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After you have developed a promising sequence of learning activities for the lesson that you are designing, it’s time to consider technology possibilities.

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Some recommendations for appropriate digital tools and resources for each LAT appear in the third columns of the taxonomies.

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Please note that you may not (in fact, probably should not) select a technology to support each LAT within the lesson that you are designing.

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There are many different factors to consider as you determine when and how to integrate technologies in your teaching.

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Most important of these are your students’ learning needs and preferences.

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In this video, Marquita describes how her students used technologies effectively as part of a World History review project.

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I did have a World History project, too, where the students had to create games and they had to do it for reviewing of SOLs.

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And with that one, there were several different types of technologies because some of them did like, Jeopardy-type games, some did board games, some did simulations where they actual create.

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Like, they went all out where there were—I don’t even know how they created these technologies!

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There were figures and so it was like, Game of Throne type games.

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I couldn’t even tell you some of the technologies that they used with those, but it was very intense. 

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And they did like circulation with that, so it was—I’m trying to remember the phrasing for this—

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where they’re set up in different groups like round robin and they each had to play each others’ games for reviewing of SOLs.

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So I knew they were successful in that sense because it was competition where they had to try to win each others’ games.

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And I even had one group do a Twister type game where they had to get on the floor and actually, yeah—so it was very intense. 

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I integrated the technology for World History because my students, while they have to understand the SOL, and these are freshman, so they’re ninth graders and its World History

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It’s intense SOLs at that point

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 It’s not very relevant information to them, it’s not applicable, but when they get to play games and they get to engage with each other and it becomes a competition,

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they tend to understand and retain the information that way, so I found it to be something that was fun for them, but also something that engaged them and that was interesting. 

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I think it was more effective because they actually got to do something with the material.

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So it wasn’t just them, it wasn’t rote memorization, it wasn’t just ‘Let me sit down and take these notes and regurgitate information to you.

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 It was the doing, it was action. And so I think that was more effective for them. 

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I think technology is very effective in learning because when students are able to actually make things and create things

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 it gives them more ownership and just allows them to feel like they are in charge of their learning

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and whenever students are in charge of their learning, they’re more apt to do better and actually put their all into something.

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And I think that’s true, too, when you tell them that things are going to be published and put out to the world.

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They’re more actively engaged in their learning.

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When deciding which technologies to incorporate in your lesson, first consider which are available and easily accessible in your school and/or online.

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Then consider which of the available technologies are most appropriate for use within the particular learning activities you have selected and sequenced.

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Please pause here and list these appropriate and available technologies in your LAT Planning Guide document.

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Please note that you probably won’t include all of these possibilities in your final lesson design. 

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Please note that the technologies suggested for each learning activity type in the taxonomies are not meant to be exhaustive lists.

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Instead, we hope that they will provide you with ideas for tools and resources to explore within your lesson.  

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If there are tools listed in the taxonomies that are not familiar to you, please consider clicking on the links provided to learn more about them.

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While you are exploring the tools, you may realize that one or more are not the best fit for the lesson that you are designing. 

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Once you have some technological options selected, consider the relative advantage of each tool to assist you in teaching the lesson.

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Which tools’ characteristics “fit” best what you want your students to do during the lesson that you’re planning? 

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Think about how well each technology that you’re considering "fits" with the curriculum focus, learning goals, and learning activities that comprise your emerging lesson plan.

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Your colleagues and mentors can be helpful in talking through the challenges and opportunities of different technological options. 

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For example, if we look back at the 13 American colonies lesson from the previous module, we can see that there are a number of technology possibilities for each of the LATs incorporated.  

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In the View Images activity, presentation software was used to show the class several high-quality images of historical drawings and paintings.

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This was intended to challenge some of the students’ previously held assumptions. 

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The students read text as they researched the purposes and key features of the colonies.

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While texts were available digitally, for efficiency, the students used their social studies textbook, supplemented with photocopied paper documents.

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During the Read Maps activity, students did access digital resources.

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This was because the teacher realized the relative advantage of using curated historical Web sites.

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These sites offered the most illustrative and understandable maps for the lesson.

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In the Consider Evidence activity, the students were challenged to find primary source documents that represent multiple perspectives and viewpoints.

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A digital archive can help make this process of locating documents more authentic, but still efficient enough for the students to use as part of their learning in the classroom.

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During the lesson, students took notes in their paper notebooks, rather than with digital tools.

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In this example, the students used an analog tool instead because not all of them had easy access to a laptop, tablet or other digital device. 

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As this example demonstrates, choices of analog and/or digital tools are dependent on many factors.

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As you consider different technology possibilities, you can use a simple self-test to help you to decide which types of tools and resources to use.

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We call it the “Is It Worth It?” test. 

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Ask yourself three questions about each tool that you are considering: 

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Will this particular use of a tool or resource help students to do something that is difficult or impossible to do without it?

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Will this tool or resource help students to do something in a better way?

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Is the use of this tool or resource feasible, given contextual conditions?

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If your answers to all of these questions are “no,” then the technology choices should be reconsidered.

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 If one or two of the answers is “no,” then reconsideration may be necessary.

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In some cases, choosing not to use a technology may be the best pedagogical decision.

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In this video, Marquita discusses an example of when she chose not to incorporate a particular technology in a lesson, why she made this decision, and what she helped students to do instead.

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So this is World History, so it’s ninth graders.

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 And we were working on William the Conquerer and students had to understand how he actually conquered England at the Battle of Hastings.

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And so what we were going to do was completely create a comic strip online

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and I decided against doing that because I felt like they weren’t really going to truly understand how he conquered England from that.

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And so what I did instead was printed out the actual Bayeux Tapestry which is from the Reading Museum in England

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and it kind of gives you the full story of how he conquered England at the Battle of Hastings.

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And it’s an old primary source that shows you what happened at the battle

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 And so I printed it out, I cut it up for all of my students, and I was going to have them put it in order.

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 So, it’s a critical thinking assignment and it’s very hard to do because they have to look at this actual primary source

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and put it in order from beginning to end to show how he conquered this area. 

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But what I had to do, so why this is a half-way, no and yes, is because they did use technology in a sense

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They looked at a YouTube video that shows the Battle of Hastings

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and they could use the Reading Museum’s website and look at the Bayeux Tapestry themselves.

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So they could use these sources to help them put things in order.

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But they had to use glue sticks and paper to glue the Bayeux Tapestry back together.

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So it was kind of a hands-on assignment using technology in a sense.

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Using what you’ve learned from Marquita and the Is It Worth It? test,

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please finalize your selections of the specific tools and resources that you plan to incorporate in your lesson.

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Please note these selections in your LAT Planning Guide.

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Now that all of the parts of your lesson have been assembled and sequenced, it’s time to do one final check.

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Earlier, you used the Is it worth it? test to determine when (and when not) to use particular technologies in your lesson. 

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Now we suggest that you perform a similar, but more comprehensive, self-test.

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This test will help you to ensure productive use of your students’ time and energy and a high quality learning experience.

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Ask yourself: Will this lesson design work, given all of the contextual factors that we discussed earlier?

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Is this lesson design appropriate for your students, given their learning needs, preferences, and developmental readiness?

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Is this the best possible combination and sequence of learning activities and technologies to help your students meet the specified learning goals?

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If your answer to any of these questions is “no,” then the lesson design needs revision.

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Talk with your colleagues and mentors for ideas on how to improve it.

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We hope that completing these modules has helped you to know how to integrate technologies effectively into curriculum-based lessons.  

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As fellow teachers, though, we acknowledge that we can learn just as much or more from working with our students. 

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So, as you implement the lesson you have planned, be open to new insights that you can glean from how your students respond to what you have designed.