Teacher Notes for Class

Technology Integration:
Unit Planning

Unit Plan Form

Before you start  Identify Learning  Construct Assessments
Design Activities  Design the Process  Plan for Management

What you need to know before you start

A.   What does research say about using Technology effectively?
Research exists now that helps define where technology can most effectively impact student learning. 

  • Students should be motivated, engaged and learning actively

  • Learning should be authentic

  • Learning should be collaborative

  • Students should be the explorers and producers of knowledge

  • Instruction and learning should be integrated across curriculum

  • Students should be proficient in digital age literacy skills

  • Assessments should be performance based

Review the following information for common themes and best practices of technology use.

B.   How do I engage students?
To actually have students engaged, you need to frame projects differently. We no longer need students to just locate facts and regurgitate them. In this digital age it's too easy to copy and paste the answers. The way to frame projects differently is to create an Essential Question for students to answer that involves the desired skills of higher-level thinking.
**See Kent School District's Staff
Development Class-Rethinking the Research Report- Engaged Learning

Questioning Strategies 
Answers to essential questions cannot be copied and pasted from the Internet 

C.   How do I know if a lesson is good example of integrating technology?
For examples of engaging tasks that employ technology, check out:

Many scoring guides also exist that highlight the elements to look for within technology integrated units. Check out the guides below for common elements:

Try using one of the scoring guides above to evaluate this KSD lesson:


Identify Content Essential Learnings:
What do I want students to know and be able to do?

A. Review Learning Objectives:

B. Define specific learning goals for the unit
  • One format for goals (from Classroom Instruction that Works)  uses statements about what students will know and be able to do at the end of a unit
C. Define where technology can be incorporated effectively; 
Where can technology add to the building of student knowledge or engagement.? This will be done in steps 3 & 4 below.


Construct the Assessment:
What is the evidence of learning?

A. What types of assessments?
  • How will I measure student learning at the end of each activity (formative assessment)? 
  • How can students self-assess during the learning process to stay on track and develop a quality product? 
  • How will I measure student learning at the end of the unit (summative assessment)?

B. What learning do I assess?
Consider assessment of one or more of the following:

  • Content learning
  • Skills and processes
  • Application of technology skills
  • Final product

Evidence of learning can also be informal. This could consist of teacher observation or notes.

For more information on assessment, check out:

The following rubrics might be adapted for the assessment of the application of technology skills:

The following site is a great place to view multiple rubrics and to create your own.

  • RubiStar - design your own rubrics or alter an existing one


Design the Activity

A. What activities will engage students and form knowledge? Think of activities that:
  • Require students to answer a How?, Which?, or Why? question allowing students to create new knowledge or information
  • Pertain to the real world, ideally students' personal interests
  • Allow for student creativity and choice; and
  • Present a high but acceptable level of challenge
  • For some ideas, review the KSD document   50 Ways to Leave Your... (Term Paper or Book Report) - project ideas   

For more information, check out:

B. What strategies and technolog(ies) would best enable students to complete the task/activity?


Design the Process

What steps, related to the content and the technology skills, will the teacher and students go through to reach the intended outcomes? (Taking on the process in smaller chunks will help students succeed!)

A. Identification of instructional resources and materials
Related to the use if instructional technology, teacher preparation might include:
  • identifying appropriate electronic resources or websites, then organizing them for students using bookmarks or hyperlinks within an instructional document
  • developing graphic organizers for student use (ex. for student note taking while conducting online research; for development of storyboard plans for a multimedia or digital video presentation). See samples.
  • creating templates (Word, Excel, PowerPoint, Publisher) to guide student work

B. Selection of instructional strategies for content and technology goals, i.e. direct instruction, guided practice, modeling, providing examples, cooperative learning

For more ideas on instructional strategies, check out:

C. Identification of matching student activities

For assistance with lesson design, check out:

D. Identification of a calendar of student activities. This will help you determine which days you will need equipment or personnel support and give you a general guideline of how long the unit will be.

E. Determination of how, and to whom, students will publish, present or share their learning.

Plan for Classroom Management Related to the Use of Technology


How will the available technology to student ratio be managed?

  • Check out the Managing Classroom Technology Resources website, particularly the pieces on:



Give your lesson plan one final look 

For further development of your skills, try:

Other Resources Consulted:
  • Powerful Learning. Brandt, Ron. Association for Supervision and Curriculum Development, Alexandria, VA, 1998.
  • Plugging In: Choosing and using educational technology. Jones, B., Valdez, G., Nowakowski, J., Rasmussen, C. NEKIA Communications - North Central Regional Education Laboratory, 1995.
  • Planning Good Change with Technology and Literacy. McKenzie, Jamie Ed.D. FNO Press, Bellingham, WA, 2001.
  • Classroom Instruction that Works,  Marzano, Norford, Paynter, Pickering and Gaddy. Association for Supervision and Curriculum Development, Alexandria, VA, 2001.