Impact of Technology
Practicum of Construction Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will utilize appropriate resources and technology to
demonstrate selection of appropriate technological solutions to a given problem and the understanding
of the impact of new and emerging technologies to the field of construction management.
Specific Objectives




Students will discuss appropriate selection and utilization of technology within construction
management.
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.
Construction Management
(4) The student solves problems, thinks critically, and makes decisions related to research, design, and
development. The student is expected to:
(B) Apply critical-thinking strategies to the analysis and evaluation of proposed technological
solutions; and
(C) Apply decision-making techniques to the selection of technological solutions.
(6) The student applies communication, mathematics, and science knowledge and skills to construction
management activities. The student is expected to:
(B) Deliver technical presentations to groups of individuals.
(8) The student uses advanced tools, materials, processes, and procedures in construction management.
The student is expected to:
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(A) Determine and use the appropriate technology needed to solve a problem or complete a
task;
(B) Evaluate the use of technology in a given situation; and
(C) Describe the factors that influence the use of technology in a variety of situations.
(10) The student predicts the impacts of emerging and innovative applications of construction
technology. The student is expected to:
(A) Describe the emerging and innovative technologies being developed in a field; and
(B) Identify the factors that may influence the adoption of emerging and innovative technologies.
Cross Curriculum TEKS
§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.
§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:
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(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
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Students will research selection and utilization of technology related to a selected topic within
construction management.
Students will research new and emerging technologies in for the field of construction
management.
Students will select and utilize appropriate technology and tools to create a written and verbal
report on the selected topic.
Students will report on technologies and emerging technologies within construction
management.
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 construction management 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
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Ask students to think about the tools used today in construction management.
Ask students to think about the tools used 50/100 years ago in construction management.
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:
Instructor Notes
I.
Introduction
I.
Instruction will
provide general
introduction to
practicum.
II.
Basic Research Practices
II.
Instructor will
review research
basics with class.
III.
III.
Research Ethics
Instructor will
review research
ethics.
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IV.
V.
VI.
Technology and Construction
Management
IV.
Instructor will lead
a brief discussion
of technologies
utilized in the field
of construction
management.
Class will also
discuss how those
technologies are
selected. Class is
encouraged to
share real-life
examples.
V.
Class members will
participate in
discussion of new
technologies. If
time permits, this
would be good
time to allow
students to search
for new and
emerging
technologies.
Students will
discuss the
changes these new
and emerging
technologies will
have on
construction
management.
VI.
Discuss the report
and presentation.
New and Emerging Technologies
Assignment
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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 construction management 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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Technology Practicum Grading Rubric
Report Title:
____________________________________________________________________________________________
Name: ____________________________________ Teacher: -_______________________________________
ID#: ______________________________________ Date of Presentation: -____________________________
Needs Improvement
Satisfactory
Good
Excellent
1
3
5
7
The report has a
creative title that
accurately describes the
material and is easy to
locate.
Student thoroughly
discusses technology
selection and utilization.
Student fully reviews
new and emerging
technology (ies).
The title is missing or
difficult to locate.
The report has a title
that is easy to locate.
Student does not
include discussion of
technology selection
and utilization.
Student inadequately
discusses technology
selection and utilization.
The report has an
effective title that
accurately describes the
material and is easy to
locate.
Student adequately
discusses technology
selection and utilization.
Student does not review
new or emerging
technology(ies).
Student inadequately
reviews new and
emerging technology
(ies).
Student adequately
reviews new and
emerging technology
(ies).
Advances/impacts are
described using vague
language or inaccurate
information.
Advances/impacts are
not described well and
language is often vague
or inaccurate.
Advances/impacts are
described well, but
language is sometimes
vague or inaccurate.
Appropriate use of
technology
Technology was not
used in researching or
reporting material.
Marginally acceptable
use of technology was
made in researching and
reporting material.
Acceptable use of
technology in
researching and
reporting is evidenced.
Appropriate and
effective use of
technology was made in
researching and
reporting material.
Style &
Organization
The report covered
inappropriate materials.
Supporting
documentation was
lacking.
The report was set up to
cover the relevant
information. It contains
supporting
documentation.
The report 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.
Title
Technology
Selection/Utilization
New/Emerging
Technologies
Sentence Fluency
Mechanics
There are many
punctuation, spelling,
and capitalization
errors.
The report 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.
Student uses accurate
and vivid language.
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Student Handout
Technology Practicum
Research and report on technology within the field of construction management. Review the rubric before you
write your report. Discuss how to narrow your focus with your instructor. Your report should be five to seven
pages with a minimum of 10 references.
As you prepare your report:

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Remember to give it a creative, descriptive title.
Include a thorough discussion of technology utilization and selection factors/practices within the field.
Include a thorough discussion of new and/or emerging technologies and their perceived impact on
construction management.
Use accurate and vivid language throughout the report.
Use appropriate technology tools as you research and prepare your report.
Organize your report in a clear manner and use supporting documentation.
Use appropriate spelling, grammar, and punctuation.
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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.
Satisfactory
3
Points
Good
5
Excellent
7
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
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 used visuals
to reinforce screen
text and
presentation.
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.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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Student Handout
Individual Presentation
Use your report to craft a multimedia presentation. You’ll want to use presentation software. Feel free
to review the attached rubric as you prepare for the presentation. Your presentation should be a
minimum of 10 minutes with between 10 and 15 slides depending on how long you speak on each slide.
For the presentation:





Organize your information in a logical, easy-to-follow sequence.
Use visuals to reinforce your main points.
Review your presentation to ensure there are no misspellings or grammatical errors.
Be prepared to answer questions on your content.
Speak clearly and precisely – enunciate.
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