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As fellow teachers, though, we acknowledge that we can learn as much or more from our students. So, as you implement your plan

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After you have developed a promsing sequence of learning activities

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for the lesson that you are designing it is 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 taxonomy.

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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 determin when and how to integrate technologies in your teaching.

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Most important of these are your students' needs and preferences.

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In this video, Leah describes how her students use technologies effectively

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as part of a learning experience about publishing their work.

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So one of my favorite things that I've done is towards the end of the year in second grade we've had a publishing unit.

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I really like to give students a choice on how they are going to publish something they've written.

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That unit has gone really well, partly because of the choice but also partly because could choose technologies that they were really engaging to the students.

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It also shows them the breadth of what writers do when they share their work, there are lots of ways that writers do this.

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The students would pick something they had written from any unit and then they chose a new way to publish it, something different from how they had previously published it.

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So some students chose very low tech, and they kept to paper kinds of formats using different media to draw or illustrate.

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But a lot of students at that point decided they wanted to use technology, so I had some who were skilled enough with computers

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that they wanted to change the type, the font, emphasize certain words, and that was part of their publishing, choosing which words that they would

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want to make bold, and they were able to do that. In second grade there weren't a lot of students who could do that.

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But those that could worked on laptops and did that. A lot of students used iPads, and they used an application where they could either

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type in what their story was, but for many of them what we did was pre-type their story for them so they weren't focused on that part of it

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but then they could read their story with it, they could illustrate it, and they could make an electronic book and that was another style of publishing a lot of students chose.

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They also had a choice that if they wanted their story to not be a written product, but if they wanted to present it they could do that,

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and they could record themselves reading or telling or acting out the story.

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So in this way they had a choice of different technologies or no technology so that they could find new ways to publish their material.

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And the worked really well, I found that students generally would even pick things that they were able to use

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So that was reaffirming, that when students have a choice, they will generally go to something they can be successful with.

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So in this project I felt like it was really important that the students did have choice, and so I wanted technologies that most of the students

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would be able to access any of the choices, so that's why we chose these technologies as options, 

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I think there are other formats for publishing that we could have used, but that wouldn't have been appropriate, like a blog for instance.

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That's not really something you want to do in second grade, it's not realistic or reasonable to expect that they would be able to do that.

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I chose things that I felt like they could access, that would give them choice, that would help them to feel successful, 

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that would give their learning context, that would help them develop some basic tech skills along the way

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I was not directly targeting those, but given enough time- they were going to work on the book over the course of several days

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It also gave me the chance to work in small groups, and I could say "let me show you how to do that"

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with some very basic technical skills that students need to learn as they go along, but they weren't things that were written out in the curriculum

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So they weren't things that were necessarily being targeted but I wanted students to get exposure to those as well.

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So those different technologies were at the right level.

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When deciding which technology to incorporate in your lesson, first consider which are available and acessible in your school and/or online.

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Then consider which of the available technologies are most appropriate to the lesson LATs you have selected

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Please pause here and list these appropriate technologies in your LAT planning guide document.

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Please note that you will probably not include all of these possibilities in your final lesson.

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Please note that the technologies suggested for each LAT in the taxonomies are not ment to be an exhaustive list

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Instead, we hope that they will provide you with ideas and resources to explore in 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 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 tool's characteristics fit best for what you want students to do in the lesson you are planning?

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Think about how well each tool you are considering will fit with the curriculum focus

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learning goals, and learning activities that comprise your emerging lesson plan.

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Your colleagues and mentors can be helpful in considering the advantages and challenges to each of your 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 possibilities

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for each of the LATs incorporated. In the view images activity, presentation software was used to present high quality images

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of historical drawings and paintings. This was intended to challenge some of the students' previously held assumptions

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The students read text as they researched the key features of the colonies. While texts were available digitally, for efficency the students used their social studies textbook

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supplemented with photocopied paper documents. During the read maps activity, students did access digital resources

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This was because the teachers realized the relative advantage of using curated historical websites.

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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 more authentic, but still efficent enough for students to use as part of their learning in the classroom.

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

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

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As you consider different technology possibilites, you can use a simple self test to help you 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 the tool you are considering:

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Will this particular 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 the tool or resource feasible given the context or conditions?

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If the answers to all of these questions is no, then the tool should be reconsidered.

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If the answer to one or two of the questions 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. In this video, Leah discusses an example of when she chose not to include a particular technology in a lesson

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why she made that decision, and what she helped students to do instead.

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Well there were certain times in lessons where I intended to use some kind of presentation, whether it was just a regular PowerPoint thing to share some kind of material

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Or doing it on video through the internet, but my projector didn't work. And I found in one of my classrooms the connections were not reliable enough to

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assume that I could always use that. So I found myself preparing backup plans. And there's a certain amount of time it takes to prepare the backup plans

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in case the technology doesn't work is not worth planning to things, so I wouldn't use the technology as much.

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That was na unfortunate situation. Because there were times when the technology would have enhanced the learning, 

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But, there was an extra barrier that I couldn't remove, and sometimes that's there in schools.

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Sometimes you have to know that if there is a school with poor wiring that is going to limit what you are going to be able to do,

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No matter how great that video clip is, that it is going to take 10 minutes to get it fixed so that you can show a two minute clip, it's probably not worth it. 

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It's definitely happended, for different reasons, one being that if I realize that technology was going to be more of a hindrance

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to the learning that I was trying to target, that it wasn't directly related to the learning, and the students got sidetracked

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This example is one where my students were preparing to present a little play, and so in doing that we used 

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microphones to help them speak out and to enhance the sense of presenting, and the microphones were such a distraction to first graders

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You're six years old, it's super cool to hear your voice super big, you've got this thing in your hand that all of the sudden changes the sound of your voice

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and the kids would just, in between practices, just talk into them, pretending to sing whatever song they know, 

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passing them around, dropping them, then I worry about them breaking, or that they were more interested in the device

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than they were in presenting and sharing their voice, and using expression, we decided it wasn't worth it.

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that it was more of a distraction, so we took it out. And in that case we trained them, helped them to use their own voice

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Which we knew, from evidence, that they had. So that would be one example where we knew tried something, and found it too distracting

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Using what you've learned from Leah, and the is it worth it test, please finalize the selections of the technology tools and resources that you plan to use in your lesson.

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Please note these selections in your LAT planning document.

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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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No we suggest that you use a similar but more comprehensive self test. This test will help you to ensure productive use of your student's time and energy.

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And I high quality learning experience. Ask yourself:

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Will this lesson design work given all of the contextual factors that we have discussed?

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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 the answer to any of these questions is no, then your 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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be open to new insights that you can glean from how your students respond to what you have designed.