4 A's Lesson Plan on Integration in Technology

I. Objectives
At the end of the discussion, the students are expected to:

1. Determine the significance of context clues especially in reading textbooks, magazines, newspapers and in the realm of technology
2. Maintain focus and concentration during a normal reading period.
3. Interpret its meaning of the word in the sentences using the BrainPop activity.

II. Subject Matter

•  Topic

Context Clues

• Reference

Book (Language Bluford series) and Internet (losrios.edu)

• Materials

Projector and Laptop, Cartolina and Pentelpen and Chalk

• Value Infused

 Ideas, beliefs or understandings one has that guide and are reflected in one's behavior

III. Procedure

A. Preliminaries
1. Drill
The teacher will have greet the students and after that, let them lead the prayer. Then the teacher may start the activity before preceding the lesson.
2. Review
The teacher brainstorms the student about their previous discussion on how would it relate into the next topic.
3. Motivation
The teacher now puts up the activity. the activity goes like a 4 pic-one-word game. It presents four pictures which results to two words that may reveal the topic.

B. Presentation

1. Activity Proper
The teacher will now introduce another activity which is an activity in the www.brainpop.com in which the students answer in the following questions in the activity after the short clip.
2. Analysis
The teacher will ask a question about like, "when can you say that you hardly understood the word?" , "how would you re-mediate that one?".
3. Abstraction
The teacher will let the students read a particular story and made them find the difficult words they see and let them answer it by their own definition.
4. Application
The teacher will divide the class into two and the teacher will provide sentences for them to connect words in it to formulate another sentences to create a story.

IV. Evaluation
The students must answer the prepared sentences in a 1/2 sheet of paper.

 1. Tommy was a real avid baseball card collector. He inherited the desire to collect cards because his dad had a collection, too.
a. eager
b. careless
c. apart
d. fearful

2. Her Christmas bills added up. After the holidays, her extravagance was going to take several months to pay off.
a. economy
b. praise
c. external
d. overdoing

3. It was gratifying to see how she acted toward her grandmother because her grandmother was always kind to her.
a. pleasing
b. nervous
c. aggravating
d. unclear

4. The boy was caught stealing from the store. His larceny caught up with him when the owner showed him a video tape.
a. gift
b. theft
c. lawless
d. honor
5. The ideas she presented to the class were clearly an untested theory because there had never been any research done on it.
a. magic
b. brutal
c. indictment
d. belief
6. His eternal light would shine on the people even after his death.
a. temporary
b. ethical
c. reformed
d. endless
7. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture frame.
a. exactly
b. embellish
c. outer
d. advance
8. The boy tried to justify his actions to his mother by explaining the reasons why he did what he did.
a. depend
b. prove
c. strict
d. concourse
9. She did several backbends in a row to show how limber she was, so that she could be chosen for the squad.
a. enthused
b. responsive
c. likely
d. flexible
10. He climbed the mountain and stood looking over the tops of the trees on the mountain across from him. He was right on the precipice and could have fallen.
a. edge
b. stiff
c. top
d. under


V. Assignment
Identifying context clues
The students must classify the difficult words in the story and make another story without the high falutin words but may use simple words.

The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.
     "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?"
     "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."
     "Why bother about winter?" said the Grasshopper; "We have got plenty of food at present." But the Ant went on its way and continued its toil.
     When the winter came the Grasshopper had no food and found itself dying of hunger - while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for days of need.

An illustration of the 6 digital fluencies and an explanation.

The video serves as an introduction to 21st six digital fluencies.

Solution fluency

This fluency has taught problem-solving in a show-and-tell manner (teacher show students the problem, and tell them how teachers got the answer) that has fostered a culture of dependency, rather than discovery. But if you look at today’s economy, you’ll discover that most left-brain tasks are already automated or outsourced via Internet in a global economy, leaving jobs that require whole-brain thinking. This means creativity and problem-solving applied in real time. The 6D system is a logical, thorough, and relevant approach for tackling problems:!”

• Define the problem, because you need to know exactly what you’re doing before you start.
• Discover a solution, because planning prevents wasted effort.
• Dream up a process, one that is suitable and efficient.
• Design the process in an accurate and detailed action plan.
• Deliver by putting the plan into action by both producing and publishing the solution.
• Debrief and foster ownership by evaluating the problem solving process.

Information Fluency

Information fluency is the ability to unconsciously interpret this flooding of data in all formats, in order to extract the essential and perceive its significance. Information fluency has 5 As, which are: 

• Ask good questions, in order to get good answers.
• Access and acquire the raw material from the appropriate digital information sources, which today are mostly graphical and audiovisual in nature.
• Analyze and authenticate and arrange these materials, and distinguish between good and bad, fact and opinion. Understand bias and determine what is incomplete to turn the raw data into usable knowledge.
• Apply the knowledge within a real world problem or simulation using a VIP action (vision into practice).
• Assess both the product and the process, which is both a teacher and a student practice.

Collaboration Fluency

More and more, working, playing, and learning in today’s digital world involves working with others. It is the spirit of collaboration that will stimulate progress in our global marketplace, in our social networks, and in our ability to create products of value and substance. Collaboration fluency is the ability to successfully work and interact with virtual and real partners. The 5 Es of Collaboration fluency are: 

• Establish the collective, and determine the best role for each team member by pinpointing each team member’s personal strengths and expertise, establishing norms, and the signing of a group contract that indicates both a collective working agreement and an acceptance of the individual responsibilities and accountability of each team member.
• Envision the outcome, examining the issue, challenge, and goal as a group.
• Engineer a workable plan to achieve the goal.
• Execute by putting the plan into action and managing the process.
• Examine the process and the end result for areas of constructive improvement.

Media Fluency

In our multimedia world, communication has moved far beyond the realm of text. Our visual learning capacity needs stimulation with rich media from a variety of different sources. But it’s more than just operating a digital camera, creating a podcast, or writing a document. There are two components of Media fluency—one for input and one for output.

• Listen actively and decode the communication by separating the media from the message, concisely and clearly verbalizing the message and verifying its authenticity, and then critically analyzing the medium for form, flow, and alignment with the intended audience and purpose.
• Leverage the most appropriate media for your message considering your content or message and what the desired outcome is. Then consider the audience, your abilities, and any pre-determined criteria. From here, the application of the other fluencies is used to produce and publish your message.

 Creative Fluency

 

Creativity fluency means how artistic proficiency adds meaning through design, art, and storytelling. We are all creative people. This means that creativity can be taught and learned like any other skill. It’s a whole brain process that involves both hemispheres working together. There are 5 Is to Creativity fluency:

• Identify the desired outcome and criteria.
• Inspire your creativity with rich sensory information.
• Interpolate and connect the dots by searching for patterns within the inspiration that align with your desired outcome and criteria from Identify.
• Imagine is the synthesis of Inspire and Interpolate, uniting in the birth of an idea.
• Inspect the idea against the original criteria and for feasibility.

Digital Ethics

 

 

 

The digital citizen uses the principles of leadership, ethics, accountability, fiscal responsibility, environmental awareness, global citizenship, and personal responsibility, and considers his or her actions and their consequences. The ideal Global Digital Citizen is defined by the presence of 5 main qualities: 

• Personal Responsibility in ethical and moral boundaries, finance, personal health and fitness, and relationships of every definition.
• Global Citizenship and its sense of understanding of world-wide issues and events, respect for cultures and religions, and an attitude of acceptance and tolerance in a changing world.
• Digital Citizenship and the guiding principles of respecting and protecting yourself, others, and all intellectual property in digital and non-digital environments.
• Altruistic Service by taking advantage of the opportunities we are given to care for our fellow citizens, and to lend our hands and hearts to these in need when the need is called for.
• Environmental Stewardship and its common sense values about global resource management and personal responsibility for safeguarding the environment, and an appreciation and respect for the beauty and majesty that surrounds us every day.

8

My perception in the old and the new generation

In a field where revolutions in media technology change, what we teach and what we study will definitely needed to add our skill set. Also, new communications technology and platforms in particular are arriving fast and furiously. Most of all, we should not employ technology for technology's sake, but using it to solve problems to help real people.
  Younger generation grew up wholly within the era of the commercial Internet. Eighteen-year-olds have seen their lives permeated by social media for almost a decade. As I have observed, teachers in their 20's and early 30's, are probably the most tech-oriented generation of educators yet.

Many senior professors are now embracing this revolution. But clearly the young are digital natives from the start. There is a real danger of a technology gap becoming a wedge issue between faculty members. Of course, proficiency in communications technologies means much more than owning the latest version of the iPhone or following a Twitter feed. Being "up" on tech or "part geek" is a useful component of being a modern professor—Professor 2.0—because all research and teaching are affected by new software, hardware, and wetware (ways of thinking about new and emerging media and technology). 

To discover facts today, however, the required skill set contains much that is traditional but also much that is new. One kind of proficiency does not replace the other; they are complementary. Likewise, I observed that constant technological revolutions that update what they do and how they teach.

Second, becoming expert in social media and new and emerging communications technologies is not to be confused with becoming a worshiper at the tech temple. To critique the role of technologies in society (or in the sciences, or in politics, or in the classroom itself), one must first understand those technologies, both in theory and in application. The researchers in my discipline who are the most clever critics of the effect of, say, the text-messaging culture on writing and thinking, or of the over reliance on new teaching gadgets as pedagogical remedy, are people who are themselves very familiar with those technologies.

In addition, for the students there is a definite "cool factor" we can't ignore if we want to be successful teachers in the modern classroom. Whether pre-service teachers or teachers, showing that you can use and understand the technologies of the world that students live in buys you credibility and respect for everything else you want to teach. A mathematics professor gives this example: "If a student comes to you asking for help in using their graphics calculator and you reply, 'I never learned that,' they instantly feel you don't respect them and are out of touch."

Finally, we need both a new and a senior generation of Professor 2.0, telling the world what our contributions are. Many aspects of the lives and careers of today's professors are under attack. It is vital that we eloquently and entertainingly speak up and out, to the public, legislators, parents, alumni, and especially students, explaining what we do and its importance to society. Faculty members cannot sit around waiting to be called by a reporter or writing an occasional op-ed. Social media are the perfect venue to evangelize our knowledge, accomplishments, and centrality to the continuing mission of educating our nation's students. The senior Professor 2.0 could also be an inspiration to many Filipino workers who, as adult learners, want to come back to enhance their educations for new or recast careers.

There are definite steps that individuals, departments, and institutions can take to shrink technology gaps. The most obvious is training. Tech training is a guaranteed investment that no school should ignore. 

Yet the encouragement of faculty to expand their skills can't be punitive or negative. Telling a senior history professor to devote 20 hours to a data-mining workshop because "otherwise you'll look like an idiot to your students" is not the right way to promote enthusiastic self-innovation. Institutions need to create logical point and built-in motivation.To me, the greatest opportunity for closing a technology gap is that the novice and the senior, the interested and the experienced, can be brought together in partnerships. Consider a team-teaching arrangement between a young student prepping for her first learning and a senior student, long seasoned in the classroom: How much they could teach each other! We have so long thought of mentoring as a one-way street, with the old hand tutoring and advising the novitiate. But in today's academic environment the generations can teach each other, and beneficiaries of such an exchange include students, colleges and universities, and higher education itself.

The technology gap on campuses, whatever it is and whatever it means, is a positive opportunity for us future teachers to redesign ourselves and our institutions together.

A grid chart differentiating the past 30 yrs. and the new generation .

OLD GENERATION                                                                      NEW DIGITAL GENERATION

1. Children are more engaged in physical activities.            1. Children are entertained by devices like tablets.
2. Students before depend on books and journals for         2. Students can quickly search using the internet.
     research purposes.
3. Education System uses traditional materials for               3. Computers and presentations are used as
     instruction.                                                                                               instructional materials.
4. People communicate using letters and telegrams.            4. Communication has been made easier with                 and mostly verbal.                                                internet and computers like e-mail and video calls.
5. People are known to be more disciplined and                 5. Due to some parents' neglect, people tend to be behaved.                                                                              aggressive and rude while some are not.

How will you bridge the gap of the students Y and Z?

The future of industry is shaped not just by the economic and technological changes  but also by population and generational changes. The key to ongoing success therefore depends not just on technical excellence but managerial excellence.

Today's young generation have grown up "digital". They use social networking sites extensively and are adept with a variety of communication and collaboration tools. Compared with the older ones which are the Generation Y, who grew up with a much more limited technological toolkit, new generation connect, communicate and learn differently. Some Generation Y will be satisfied only in a traditional way of learning while Generation Z is much more interested in the integration of technology in learning. Generation Y tends to spoil a problem, design a solution, "get it right" and then implement. Generation Z are much more likely to "mash up" a solution, see how it works, then adjust as needed. If our instrument indeed shape our thought process, then the Generation Z thinks differently.

Generation Y are embracing new tools, but others are wishing that younger generation would do the adapting. That isn't going to happen. We can't turn back the technological clock. And as younger generation advance in numbers and responsibility, their methods will prevail. It's incumbent upon older generation to close the gap by adopting new tools, because younger generations aren't going to close the gap by abandoning their tools. That doesn't mean grabbing every new device or piece of social media software that comes along (as some people seem to do), but rather incorporating the instruments between the Generation Y and Z to merge the ideas between the two that may result to a creative and collaborative learning.

To narrow a generation gap, start by recognizing the similarities among the two generations rather than emphasizing the differences. Generation engagement narrows any gaps. Truly the engagement of all ages find ways to bridge differences and work together toward common goals.

The list below lists the top ten drivers of generation engagement, conditions related to school or the environment that raise engagement levels. Note that a technologically up-to-date environment makes the list. These drivers of engagement are remarkably consistent across age units. We may learn differently, but at a fundamental level we're all after the same things.

Drivers of Engagement

1. People are recognized and fairly rewarded
2. Learning environment is congenial and fun
3. Teachers provide useful feedback and flexibility
4. Opportunities to learn with bright and experienced people
5. People cooperate and teamwork is the rule
6. Ample opportunity to try new things
7. Environment is technologically up-to-date
8. Everyone participates in the decision making
9. Professional development opportunities
10. Work on an exciting new learning

If your environment wants to drive engagement -- and with it collaboration across the work force -- then make sure that people's learning conveys growth and progress, that management processes are fair, and that the the environment is congenial. Then take some basic steps to close the generation gap:

• Be specific about skills and behaviors. What information and technology related skills and behaviors are expected of all learners? For example, if you want the learning to be more analytically and fact-based, then it’s got to be “okay” for people to challenge one another’s data, assumptions, and conclusions. Once your learning is specific about skills and behaviors, incorporate them into development plans and performance management.


• Be specific about the toolkit. What “common ground” technology toolkit is everyone expected to use? And we mean everyone. Provide training and coaching in specific tools as needed, and whenever possible introduce new tools – messaging, wikis, collaborative workspaces – in the context of people’s workflow. Then monitor usage and evaluate employees on their effective use of the toolkit.


• Work and learn together. That’s the most effective way to bridge a workforce generation gap, technological or otherwise. If people tend to stick with their age units, you need mechanisms and motivations to bring them together with a wider range of colleagues. Use mentor and reverse-mentor roles to span generations, and make work teams and task forces intergenerational. The idea is not just to incorporate younger generation, but also to make sure that fresh perspectives are heard.



Make decisions incorporative. Younger generations in particular want their input heard, and they feel excluded by conventional hierarchical decision making. So find ways both to incorporate input and to distribute decisions. Many decisions are best delegated as close as possible to the front lines – the person who takes the decision also acts upon it. Sometimes a group doesn’t need to reach consensus on a decision, only on who’s the best person or method to decide.

To reiterate the bottom line: The best way to bridge a workforce generation gap is to get engaged the two generation working together on common and meaningful objectives.