TECHNOLOGY INTEGRATION MATRIX

The lesson plan I used was one written by my co-op teacher I am working with in Newark named Mr. Dorney. The reason I decided I would use this lesson plan is because I recently helped teach it to a class for 4^th graders, and am very familiar with the lesson. The main difference in the lesson came in by designing it more towards 7^th and 8^th grade students. I made my technology integration matrix using the NJCCCS standards, and the NETS-S standards, while incorporating the standards, the strategies, and the technologies used in the lesson plan. I feel it is important for me to first explain what the lesson plan originally was. The original lesson plan was intended to have students analyze the symbols found on American money, and ask questions to gain a further understanding of why they might be there. Once the dollars are analyzed and discussed by the class, they will be instructed to design their own symbol that they would want on their own dollar that was from their own currency. Originally, technology was not predominantly used in the process of completing the assignment. But after thinking of technology integration, and how it could improve this lesson, I came to the decision as to how I would greatly include technology. Through the use of Photoshop, this product takes on an entire new element. Originally, the completion of the student’s symbols would be done using markers, paper, crayons, and pencils. With using such materials, the final product made by the student appears very amateur and unreal to how a symbol would be in real life for an actual company, or country. I broke down the categories to match the days in which I would need to set assigned in order for my class to complete the intended lesson.

Day One: Access Information:

On the first day I would use several different strategies to fulfill the visual arts standard 1.1.2.D.2 and NETS-S Standard 1.A. Also the Social studies standard 6.1.4.D.13 is also addressed. On this first day, it is important to get my students on board with what they should be focusing in on. I would discuss the elements of design in creating a symbol with my class. I plan to have my students partake in analysis, student-teacher discussion, note taking, and information Gathering. To apply these strategies I would need a computer, power point, and a projector. A SmartBoard could also prove to be useful also in interacting with the slides shown.  Technology allows me to give concrete, visual imagery as to what we are speaking about, and what the students should be looking for when working on their own.

Day Two: Analyze and Evaluate Information

On the second day students should be familiar with symbols and how they are used in currency. To further the understanding of how symbols can be used, I would prepare a slide presentation, so I could actively compare and contrast symbols with students, and present questions and answers that need to be addressed to help further comprehension.  By using technologies such as computers, projector, google image search engine, artistor, and powerpoint, I am able to give useful visuals as aids that my students can use. Artistor is an online card catalog for art enthusiasts that provide multiple images from past artists in high quality.  I would then lecture my students, giving my own evaluations of an assortment of symbols, explaining how each symbol works well, or insufficiently. For visual arts, the standards 1.3.A, and 1.3.2.D.2 are met, and for the NETS-S the standards 4 and 2 are met.

Day Three, Four, and Five: Produce information

Days three, four, and five would serve as the time set aside for the art making process. During this time students will gather art materials, I will demonstrate how to use Adobe Photoshop to create a template that the students will use for their symbols and dollar designs. My students will observe what I am demonstrating, and will work in both groups and individually. At first, students will use pencils and paper to create thumbnails and sketches of their own logo and money designs. This work will take place in small groups so ideas circulate between students.  Each student is expected to create their own example of symbols being used successfully in the form of money. This stage is where technology is most utilized.  By using Photoshop and Illustrator, students are becoming familiar with an essential tool in modern day art making, and that is Adobe Creative Suits. The students will have multiple days to work on their project, as to get the project done neatly takes time. NJCCCS standard 1.3.8.D.4 is met, along with NETS-S standard one.

Day 6: Communicate

The last day works as the day each student will present their individual project to the class. We will all take place in a group critique, and wrapping the lesson up with a group discussion. Projectors and PowerPoint’s will display a student’s work for the class. Once the images are created, the class can set up a google docs hosting the images collected.

I whole heartedly believe that the use of technology took a lesson that would take two classes to complete, gaining minimal interest from the students, and turned it into a fun project, that students could use in the future. For art especially, technology is working its way into the field, and is proving to be a dominant choice of media. Being prepared as an art teacher to utilize these advances in technology is required in order to be successful.