technology, instruction needs to
last for the entire duration of the class period. Acquiring knowledge from my subject matter
expert (SME), Mrs. Channa Robinson, who is the entrepreneurship teacher at Claxton High
School, will allow me to get perspective on her methods for keeping students focused while
Using Web 2.0 resources is an evident part of the learning process in my class. Students
creativity is encouraged while using these resources to produce a product based on the standard.
Along with the expectations of technology use, students must also have a firm understanding of
the purpose and use of the Web 2.0 resources. These resources create individualized products for
students, but individualization should not be used as a distraction. Students need to have this
clear understanding so that they can focus on the content more so than the creation.
• Plagiarism is unacceptable
B. Instructional Time
Used to
Academic Plagiarism is
Supplement
Use Only unacceptable
Instruction
Instructional
Time
Complete Manage
Paraphrase
work in Time
Information
allotted time Wisely
Using Web 2.0
Resources
Curate Not
information, Supplement intended to
not learning be a
plagiarize distraction
Instructional Objectives
Objective #1: Students will identify the expectations of technology use in the classroom by
completing a multiple choice quiz summarizing the exceptions of technology with 80% or higher
Objective #2: Students will demonstrate their understanding of the usage of instructional time
by completing a research report showing their understanding of paraphrasing in the allotted time.
(Cognitive Domain)
Objective #3: Students will develop a presentation that provides five examples of curated
Related Standards
Objective #1: IT-CSP-8.1 Analyze how computing affects communication, interaction, and
cognition.
Objective #2: IT-CSP-1.4 Model work readiness traits required for success in the workplace
including integrity, honesty, accountability, punctuality, time management, and respect for
diversity.
Objective #3: IT-CSP-4.2 Present insight and knowledge gained from data using visualizations,
Assessments
Assessment on Objective #1: Students will identify the expectations of technology use in the
classroom by completing a multiple choice quiz summarizing the exceptions of technology with
Students will login to their school associated Google account before accessing the Google Form
Quiz provided by a link. The quiz will consist of 8 questions that cover the expectations of
technology use in the classroom. The quiz will consist of five multiple choice questions and three
Differentiation: Students may email the teacher if they have any comments or concerns
Students will use a Google Doc to complete a research report in the allotted time to demonstrate
their understanding of paraphrasing and the importance of it. Students will be graded on the five
Prompt: Please use the entire class period to complete a research report about the importance of
Students will use a Web 2.0 site of their choice to develop a visual presentation that provides five
examples of curated content. The five examples provided do not have to be in a specific order, or
from a specific resource, but five examples of curated content must be provided. Students will
Rubric:
Content Sequencing and Instructional Strategies
higher accuracy.
2 Students will demonstrate their understanding of the 2
The sequence of the content is designed specifically to build off of the previous objective.
Understanding the expectations of technology use will foster into the students research report.
The research report based on paraphrasing will give students the background knowledge to have
the ability to create a professional presentation that covers curated content. Using each sequence
as a building block for another will allow students to understand the concepts as they develop
them further.
Objective #1: Students will identify the expectations of technology use in the classroom by
completing a multiple choice quiz summarizing the exceptions of technology with 80% or higher
accuracy.
Initial Presentation: The students will examine a PowerPoint presentation that is provided to
them through Google Classroom. Students will study the material and take notes from the
presentation, ensuring they understand the content. The content provided will explain all of the
expectations of the use of technology in the classroom. Narration will also be provided.
Strategy: RULEG
Differentiation: Expectations will be narrated for students who need the assistance.
Generative Strategy: Students will complete a practice assignment where they will thoroughly
explain the expectations of technology. Teacher will provide feedback on the assignment.
Objective #2: Students will demonstrate their understanding of the usage of instructional time
by completing a research report showing their understanding of paraphrasing in the allotted time.
Initial Presentation: Teacher will provide students with a discussion post assignment that will
require surface research on paraphrasing and the different aspects of it. The discussion post will
Generative Strategy: Students will then complete an assignment discussing the importance of
assigned topic.
Objective #3: Students will develop a presentation that provides five examples of curated
how to curate different resources. The information will be presented in a webpage form, and
Generative Strategy: Web 2.0 resource examples will be presented as a preview for the
assessment. The examples will include descriptions of the resources, as well as the intended use
of the resource.
Differentiation: Multiple Web 2.0 resources will be optional for students to choose from,
allowing them to choose the one that best fits their needs.
Design of Instruction
Throughout the unit, different types of media resources will be used to present the information to
students. Students often have different needs or preferences for learning, therefore providing
Prior to the initial presentation to each activity, learning objectives will be clearly stated and
defined. Students may ask questions if the learning objective is not clearly understood.
Activating Prior Knowledge
This unit will introduce topics related to plagiarism and paraphrasing that students will have
prior knowledge of. Students will also be familiar with Web 2.0 resources that will be available
to them.
Content Delivery
Content will be delivered through Google Classroom. Students will then find all of the content
The formative evaluation will provide an adequate assessment of the effectiveness of the
instructional goals and processes associated with the instruction and delivery of this content. The
feedback provided from the evaluations will be used to enhance the content and educational
experience of the course and content. The expert review portion will consist of opinionated
questions that Betty Whitaker, CTAE director at Claxton High School, will evaluate to cover the
Surveys will use the 5-point Likert scale: 5-strongly agree, 4-agree, 3-neither agree/disagree, 2-
Content Appropriateness
• Course content is appropriate for the desired age and educational level
• Course content and learning objectives are aligned with activities and assessments
Accuracy
• Course content is relevant to the learning objectives associated with each activity
Completeness
Learner Survey