Impact of Technology
Practicum of Architectural Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will utilize appropriate multimedia resources to
demonstrate employment characteristics and understanding of new and emerging technologies.
Specific Objectives
• Students will demonstrate employability characteristics, including information, resources,
interpersonal skills, and technology.
• Students will demonstrate knowledge of new and emerging technologies within their chosen
field.
• Students will utilize multimedia and animation technologies to present findings.
• Students will create and submit a multimedia portfolio, including the written report and a
prepared presentation.
This lesson should take seven class days to complete.
Lesson Plan
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.48. Practicum in Architectural Design (Two to Three Credits).
(1) The student knows the employability characteristics of a successful worker in the modern workplace.
The student is expected to:
(D) Apply the competencies related to resources, information, interpersonal skills, systems, and
technology in appropriate settings and situations.
(3) The student knows the function and application of the tools, equipment, technologies, and materials
used in the student's chosen field. The student is expected to:
(D) Demonstrate knowledge of new and emerging technologies in the student's chosen field.
(4) The student selects and uses multimedia communication and animation technology to meet specific
architectural design needs. The student is expected to:
(A) Apply multimedia communication and animation technology to individual or community
problems; and
(C) Identify and describe the roles of communication such as informing, persuading, and
educating.
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(5) The student designs multimedia communication and animation products using appropriate
architectural design processes and techniques. The student is expected to:
(B) Maintain a project portfolio that documents architectural projects using a variety of
multimedia techniques.
(6) The student produces multimedia communication and animation products using the appropriate
tools, equipment, machines, materials, and processes. The student is expected to:
(B) Produce an architectural project using multimedia communications techniques.
110.53. Research and Technical Writing
(b) Knowledge and skills.
(1) The student writes for a variety of purposes and audiences. The student is expected to:
(A) Write informative and persuasive texts, including essays, reports, and proposals;
(C) Write in voice and style appropriate to audience and purpose; and
(D) Organize ideas in writing to ensure coherence, logical progression, and support for
ideas.
(2) The student selects and uses recursive writing processes for self-initiated and assigned
writing. The student is expected to:
(B) Employ precise language and technical vocabulary to communicate ideas clearly and
concisely;
(C) Use sentence structure, organization, and rhetorical devices appropriate to audience
and purpose;
(D) Use effective sequence and transitions to achieve coherence and meaning;
(F) Edit as appropriate for the conventions of standard written English;
(G) Use resources such as texts and other people for editing; and
(H) Use available technology for aspects of creating, revising, editing, and publishing
texts.
(3) The student writes to investigate self-selected and assigned topics. The student is expected
to:
(A) Use writing to formulate questions, refine topics, and clarify ideas; and
(B) Organize all types of information from multiple sources, including primary and
secondary resources, using available technology such as audio, video, print, non-print,
graphics, maps, and charts.
(4) The student applies the conventions of usage and mechanics of written English. The student is
expected to:
(A) Use correct capitalization and punctuation;
(B) Use correct spelling in the final draft;
(C) Demonstrate control over grammatical elements such as subject-verb agreement,
pronoun-antecedent agreement, and verb forms in final drafts;
(D) Use appropriate technical vocabulary; and
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(E) Consistently use a documentation manual or form consistent with the student's field
of study such as Modern Language Association (MLA), American Psychological Association
(APA), and The Chicago Manual of Style (CMS).
110.57. Public Speaking I, II, III (One-Half to One Credit).
(b) Knowledge and skills.
(3) Invention. The student plans speeches. The student is expected to:
(A) Identify and analyze the audience and occasion as a basis for choosing speech
strategies;
(B) Select and limit topics for speeches considering his/her own interests, timeliness, and
the importance of the topic;
(C) Select and limit purposes for speeches;
(D) Research topics using primary and secondary sources, including electronic technology;
and
(E) Analyze oral and written speech models to evaluate the topic, purpose, audience, and
occasion.
(4) Organization. The student organizes speeches. The student is expected to:
(A) Apply knowledge of speech form to organize and design speeches;
(B) Organize speeches effectively for specific topics, purposes, audiences, and occasions;
and
(C) Choose logical patterns of organization for bodies of speech.
(6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(A) Distinguish between oral and written language styles;
(B) Write manuscripts to facilitate language choices and enhance oral style;
(C) Use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;
(D) Use informal, standard, and technical language appropriately;
(E) Employ previews, transitions, summaries, signposts, and other appropriate rhetorical
strategies to enhance clarity; and
(F) Evaluate a speaker's style in oral or written speech models.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The
student is expected to:
(A) Employ techniques and strategies to reduce communication apprehension, develop
self-confidence, and facilitate command of information and ideas;
(B) Rehearse and employ a variety of delivery strategies;
(C) Develop verbal, vocal, and physical skills to enhance presentations;
(D) Use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and
(E) Interact with audiences appropriately.
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110.58. Communication Applications (One-Half Credit).
(b) Knowledge and skills.
(4) Presentations. The student makes and evaluates formal and informal professional
presentations. The student is expected to:
(A) Analyze the audience, occasion, and purpose when designing presentations;
(B) Determine specific topics and purposes for presentations;
(C) Research topics using primary and secondary sources, including electronic technology;
(D) Use effective strategies to organize and outline presentations;
(E) Use information effectively to support and clarify points in presentations;
(F) Prepare scripts or notes for presentations;
(G) Prepare and use visual or auditory aids, including technology, to enhance
presentations;
(H) Use appropriate techniques to manage communication apprehension, build selfconfidence, and gain command of the information;
(I) Use effective verbal and nonverbal strategies in presentations;
(J) Make group presentations to inform, persuade, or motivate an audience;
(K) Make individual presentations to inform, persuade, or motivate an audience;
(L) Participate in question-and-answer sessions following presentations;
(M) Apply critical-listening strategies to evaluate presentations; and
(N) Evaluate effectiveness of his/her own presentation.
Tasks
• Students will research modern employee characteristics.
• Students will research new and emerging technologies in architectural design.
• Students will research how multimedia technology is used various aspects of architectural
design.
• Students will report on how technologies and emerging technologies are utilized in architectural
design.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
• Instructor will be familiar with current research practices.
• Instructor will be familiar with the use of technology in architectural design field.
Instructional Aids
• Student handouts (copies of presentation with space for notes)
• Grading rubric
• Internet
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Equipment Needed
• Computers (for students to complete project)
• Projector (for digital presentation)
Introduction
Learner Preparation
• Ask students to think about the tools used today in architectural design.
• Ask students to think about the tools used 50/100 years ago to design, build, and promote.
• Ask students to consider the impact that technology has had on the field.
Lesson Introduction
• Use multimedia presentation and explain the concepts to be covered in this practicum. Students
will be working primarily in a self-directed manner, but will be expected to share their findings
with their classmates.
Outline
MI
Outline
Assignment Outline:
NOTES TO TEACHER
I.
Introduction
I.
Instructor will
provide general
introduction topic.
II.
Basic Research Practices
II.
Instructor will
provide basic
research
guidelines.
Instruction will
encourage
discussion.
III.
Research Ethics
III.
Instructor will
initiate discussion
on research ethics.
Student discussion
should be
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5
encouraged.
IV.
Technology
V.
New and Emerging Technologies
VI.
Assignment
IV.
Instructor will
discuss technology
and changes in
technology.
V.
Instructor will lead
a brief discussion
on new and
emerging
technologies.
Instructor will ask
class members to
provide examples
of each.
VI.
Instructor will
review practicum
requirements.
Ample time should
be provided for
questions and to
assist students in
choosing topics if
needed.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
6
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy.
• Give some ideas to students during the brainstorming session before they start the project.
Independent Practice
• Students will work at their own paces to complete this activity.
• All work is to be done in class so the teacher can check for understanding.
• Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
• Students should be prepared to present their projects to the class.
Summary
Review
• Why do those in the field of architectural design need to understand technology?
• What impact have new and emerging technologies had on the field?
Evaluation
Informal Assessment
• Instructor will observe students during Independent Practice.
• Instructor will assist students as needed.
Formal Assessment
• Use the Technology Practicum Rubric to evaluate.
• Use the Individual Presentation Rubric to evaluate.
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Student Handout
Technology Practicum
Architectural Design
Prepare a digital portfolio to include a report and a presentation.
Your topic will be new and emerging technologies within architectural design. Please discuss specific
technologies with your instructor before creating your report and presentation.
For the portfolio:
• Research the technologies you’ve selected.
• Create a report.
o Utilize appropriate technologies to create the report.
o Include supporting information regarding the new or emerging technologies.
o Review your organization, sentence structure, and grammar.
o Review the attached rubric to assist you.
• Create a multimedia presentation based on your research and report.
o Present your work to your classmates and instructor.
o Be sure to include appropriate visuals and animations (as appropriate).
o Be able to answer questions regarding your content.
o Enunciate your words during your presentation and use appropriate grammar.
o Review the attached rubric.
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Architectural Design Technology Grading Rubric
Portfolio Title:
____________________________________________________________________________________________
Name: ____________________________________ Teacher: ­_______________________________________
ID#: ______________________________________ Date of Presentation: ­____________________________
Title
New/Emerging
Technologies
Sentence Fluency
Needs Improvement
Satisfactory
Good
Excellent
1
3
5
7
The portfolio has an
effective title that
accurately describes the
material and is easy to
locate.
Accurate and
appropriate descriptions
of new or emerging
technologies were
included.
The portfolio has a
creative title that
accurately describes the
material and is easy to
locate.
New or emerging
technologies were
described in-depth.
Advances/impacts are
described well, but
language is sometimes
vague or inaccurate.
Student uses accurate
and vivid language.
Student demonstrates
acceptable
employability
characteristics including
information, resources,
and technology.
Student demonstrates
exceptional
employability
characteristics including
information, resources,
and technology.
The portfolio was set up
to cover the relevant
information. It contains
supporting
documentation.
The portfolio was set up
to cover relevant
information. It contains
appropriate supporting
information.
Punctuation, spelling,
and capitalization were
checked and are mostly
correct.
Punctuation, spelling,
and capitalization were
checked and are correct
throughout.
Technology was utilized
to complete all aspects
of the portfolio, but full
integration was lacking.
Technology was
appropriately integrated
into all aspects of the
portfolio.
The title is missing or
difficult to locate.
The portfolio has a title
that is easy to locate.
Descriptions of new or
emerging technologies
were lacking.
Inaccurate,
inappropriate, or
incomplete descriptions
of new or emerging
technologies were
included.
Advances/impacts are
not described well and
language is often vague
or inaccurate.
Advances/impacts are
described using vague
language or inaccurate
information.
Employability
Characteristics
Student does not
demonstrate
employability
characteristics.
Style &
Organization
The portfolio covered
inappropriate materials.
Supporting
documentation was
lacking.
Mechanics
There are many
punctuation, spelling,
and capitalization
errors.
Use of Technology
Technology was not
used to complete all
aspects of the portfolio.
Student demonstrates
marginally acceptable
employability
characteristics including
information, resources,
and technology.
The portfolio was set up
to cover most of the
relevant information. It
contains some
supporting
documentation.
Punctuation, spelling,
and capitalization are
somewhat correct and
may or may not have
been checked.
Technology was used
ineffectively to
complete the portfolio.
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Individual Presentation Rubric
Presentation Title:
____________________________________________________________________________________________
Name: ____________________________________ Teacher: ­_______________________________________
ID#: ______________________________________ Date of Presentation: ­____________________________
Criteria
Organization
Visuals
Mechanics
Content
Knowledge
Delivery
Needs
Improvement
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student used no
visuals.
Student’s
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student mumbles,
incorrectly
pronounces
terms, and speaks
too quietly for
students in the
back of the class
to hear.
Points
Satisfactory
3
Good
5
Excellent
7
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Visuals related to
text and
presentation.
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student used
visuals to reinforce
screen text and
presentation.
Presentation had
no more than two
misspellings
and/or
grammatical
errors.
Presentation had
no misspellings or
grammatical
errors.
Student is
uncomfortable
with information
and is able only to
answer
rudimentary
questions.
Student incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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