The purpose of this project was to design two related lesson plans using technology innovatively
Creating Innovative Uses of Technology:
An Individual Project
Geometry Math Lesson
By Jennifer Patrick

Lesson One

1. A brief description of lesson plan

The lesson is a webquest designed inside a glog. The glog includes information about the task students are asked to complete. Inside the glog are videos and helpful links for them to use as they complete their journey.

The students will sign in to view the glog and begin their task. Once students finish their task and collect their information they are asked to create a glog. Once the students finish their glog they will then present their information to the class.

2. The technology and resources involved (e.g. facility, network, equipment, software, online program, and websites’ URLs)

Both teachers and students will need to have access to a computer, Glogster edu accounts, and Internet access. Optional resources include: a flip camera, scanner, and/or an MP3 player if desired to create their final product.

3. What skills, knowledge, and pedagogy are required of teachers

The teacher will need to have knowledge about how math is connected to the world around us. The teacher will need to be familiar with Glogster edu. The teacher has to lead the class in using this technology and how to utilize it successfully. They may need to assist students with adding video, text, sound, and/or images.

4. What prior skills and knowledge are required of students

The students will need to be able to navigate around the glog and understand how it works. They will need to have an understanding of how to collect information from outside sources. They need to understand they have to cite their sources and which sources are copyright friendly.

Before students can create their final product they have to understand how to use the tools available within the glog. Students need to be knowledgeable of how to add audio, video, images, etc to their page. If they use outside resources like a flip camera (optional), they must understand how to add their images and or videos into the glog.

5. What are students asked to do exactly (product or process)

The students are asked to gather information about math concepts and relate them to their lives and/or their families lives. They have to go and research material via Internet, books, etc. to find specific examples of why learning math is important. Then present their finding to their classmates using a glog.

6. What are the procedures of the project (steps to teach the technology skills)

First, the students will watch the videos provided to them in the teacher glog page. Students are then asked to explore specific links that are accessible from the glog page. Next students are required to conduct their own research on the Internet, around the school, at home, or using books.

Once research is complete students must use technology skills and begin creating their own glog. They must create a glog using video, text, images, and audio (students will be given a detailed rubric before task begins). Students must explain their findings and presenting them to the class.

7. What are the advantages of the project

One advantage of this project is students are asked to relate what they learn in the classroom to real life situations. Another advantage of this project is students have the opportunity to use resources outside of the classroom and incorporate they interest into their learning environment.

Students have the opportunity to post comments to other students work to provide helpful feedback. The teacher can also post helpful hints to students as well. This lesson will provide students with a wide variety of technology resources throughout the process.

8. What are the disadvantages of the project

One disadvantage to the project is that students are able to use resources outside of the classroom and monitoring these resources can be difficult for the teacher. Student need to have access to a computer with Internet so if they need additional time to finish at home they have the opportunity.

9. What types of effective instructional strategies are included

Effective instructional strategies include: visual learning, project-based learning, connecting prior knowledge to newly learned information, and a vast variety of technology resources.

10. What are the possibilities that the innovation can be transferred to other teachers, subject content, and different school settings?

This innovation could be transferred to other schools, subjects, and teachers. This lesson can be used at any grade level by making minor adjustments. Glogster edu allows teachers to share their work with others by using email, Twitter, Facebook, Blogger, and many other ways. Teachers can post comments to your glog and this is a way teachers can provide feedback to other teachers.


Lesson Two

1. A brief description of lesson plan

The lesson is a geometry lesson designed inside a glog. The glog includes information about angles, lines, triangles, etc. The students are given directions to begin by making a comic strip using key vocabulary terms. Then the students are asked to visit specific sties and participate in the activities and online quizzes.

Students are given a second task to use a flip camera to find items around the school that have angles or lines in them. Students will view the video for helpful suggestions. Next they are required to display their findings on their glog wall and explain the relationship of their picture to geometry. Finally students will share their glogs with their classmates.

2. The technology and resources involved (e.g. facility, network, equipment, software, online program, and websites’ URLs)

Both teachers and students will need to have access to a computer, Glogster edu accounts, Chogger accounts, and Internet access. Students will need a flip camera to capture their findings.


3. What skills, knowledge, and pedagogy are required of teachers

The teacher will need to have knowledge about the subject of geometry. The teacher will need to be familiar with Glogster edu and Chogger. Teachers must be knowledgeable in using a flip camera and how to load pictures from the flip camera into glogster. The teacher has to lead the class in using this technology and how to utilize it successfully. They may need to assist students with adding video, text, sound, and/or images.

4. What prior skills and knowledge are required of students

The students will need to be able to navigate around the glog and understand how it works. They will need to understand how to use Chogger to design their comic strip. Students need to understand the basic vocabulary needed for their assignment.
Students need to be knowledgeable with using a flip camera and loading pictures into either a video or use as snap shot images. Students need prior knowledge of geometry terms before tackling the interactive activities and quizzes.

Before students can create their final product they have to understand how to use the tools available within the glog. Students need to be knowledgeable of how to add audio, video, images, etc to their page. Students need to know how to edit images, text, etc.

5. What are students asked to do exactly (product or process)

The students are asked to learn and define basic geometry vocabulary about angles (e.g. complementary angles, supplementary angles, etc.). Students are then asked to test their knowledge of this vocabulary by participating in online activities and quizzes. Next students are asked to gather examples of this knowledge and connect it to real life situations. Students are required to use a large variety of technology resources throughout this lesson. Finally they present their finding to their classmates using a glog.

6. What are the procedures of the project (steps to teach the technology skills)

First, the students will view the teacher glog page. Students are then asked to design a comic strip using Chogger and define specific geometry vocabulary. Students have an opportunity to view the teacher example for a visual reference.

Next students will explore specific links that are accessible from the glog page. Within these links are interactive activities and games. They provide helpful examples and additional geometry vocabulary terms.

Finally students are required to use a flip camera to capture geometric angles and lines in and around the school. Once their hunt is complete students must use technology skills and begin adding their findings on a glog page. They must create a glog using images and provide an explanation for their relationship to geometry (students will be given a detailed rubric before task begins). Students must explain their findings and present them to the class.

7. What are the advantages of the project

One advantage of this project is students have the opportunity to present their work in a fun and exciting way. Students have to find vocabulary terms by creating a comic strip. Students can test their knowledge of these geometry terms by playing interactive games and activities.

Another advantage of this project is students have the opportunity to use resources outside of the classroom and incorporate their interest into their learning environment. Students have the opportunity to post comments to other students work to provide helpful feedback. The teacher can also post helpful hints to students as well and can monitor what students are putting on their glogs during the process. This lesson will provide students with a wide variety of technology resources throughout the process.

8. What are the disadvantages of the project

One disadvantage to the project is that if students do not have prior knowledge of specific vocabulary terms they will have a hard time with this lesson. Student need to have access to a computer with Internet so if they need additional time to finish at home they have the opportunity.

9. What types of effective instructional strategies are included

Effective instructional strategies include: visual learning, project-based learning, connecting prior knowledge to newly learned information, formative assessments and checks for understanding, and a vast variety of technology resources.

10. What are the possibilities that the innovation can be transferred to other teachers, subject content, and different school settings?

This innovation could be transferred to other schools, subjects, and teachers. Teachers can take the outline instruction of this lesson to fit any content subject. Glogster edu allows teachers to share their work with others by using email, Twitter, Facebook, Blogger, and many other ways. Teachers can post comments to your glog and this is a way teachers can provide feedback to other teachers. Glogs can be tagged of bookmarked for easy accessibility.