Impact of Technology
Practicum of Interior Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will outline how technology impacts and is
utilized in furnishings, design, and construction.
Specific Objectives
 Students will discuss trends and technology influencing furniture and equipment for
resident and nonresidential applications.
 Students will discuss the impact of technology on tools and equipment utilized in the
construction of furnishings.
 Students will compile information regarding the use of technology in housing and
business furnishings promotions.
 Students will identify how technology is utilized in furnishings, design, and construction.
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.
130.45. Practicum in Interior Design (Two to Three Credits).
(4) The student assesses factors influencing the selection of furniture and equipment for
residential and nonresidential applications. The student is expected to:
(F) Use sources of information on changing trends and technology related to furnishings
and equipment.
(6) The student determines appropriate use and care of tools and equipment used in
construction of furnishings. The student is expected to:
(C) Describe the impact of technology on tools, equipment, and construction.
(7) The student demonstrates skills in selected product design and construction. The student is
expected to:
(C) Analyze uses of technology in furnishings, design, and construction.
(8) The student identifies types of business promotion practices and their benefit to the housing
and furnishings retailer. The student is expected to:
(C) Describe the use of technology and other forms of advertising media in housing and
furnishings business promotions.
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§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
(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;
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(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:
(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
self-confidence, and gain command of the information;
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(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 trends and technology influencing furniture and equipment for
residential and nonresidential applications.
 Students will research how technology has impacted and continues to impact the tools
utilized in the construction of furnishings.
 Students will research how technology is used in and shapes housing and business
furnishings promotions.
 Students will report on how technology is utilized in furnishings, design, and
construction.
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 the research, development, and
promotion of furnishings.
Instructional Aids
 Student handouts (copies of presentation with space for notes)
 Grading rubric
 Internet
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
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Introduction
Learner Preparation
 Ask students to think about the tools used today to design, build, and promote
furnishings.
 Ask students to think about the tools used 50/100 years ago to design, build, and
promote furnishings.
 Ask students to consider the impact that technology has had on the design, building,
and promotions of furnishings.
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:
I.
Introduction
INSTRUCTOR NOTES
I.
II.
II.
Basic Research Practices
III.
III.
Research Ethics
Instructor will
provide basic
introduction.
Instructor will
provide basic
review of
research
practices. Class
members will be
asked to share
previous research
experience (as
appropriate).
Instructor will
lead a brief
discussion on
research ethics.
Instructor will
highlight
strategies to
avoid plagiarism.
A brief discussion
of primary
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IV.
Trends and Technology
V.
Tools and Equipment
VI.
Promotions
IV.
V.
VII.
Technology in Promotions
VI.
VII. Assignment
VII.
research will be
included.
Instructor will
lead a discussion
on current trends
and technology in
the field of
interior design.
Having the team
create working
definitions of
trends and
technology would
be a good
activity. Also, if
in a computer
lab, allowing
students time to
quickly search
current trends
would be
beneficial.
Instructor will
lead a discussion
on tools and
equipment and
the impact
technology has
and will have.
Instructor will
lead a discussion
of promotions.
Have class
members create
a working
definition.
Instructor will ask
class members to
provide
examples.
Instructor will
lead a brief
discussion of
promotions and
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VIII.
technology.
Students will be
encouraged to
discuss current
examples.
Instructor and
class members
will discuss
assignments.
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.
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Summary
Review
 Why do interior designers need to understand trends and technology?
 What impact has technology had on design, construction, and promotion of furnishings?
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: -____________________________
Title
Trends/Technology
Needs Improvement
1
Satisfactory
3
The title is missing or
difficult to locate.
The report has a title
that is easy to locate.
A discussion of current
trends/technology in
furnishings and
equipment design is
lacking.
Current
trends/technology in
furnishings and
equipment design is
inadequately
discussed.
An inadequate
discussion of the
impact of technology
on tools and
equipment is
included.
The use of technology
is housing and
business furnishing
promotions is
unsatisfactorily
discussed.
Technology utilization
in some aspects of
interior design is
included.
Advances/impacts are
not described well and
language is often
vague or inaccurate.
Tools/Equipment
A discussion of the
impact of technology
on tools and
equipment is lacking.
Promotions
The use of technology
is housing and
business furnishing
promotions is not
discussed.
Technology utilization
Technology utilization
is not included.
Sentence Fluency
Style &
Organization
Mechanics
Advances/impacts are
described using vague
language or
inaccurate
information.
The report covered
inappropriate
materials. Supporting
documentation was
lacking.
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.
Good
5
The report has an
effective title that
accurately describes
the material and is
easy to locate.
Current
trends/technology in
furnishings and
equipment design is
adequately discussed.
An adequate
discussion of the
impact of technology
on tools and
equipment is
included.
The use of technology
is housing and
business furnishing
promotions is
satisfactorily
discussed.
Technology utilization
in most aspects of
interior design is
discussed.
Advances/impacts are
described well, but
language is sometimes
vague or inaccurate.
The report was set up
to cover the relevant
information. It
contains supporting
documentation.
Punctuation, spelling,
and capitalization
were checked and are
mostly correct.
Excellent
7
The report has a
creative title that
accurately describes
the material and is
easy to locate.
Current
trends/technology in
furnishings and
equipment design is
thoroughly discussed.
A thorough discussion
of the impact of
technology on tools
and equipment is
included.
The use of technology
is housing and
business furnishing
promotions is fully
discussed.
Technology utilization
in all aspects of
interior design is
included.
Student uses accurate
and vivid language.
The report was set up
to cover relevant
information. It
contains appropriate
supporting
information.
Punctuation, spelling,
and capitalization
were checked and are
correct throughout.
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Technology Practicum
Interior Design
Student Handout
Write a report that discusses technology in interior design. Utilize the attached rubric to guide
you. Your report should be five to seven pages with a minimum of 10 references.
Be sure to include the following:
 A clear and creative title
 Discussion of current trends and technology in interior design
 Discussion of the impact that technology has had on tools and equipment in the field of
interior design
 Discussion of housing and business furnishing promotions and the use of technology in
those promotions
 Impact of technology on the field of interior design
 Use of accurate and vivid language
 Use of appropriate style and organizational strategies for the report
 Use of appropriate grammar, punctuation, and capitalization
10
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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
Audience has
difficulty
following
presentation
because
student jumps
around.
Student
occasionally
used visuals
that rarely
support text
and
presentation.
Presentation
had three
misspellings
and/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.
Points
Good
5
Student
presents
information
in logical
sequence
that audience
can follow.
Excellent
7
Student
presents
information in
logical,
interesting
sequence that
audience can
follow.
Student used
visuals to
reinforce
screen text
and
presentation.
Visuals
related to
text and
presentation.
Presentation
had no more
than two
misspellings
and/or
grammatical
errors.
Student is at
ease with
content, but
fails to
elaborate.
Presentation
had no
misspellings
or
grammatical
errors.
Student’s
voice is clear.
Student
pronounces
most words
correctly.
Student used
clear voice
and correct,
precise
pronunciation
of terms.
Student
demonstrates
full
knowledge
(more than
required) with
explanations
and
elaboration.
Total
Teacher Comments:
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Individual Presentation
Technology Practicum
Interior Design
Student Handout
Create a multimedia presentation based on your Technology Practicum Report. Utilize the
attached rubric as you prepare. Your presentation should be a minimum of 10 minutes with
between 10 and 15 slides depending on how long you speak on each slide.
Be sure to:





Organize your presentation in way that is easy to follow.
Use visuals to reinforce content.
Review your presentation for misspellings and grammatical errors.
Be well versed in your content. Be ready to answer questions from your classmates
and/or instructor.
Enunciate clearly. Speak in a manner that is clear.
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