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1. My lesson plan was created for 7th graders and was on Chemical Reactions, mainly what they are and how to tell the difference between them and physical reactions. My goal was to help students learn this through many methods of learning to reach all students. I did this by using technology, independent learning and group learning. The students started by opening their tablets and opening a statement which reads "Ice melting is a chemical reaction". Students will either answer true or false. Then after students answer I will have them do a simulation that will help them understand chemical reactions better. After I would draw a T-chart and put physical and chemical reaction at the top, and name a reaction and have them tell me which one goes where. Then after we would discuss as a group. Then at the end students would answer the Kahoot question again and this helps me gauge if they learned. Then I will have the exit ticket where I will have the students draw or write about one chemical reaction they learned about.

2. My lesson engages students by having a multitude of different ways of learning, such as hands on, group discussion, independent learning, and simulations. The simulation allowed students to be able to independently learn and kept them engaged by giving them a challenge. The Kahoot, was like a fun game. The exit ticket gave them a change to express themselves.

3. I used my knowledge that I learned from this course, by using technology smartly, and balance it in a way that students would learn, but also have fun. It also helped me to know now about TPACK and the Triple E framework as they really helped my lesson be even better for the students.

4. What I found challenging about this course was how to navigate a lot of these new websites. I would not call myself a massive tech person, so learning how to use these websites and then turn them into something meaningful for students was a little challenging.

5. Something that I learned is that technology while it can be harmful can also be really helpful! I learned about a lot of new websites and about many simulations that would be perfect in my science classroom! I learned that technology can be really engaging when used right!

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Technology Based Lesson Plan - Lauren Ervin

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Technology Based Lesson Plan - Lauren Ervin

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1. My tech based lesson plan is designed for 8th grade Art Students and focuses on students getting to know the Impressionist and Expressionist art movements. Students research and create unique presentations using Book Creator and later implement their own work into the presentation. This gets them to start thinking about what a portfolio means to them as an artist and how to connect what they study to what they create.

2. Student engagement is encouraged through the use of group brainstorming and the aspect of both digital and physical based assignments within one project. Students are able to 'show off' with one skill or another if they struggle with the creative aspect of art.

3. I implemented the Triple E concept and the Inquiry Research based model that we learned about. These things kept me on track when creating my lesson plan since I am not use to integrating technology and made the actual lesson plan creation simpler and less overwhelming because I had these objectives in mind.

4. It was difficult to go from my google classroom module creation to a lesson plan because I wasn't writing a unit. I had to instead pick a specific section of work to be accomplished without writing the other lesson plans.

5. For future planning, like I said I really like the inquiry research model and how it incorporates everything. It allows stages to be done and re done. It provides a time and a place for evaluation and presentation. It is flexible while still providing guidance which I think is exactly the kind of resource I need.

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1. My tech-enhanced lesson plan centers around teaching 11/12th graders in Art 3 how to use iPads to make digital art on apps like Procreate and FlipaClip. The goal is to teach students how to take advantage of devices they may have at their disposal to create art, especially in scenarios where traditional mediums are not available or easily accessed. Students were to create a landscape drawing based in reality or fantasy using either of the mentioned applications and then animating a piece of it, like a single bird in the sky or the sun shining. This allows students to remain engaged because the device itself is the canvas and is not distracting, they cannot be playing games and drawing at the same time. It enhances and extends the learning because they are learning to use popular tools and applications that will improve their quality of work in other classes and creativity in personal life. There are also Mentimeter pre/post tests built into the beginning and end, as well as a padlet for them to post their animations.

2. I'll use things like Mentimeter and Kahoot to continue assessing students' learning in the future, I really enjoyed those two resources. I would also use Screencastify as well going forward. I found incorporating padlet a little bit challenging, but I wanted to so that is why I made it animation based. I also found aligning the standards for art with technology challenging as well as the standards are pretty repetitive and vague.

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In my lesson, students plot and identify rational numbers on vertical and horizontal number lines when they use Desmos through a game based activity. I start off by introducing a real world hook that I then ask the students. Students must imagine that they're navigating on some video game map. Our review of rational numbers is followed by guided practice that uses real life examples such as elevators and temperatures. This foundation comes before students log into Desmos Classroom to play “Battle Boats”. In this type of Battleship style game they plot out rational numbers in a tactical way to “sink” all of their partner’s ships. A digital coordinate grid lets students visualize their learning and the game provides instant feedback. The use of Desmos transforms a math skill that is customary into an experience that is more interactive. Students are motivated through competition and collaboration. Deciding the “fire” location motivates students since this uses their planned and social thought. Accuracy gets reinforced through the instant feedback while multiple learning styles get supported via the digital visuals. Learning extends through the activity by the inclusion of real world connections (like sea level and elevation) also by the offering of coordinate design challenges to high achieving students. To ensure the technology was more than a showy extra, I used the Triple E Framework. The technology was in fact an integral part since it achieved all of the lesson goals. The TPACK model also helped me in balancing content such as rational numbers technology and Desmos, which is a visual interactive tool and pedagogy which is student centered game based learning. This course gave me help to understand the selection of what is the right digital platform for a math lesson, also the differentiation that uses UDL guidelines, with the scaffolding of instruction by using tech tools. To ensure that the tech did not overshadow all of the content was one challenge. That goal required effort. I had to ensure that students were learning to plot rational numbers as well as not just playing a game. For me, aligning the formative assessments to the objectives and the Desmos activity was tricky. The learning objective, I learned, should not be distracted by technology, but improved by it. Desmos with other platforms are powerful tools. These tools are especially effective through intentional planning accompanied by clear learning goals. In the future, I’ll continue using frameworks such as Triple E and TPACK to integrate tech and will design activities that both engage and are academically strict.

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My tech-enhanced lesson is designed for 9th grade physical education , with a focus on fitness tracking and personal goal setting. The goal is to help students take ownership of their physical activity and reflect on their progress using real-world tech tools. We start by introducing the concept of personal fitness goals and why tracking progress matters. Then, students use fitness apps like google fit or apple health (or school-issued pedometers if needed) to collect daily data on steps, heart rate, and activity time. This information is then uploaded to a padlet board , where each student has a personalized post to track their progress and reflect daily.

Throughout the week, students work in small groups to compare progress, give encouragement, and identify trends. Padlet also serves as a space for them to set short-term goals, respond to reflection questions, and give peer feedback using comments or emoji reactions. At the end of the week, each student creates a brief video or written reflection on their growth, how their goals evolved, and what they learned about staying active.

This lesson engages students by putting the tech in their hands and giving them real control over their fitness journey. It’s interactive, personal, and social. Padlet enhances the lesson by making their data visual and organized, while also building a supportive classroom environment through peer sharing. Instead of just talking about fitness, students are living it and learning from one another in real time.

This course helped me design my lesson using frameworks like Tpack. I intentionally selected Padlet because it engages students in meaningful self-reflection, enhances collaboration with peers, and extends learning by making it easy to visualize growth over time. I also applied the UDL Frameworks by giving students options in how they share and reflect some wrote, some uploaded photos, and others added videos or drawings to their Padlet post.

The most challenging part of this project was figuring out how to balance the tech with the physical aspect of the lesson. I wanted to make sure students weren’t staring at screens the whole time but were actually out moving and learning about themselves. It also took some thought to make sure the reflections were deep and not just quick posts.

One big thing I’m taking away from this course is that tech in PE doesn’t have to be separate from activity it can actually support it. Moving forward, I’ll keep using tools like Padlet, Google Docs, and Flip to help students reflect, collaborate, and take ownership of their physical wellness in fun, meaningful ways

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Technology-Enhanced Lesson Plan & Info Sheet

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Technology-Enhanced Lesson Plan & Info Sheet

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1. For this project, I created a PE lesson for grades 6–12 centered on Flickerball, using a mix of gameplay and tech to keep students active and engaged. I focused on helping them improve their throwing skills and understand teamwork through real play not just drills.

2. How I Used Tech
Students made Canva posters to show what they learned about the game and teamwork. They also did a quick pre/post quiz on Canva and recorded short Flip videos reflecting on their throwing form and how they worked with others. We even used heart rate monitors to see how active they were during the game.

3. How It Kept Students Engaged
Instead of just telling them what to do, I let them play, figure things out, and talk about it. The tech gave them different ways to show what they knew like creating, reflecting, and tracking their effort.

4. What I Took From This Course
Everything we learned about meaningful tech use came into play. I tried to make sure the tech added to the lesson not just filled time. Using tools like Canva and Flip made the lesson more interactive and student-driven.

5. What Was Hard
Honestly, it was a challenge figuring out how to bring tech into PE in a way that still kept kids moving. I didn’t want them on screens the whole time, so I had to find a balance.

6. What I’ll Take With Me
I now see how tech can work even in active settings like PE. I’ll keep using tools like these to help students reflect and show growth in creative ways.

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1. My tech-enhanced lesson focuses on teaching 5th grade ELA students to understand and apply various types of figurative language, including similes, metaphors, personification, idioms, and hyperbole. The lesson is designed across multiple days and uses technology intentionally at every stage to engage students, support understanding, and assess mastery. We begin the lesson with a Kahoot quiz to activate prior knowledge and assess baseline understanding. From there, students explore the content through a YouTube video and a Google Slides presentation where I guide them through examples and ask comprehension questions. They then move into student-centered activities like writing original sentences, peer sharing, and playing Figurative Language Pictionary (which could be digital via Jamboard). Students finish by analyzing a poem with color-coding (extension for early finishers) and writing their own poems, followed by an exit slip via Google Slides.

2. This lesson engages students by combining interactive digital tools with hands-on collaboration and creativity. Kahoot provides a competitive, low-pressure introduction. Video and slides enhance understanding by combining visuals, sound, and text, supporting multiple learning styles. Activities like Think-Pair-Share and Pictionary foster peer engagement and communication. Students extend their learning by creating their own figurative language examples and poems, connecting academic concepts to their personal expression. The tech tools are not just add-ons—they’re carefully chosen to support active learning, increase motivation, and assess progress in real-time.

3. This course taught me to plan with intentionality using frameworks like TPACK and the Triple E Framework. I was careful to choose tech tools that didn’t just digitize the lesson, but instead engaged students (Kahoot), enhanced instruction (YouTube/Slides), and extended learning (creative Google Docs/Slides poem writing). The UDL framework also helped me build in multiple ways for students to access content (visual/audio/text), express what they know (writing, drawing, speaking), and stay motivated (games, peer work, choice).

4. The most challenging part was ensuring the technology remained purposeful. I had to resist the urge to overuse tools just because they were fun and instead focus on how each tool advanced learning objectives. Creating assessments that felt natural and useful—not just tacked on—also took extra planning.

5. I’ve learned how important it is to plan technology through a learning lens. I’ll continue using tools like Google Forms, Slides, Jamboard, and Kahoot to give students voice and choice. I’ll also keep applying UDL strategies to make sure all learners are supported and engaged. Most importantly, I now understand that meaningful tech integration means using it to amplify thinking, creativity, and connection, not just to deliver content.