Application 7
Integrating Technology into Lessons
Annie Beech
Walden University
Kathryn Arnold
Bridging Learning Theory, Instruction, and Technology EDUC 6711
June 21, 2009
Application 7
Integrating Technology into Lessons
In this lesson, I will include technology as an instructional tool, as well as, a learning tool
by including a scavenger hunt and a virtual field trip. The students will also be using Word to
create nonlinguistic representations of their vocabulary words. “Nonlinguistic representations
enhance students’ ability to use mental images to represent and elaborate on knowledge”(Pitler,
Hubbell, Kuhn, & Malenoski, 2007, p.86). Not only will the students benefit from doing their
vocabulary words in this way their learning will also be enhanced by a scavenger hunt and a
virtual field trip.
Grade Level
This lesson can be used for grades 5-8.
Subject Area
Science and Language Arts
Lesson Description
The students will do a scavenger hunt learning about volcanoes and earthquakes in which
they will answer several questions. They will also go on a virtual field trip to the Yellowstone
National Park. Before and after the virtual field trip, I will give the students a pre and post quiz.
The students will use nonlinguistic representations when learning their vocabulary words.
Learning Outcomes

“SPI 0707.7.4 Differentiate among the characteristics of the earth’s three
layers”(Webb, 2003).

“SPI 0707.7.5 Recognize that lithospheric plates on the scale of continents and
oceans continually move at rates of centimeters per year”(Webb, 2003).

“SPI 0707.7.6 Describe the relationship between plate movements and earthquakes,
mountain building, volcanoes, and sea floor spreading”(Webb, 2003).
Application 7
Lesson Steps
Day One—The students will read in the textbook chapter 11 Earthquakes and Volcanoes.
The students will then create nonlinguistic representations of the vocabulary words in the
chapter. If they have access to a computer, they will use Word to create them by using clip art
and/or images from the internet. The students will work in groups of two or three to create the
representations. They can also draw images or cut out images from magazines. The vocabulary
words that the students will have are the following: cinder cone volcano, earthquake, composite,
volcano, epicenter, fault, hot spot, lava, magnitude, rift, seismic safe, seismic wave, seismograph,
shield volcano, tsunami, and volcano.
Day Two—The students will go to the computer lab to do a scavenger hunt about
volcanoes and earthquakes.
(http://volcano.oregonstate.edu/education/vwlessons/lessons/Rolling_earth/Rolling_earth1.html).
The scavenger hunt will also have several questions for the students to answer and to turn in for a
grade.
Day Three—The students will go on a virtual field trip to the Yellowstone National Park.
Before the students view the virtual field trip, I will give them the pre test
(http://www.windowsintowonderland.org/hotspots/lesson-quiz-A.pdf). After the test, the
students will check their answers (http://www.windowsintowonderland.org/hotspots/lesson-quizB.pdf) and begin to view the virtual field trip
(http://www.windowsintowonderland.org/hotspots/high/index.html).
Day Four—The students will finish viewing the virtual field trip. The students will then
get into their groups from earlier in the week and discuss what they have learned. They will also
Application 7
discuss a particular topic that they would like to research. The students will be given their
project assignment of creating a PowerPoint on the topic that they have chosen to research.
Day Five—The students will take the post test and compare the grade that they received
on the pre test to the post test. As a class, we will discuss any questions that they did not
understand. Each group will be given time to work on their PowerPoint presentations.
The instructional strategies that I will use in this lesson are nonlinguistic representations
and cooperative learning. According to Dr. Pickering, when using the strategy, nonlinguistic
representations, the student develops a “deeper meaning, connects to the knowledge, and keeps
the knowledge longer” (Laureate Education, Inc., 2008a). I will also be using cooperative
learning in this lesson because “to be prepared for the fast-paced virtual workplace that they will
inherit, today’s students need to be able to learn and produce cooperatively”(Pitler & et al., 2007,
p. 139). I try to incorporate cooperative as much as possible into my lessons for this reason.
The technology tools that I will be using are Microsoft Word and PowerPoint. I will also
be using a virtual field trip and an online scavenger hunt. The classroom management for this
class will be going to the computer lab when possible or have the students take turns using the
student computers in class for the scavenger hunt, creating the nonlinguistic representations for
their vocabulary words, and creating the PowerPoint presentations. I will use the LCD projector
for the virtual field trip to Yellowstone National Park.
In conclusion, technology can be used as both an instructional tool and a learning tool. I
will present information to my students using technology, as well as, have my students be
actively involved in their own learning by using technology(Laureate Education, Inc., 2008b). I
feel that if I can incorporate new instructional strategies that use technology and use technology
as a learning tool my students will become more interested, learn, and remember more than my
Application 7
previous students. Using nonlinguistic representations will help my students to create mental
pictures of their vocabulary words which will lead to a better understanding. Using the scavenger
hunt and the virtual field trip will also do this because both text and images are used. By me
using more creative ways to teach my students science will “let students be engaged with their
own learning and to control their own learning” (Laureate Education, Inc., 2008b).
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References
Laureate Education, Inc. (Producer). (2008a). Program eleven. Instructional Strategies, Part One
[Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program thirteen. Technology: Instructional Tool
vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Webb, T. (2003, December). Tennessee Department of Education. Retrieved February 15, 2009,
from http://www.state.tn.us/education/ci/sci/grade_7.shtml