3.

1 Classroom Management & Collaborative Learning

Candidates model and facilitate the effective management and collaborative learning strategies to
maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a)

ARTIFACT: Internet Lesson Plan

The Internet Lesson Plan was completed in the ITEC 7430 Internet Tools in the Classroom
course. This artifact was designed using the NETS-S lesson plan template to provide third grade
students with engaging and pedagogically sound Science and English Language Arts (ELA)
activities. The lesson plan showcased the use of Georgia Standards of Excellence for Science and
ELA, ISTE-S standards, a timeline of eight weeks, a list of digital/instructional resources,
instructional plan, management plan, and strategies for differentiation. It was designed for
students to creatively show mastery of being able to compare and contrast Georgia’s natural
habitats through writing an opinion piece. The end goal was for students to share their final
projects with classes in various Georgia regions and to also receive feedback from members of
the Georgia Wildlife Federation. This project was completed independently with the support of
third grade teachers on appropriately integrating subjects.

The Internet Lesson Plan was not actually implemented in a third grade classroom. Its
development, however, provided future opportunities to model and facilitate the development
of such a lesson for teachers at the elementary level. Within this artifact, there were a variety of
research-based strategies that promoted engaging learning opportunities for students. With the
inclusion of the assessment, classroom management, and differentiation section of the plan,
students would receive learner-centered support, such as just-in-time direct instruction, small
group guidance from the teacher, collaborative learning opportunities, and even real-world
connections that reach beyond their classroom environment. Utilizing these variations of
strategies ensured that diversity of all students were considered and learning modalities were
incorporated. As students acquired their content knowledge throughout various phases of the
project, there were various opportunities to assess their learning through digital tools such as
NearPod, Quizlet, Quizziz, and Kahoot!. Students would have exposure to G Suite Tools for
Education to support their writing, and they would also use Skype or Flipgrid for collaborative
learning purposes. For their final products, the teacher would model and facilitate the use of
Microsoft Sway and Abode Spark Video to provide students with choices on what they could use
to showcase their learning. The end goal of incorporating a variety of digital tools was to add to
the students’ toolboxes for future work.

As noted, I was not able to fully implement The Internet Lesson Plan into a third grade
classroom. Coordinating schedules as an instructional technology coach in multiple schools
presented a challenge to create space for this opportunity. In hindsight, I am more than capable
of collaborating with teachers to develop a lesson plan of this depth and creating opportunities to
co-teach/facilitate with a teacher. This artifact reminded me of the many nuances that must be
considered when developing a pedagogically sound lesson plan. There must also be room for
adjustments and flexibility as classroom environments shift at a moments notice. As I continue to
coach and support teachers, I would like to seek future opportunities to support teachers with
implementing this project. As a classroom teacher, I struggled with building outside connections
for my students and working through this particular plan with a teacher would allow me to
support an environment by bringing experts into the classroom. If there were aspects of this
project that I would like to alter, it would be fully implementing this with a third grade
team/classroom and receiving input from both the teachers and students to make adjustments that
fit their needs.

The impact of fully implementing The Internet Lesson Plan would provide teachers with
exposure to creating cross-curricular content for their students. Students would be exposed to
meaningful technology integration, and they would also experience the benefits of connecting
with experts. Facilitating the implementation of such a project would also motivate teachers to
move beyond traditional pedagogy in order to meet the needs of their scholars. Although
teachers and students did not experience this artifact, my abilities as their instructional
technology coach were enhanced in that I was able to support them with other projects that
allowed me to tap into what I learned about developing, modeling, and facilitating a sound lesson
plan.