Using technology for Teaching and Learning
Using technology for teaching and learning
For a lesson, you will deliver
a) Create a plan to use technology as a teaching aid in a lesson
• Activities
The lesson plan includes more than 4 (5 is enough) activities that involve and meet the needs of all students
• Instructional Goals
Instructional goals and objectives are clearly stated
• Presentation And Sequence
The complete package presented in a well organized and professional fashion. learning is sequential and organized
• Time Frame(55 min)
Time frames are provided for all parts of the lesson so that the learning is completed
• Use Of Technology As A Teaching Aid In A Lesson
The plan clearly highlights how technology will be used to support teaching and learning throughout the lesson
b) Deliver the planned lesson
• Lesson Review
Review of the lesson is specific with more than 4 ( 5 is enough) details that identify the technology used and how it supported teaching and learning
c) Review the use of technology and its support for teaching and learning
• Lesson Review
The review leads to reasonable judgments on what went well and identified areas for development with more than 4 (5 is enough) suggestions for actions for improvement which address areas of weakness and build on the strengths
Using technology for Teaching and Learning Sample Paper
Designing Lesson Plan for teaching Graphing Quadratic Functions
Plan for Teaching Graphing Quadratic Functions
Technology has several benefits to both learning and teaching, and they include expanded educational opportunities, accelerated learning, and improved productivity. Additionally, technology can increase learners’ motivation and engagement. It also assists teachers in crafting lesson plans that increase student engagement (Estes, 2017). Lesson plans play a crucial role in the learning process of students. The use of Microsoft Math helps students to learn how to find answers step by step to a complex question such as quadratic equations while getting a deep understanding of the quadratic questions. Microsoft Math has different mathematical tools that assist students or learners in getting quadratic problems done easily and quickly. Microsoft Math software is designed with a graphing calculator and other tools that are important in helping the students to solve complex problems (Yu, & Okojie, 2017). The following shows a lesson plan for teaching quadratic graphing functions using graphing software known as Microsoft Math Tool.
Lesson Plan
Institution Name:
Subject: Mathematics
Grade: 10
Lesson Title: Graphing Quadratic Functions
Lesson Description:
The educator will engage the learners in both informal approaches to quadratic functions. He will offer a brief background understanding by engaging the learners in looking at activities that permit them to come up with connections and understanding of the quadratic function. To improve learning and maintain engagement, learners will use graphing software known as Microsoft Math Tool through classroom group activities to attain the learning goals.
A. Standard of Competence
Use the manipulation and operation of algebra properties to solve problems associated with quadratic questions using the graphing software.
B. Basic Competence
To use the graphing software known as Microsoft Math Tool to draw quadratic graphs.
C. Activities
1. Examine the properties of graphs of quadratic functions.
2. Draw quadratic function graphs using Microsoft Math Tool.
3. Determine or establish symmetrical axis equations of the functions
4. To find the coordinates of the maximum points of the graphs.
5. To determine the negative definite and positive definite values from the drawn graphs.
D. Lesson goals
1. The learners will be able to examine the properties of the quadratic functions.
2. The learners will be able to draw quadratic function graphs using Microsoft Math Tool.
3. The learners will be able to determine or establish symmetrical axis equations of the functions
4. The learners will be able to find the coordinates of the maximum points of the graphs.
5. The learners will be able to find the negative definite and positive definite values from the drawn graphs.
E. Teaching Approach
The teacher will use the cooperative learning approach to enhance the learning of all the learners. The teaching methods will involve lecturing, grouping the learners into group activities, and using questions and answers.
| NO | Session | Description | Time allocation |
| 1. | Opening session | · The educator starts by greetings. They will also involve the learners in making some moves that will refresh their bodies.
· He checks the attendance of the learners of the students before introducing the lesson of sketching quadratic functions using the Microsoft Math tool.
· To introduce the lesson, the educator or facilitator evokes the memory of the students about the quadratic function definition. · The educator lists the material resources that include books and technology tools that will be used in the learning process of the quadratic functions. · He takes a few minutes to explain how the Microsoft Math tool is used in drawing the quadratic functions. · The educator gives the motivation for the importance of applying quadratic equations in real-life situations to the students.
|
10 minutes |
| 2. | Main activity
|
· The educator uses various stimuli to produce the required response and, more specifically, using PowerPoint and lecture presentations. And he ensures that there is active learning, which increases student engagement by asking questions or online polling. The teacher shows the digital resources to students that are important in enriching communication, critical thinking skills, creativity and collaboration of the students
· The learning is supplemented by assignments such as group projects, study guides, problem sets, and case studies, which give the permissible range of responses to quadratic functions. · The teacher asks the learners to do a given assignment of drawing the graphs of the quadratic functions in groups of three students. · He encourages the learners to share as well as discuss their created visual graphs among their mates. He also asks the learners to make a connection to the understanding of the graphs of the linear functions. · The learners analyze the characteristics of the quadratic functions through the guidance of the teacher. · The teacher does not restrict the learning resources; instead, he makes the learning materials interactive and entertaining. For instance, the teacher provides practical examples when teaching to enhance the learning process. He gives some extra homework that supports the learning process in the classroom. |
20minutes |
| 3 |
Students’ activities |
· Students work in groups of 3 to explain their definition of the quadratic functions and examine the properties of the functions.
· uses the graphing software (Microsoft Math Tool) to sketch the quadratic graphs in groups of 3 and performs one question individually · Explores or examines the effect of changing particular coefficients of the quadratic functions on the resulting graphs · Learners complete the graphing software activity to show their understanding of the quadratic functions. · Learners summarize or review their learning from the graphing software activities. |
15 minutes |
| 4.. | Closing | · In conclusion, the educator reviews the lesson and asks one of the learners to lead in closing prayers and wished them well. | 10 minutes |
Review of the use of Technology and its Support for Teaching and Learning
The use of technology in teaching positively impacts the learning process of the students, and this is because it causes the learners to be engaged hence remembering more information. In addition, it offers meaningful learning experiences to the students, offers hands-on learning experiences, and provides opportunities for the learners to collaborate or work together with their peers hence leading to effective learning.
Lesson Review
Generally, the students were great in the learning process because they were able to remember many things about the last lesson of the quadratic functions, and they all showed eagerness to learn. However, much time was used in the presentation of the lesson at the start of the lesson, and therefore we had to go through the other activities very fast. From this experience of the lesson, I learned that I need to develop an open teaching style and I should remember to use less time on explaining and go straight into the lesson activities. I should also think deliberately about teaching goals, the kind of actions that will achieve these goals, the sequence of learning activities, materials needed, time allocation for each activity, as well as how learners must be grouped.
References
Baglama, B., Yikmis, A., & Demirok, M. S. (2017). Special Education Teachers’ views On Using Technology In Teaching Mathematics. European Journal of Special Education Research.
Estes, J. S. (2017). Teacher preparation programs and learner-centered, technology-integrated instruction. In Handbook of research on learner-centered pedagogy in teacher education and professional development (pp. 85-103). IGI Global.
Yu, W. C. W., & Okojie, M. C. (2017). Pedagogy and technology infusion. The Journal of Research in Business Education, 58(1), 61.