i

HMEF 5083
INSTRUCTIONAL TECHNOLOGY







ASSIGNMENT







Name of Student : JANCY A/P VINCENT
Semester : JANUARY 2014
Name of Programme : Master in Education (MED)
Name of Lecturer : Dr. LOW SUAN NEO
Date of Submission : 9 MARCH 2014


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Contents ii
PART A Write an essay, describing four emerging technologies today
that can be used for educational purposes and discuss how
these emerging technologies can be used to engage students
as active agents in the learning process. In addition, explain
how these emerging technologies will affect education.
Include a suitable title for your essay.

1
1.0 INTRODUCTION

1
1.1 Emerging Technologies 3


2.0 Active Learning 3
3.0 Types Of Emerging Technologies 5
3.1 Mobile Learning 5
3.2 Blog 7
3.3 An Interactive Whiteboard (IWB) 9
3.4 Gamification 11
4.0 Effect of Emerging Technologies on Education

12
5.0 Conclusions 16

PART B Prepare a technology-enhanced lesson plan for a subject in a
primary school using Gagnes Instructional Design Theory.

18
1.0

INTRODUCTION 18
2.0 TECHNOLOGY-ENHANCED LESSON PLAN

19
3.0 DISCUSSION

24
3.1 Rationale of the Choice of Web Resources 24
3.2 Rationale of the Choice of Activities 27
3.3 Rationale of the Choice of Technology Tools 27
3.3.1 Power Point 27
3.3.2 Web Sites 27
3.4 Activities that Promotes Higher Order Thinking
Skills

28
4.0 CONCLUSION

28
References 29
Appendix 30

1

PART A:
Write an essay, describing four emerging technologies today that can be used for
educational purposes and discuss how these emerging technologies can be used to
engage students as active agents in the learning process. In addition, explain how
these emerging technologies will affect education. Include a suitable title for your
essay.
_____________________________________________________________________
Emerging Technologies for Teaching and Learning
1.0 Introduction
Technology is a big part of our life and something we as humans adapt to
easily. We have come to accept that life lived through computer systems is natural.
Gadgets and other electronic devices not only help us with our everyday lives but they
connect us to each other in ways we couldnt even have imagined a few years ago.
Technology has become coexistent with our reality and we have created new realities
inside these machines. We represent ourselves online. We create new lives that can
take their own course. Online reality is becoming, more and more, our lived reality.
Every new technology is bringing us closer to a life that is more and more
lived digitally. Twenty years ago, none could have even dreamed of the possibilities
of personal smart phones or tablet device. Our lives are constantly being changed by
connection with newer technologies. Using new NFC-based smart phones, we will be
able to pay without ever touching our wallets. There are devices that tell us what to
wear or whats the weather will be like and all we need to do is ask. With the speed of
progress over the last five years, can we imagine how things will look like ten years
from now? How is technology going to shape our reality? Will it be through more
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advanced forms of the digital reality we have created? How are we going to interact
with our world? More and more technological companies understand that their
survival in the market depends on innovation. Technological changes are coming
quickly and their response to those changes must be swift.
In the same way, the lives of students have also taken a leap towards easiness.
When we talk about technology in education the first and foremost advancement is
the computer and internet. If a student has the Encyclopedia of Britannica or
Microsofts Encarta Encyclopedia on his/her computer, he rarely finds himself in a
library or even on the internet. But for those who dont have these encyclopedias have
the entire world of internet information at their finger-tips. Internet in its simplest
form enables one to access emails; this too is a source of information especially for
those who are in contact with their teachers and need constant aid.
Education means considerably more than just teaching a student to read, write,
and manipulate numbers. Computers, the Internet, and advanced electronic devices
are becoming essential in everyday life and have changed the way information is
gathered. How this new technology is utilized in the curriculum and managed by
teachers will have an important role to play in widening the resource and knowledge
base for all students. Technology affects the way teachers teach and students learn.
Educational technologies include not only the Internet, which provides access
to university websites directly tied to courses as well as to resources around the world,
but also innovations in recording, collaborating, and responding technologies that
offer enhanced environments for scholarly interaction and intellectual pursuit. These
technologies are valuable when they serve the larger educational goals of the
university: to create active learners who not only master the content of their chosen
fields, but also develop techniques and modes of critical thought.
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1.1 Emerging Technologies
Emerging technologies are defined as tools, concepts, innovations and
advancements utilized in diverse educational settings to serve varied education-related
purposes (Valentino, 2010). Today, there are numerous emerging technologies that
are free and web-based. What makes these tools valuable is not only their easy
availability but also their potential to support meaningful learning, as well as
increased collaboration, interaction and active participation. In addition to this
promise, the emerging technologies can also reduce the digital divide - groups with
particular learning difficulties can be assisted through access to learning activities
which suit their learning styles, preference and/or learning need (Millea, Green, &
Putland, 2005).
Emerging technology is an innovative technology that is reshaping the nature
of education. Computer and network based technologies now hold great potential for
increasing the access to information as well as a means of promoting learning.
Schools and classrooms never before had such universal access to information.
Technologies are transforming classrooms into more engaging, collaborative and
productive learning environments in which instructions can be customized to
students specific needs, interests and learning styles. It is also redefining the way
educators teach as well as the role they serve from being the sole source of
information to being a guide, facilitator and coach in the learning process.
2.0 Active Learning
Defining "active learning" is a bit problematic. The term means different thing
to different people, while for some the very concept is redundant since it is impossible
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to learn anything passively. Certainly this is true, but it doesn't get us very far toward
understanding active learning and how it can be applied in classrooms.
We might think of active learning as an approach to instruction in which
students engage the material they study through reading, writing, talking, listening,
and reflecting. Active learning stands in contrast to "standard" modes of instruction in
which teachers do most of the talking and students are passive.
Think of the difference between a jar that's filled and a lamp that's lit. In the
former case, liquid is poured into an empty vesselapt metaphors for the traditional
educational paradigm in which students sits passively in a classroom and absorb the
knowledge transmitted by an expert. A growing body of research has made it clear,
however, that the overall quality of teaching and learning is improved when students
have ample opportunities to clarify, question, apply, and consolidate new knowledge.
In this case, instructors create opportunities for students to engage new material,
serving as guides to help them understand and apply information. They help "light the
lamp" of student learning.
Students and their learning needs are at the center of active learning. There are
any number of teaching strategies that can be employed to actively engage students in
the learning process, including group discussions, problem solving, case studies, role
plays, journal writing and structured learning groups. The benefits to using such
activities are many. They include improved critical thinking skills, increased retention
and transfer of new information, increased motivation, and improved interpersonal
skills.
Using active learning does not mean abandoning the lecture format, but it
does take class time. Lecturers who use active learning pause frequently during the
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periodonce every fifteen minutes or soto give students a few minutes to work with
the information they're providing. They may ask students to respond to a question, to
summarize important concepts in writing, or compare notes with a partner. For some
lecture-based classes, using active learning may be a bit more challenging because of
class size or room limitations such as fixed seating. Breaking students into groups
under these circumstances may not be possible, but other strategies such as individual
writing or paired activities are quite possible and lead to good results.
3.0 Types of Emerging Technologies
3.1 Mobile Learning
Mobile learning or m-learning is set to be the next big wave in education. It
offers enormous potential as a tool to be used in situations where learners are
geographically dispersed, to promote collaborative learning, to engage learners with
content, as an alternative to books or computers, as an alternative to attending campus
lectures and for just-in-time delivery of information. Once limited to making and
receiving calls, mobile phones today are evolving into educational platforms for
information access and learning. With mobile technology, we can push and pull
information and deliver learning to any one at any time and at any place. It provides
learning on-the-go or just-in-time learning.
Advances in mobile technologies have enabled educators to send instructional
messages in flexible ways. With new technologies including mobile computers,
Pocket PCs, Apple iPhones, Android phones, and tablets, instructors and students can
communicate through voice and image as well as text. Using mobile devices for
educational purposes is becoming a common expectation of learners (Lan & Huang,
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2012). According to Yamaguchi (2005), m-learning is a form learning which
leverages on the mobile devices portability and affordability.
We also explored students' learning practices with mobile technologies and
focused on the interactions among technologies, contents, and pedagogies. The results
indicate that learners need more access to academic-friendly devices, such as tablets,
and additional support to integrate mobile technologies for learning. The findings also
help clarify future directions of faculty development. Instructors must gain knowledge
of these innovative technologies and integrate them into the curriculum with sound
facilitation and assessment strategies, as well as be able to support the mobile
practices of students
As a new technology, performance-centered educational systems have a strong
potential to help students mastering job-related skills and to perform the task at hand
with minimum support provided by others. One medium through which this support
and information can be provided is a mobile device. Mobile technologies offer the
opportunity to embed learning in a natural environment. An experience using
performance centered mobile learning to enhance active, fieldwork education and the
investigation of its impact on students learning.
Students used it in and out of the classrooms and remarked that they
understood the content better and were more motivated to do well, when using the
application. The instructors also agreed with this observation and added that the
students were also better prepared for classes. That mobile learning device can have to
enrich the learning process for students. They are versatile, motivating and active
learning tools. Students learning difference benefit greatly from mobile learning as
such opportunities allow them to feel more like their peers and foster a sense of
normalcy.
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Students with autism spectrum disorders and others who may have difficulty
speaking can use the applications library symbols and text-to-speech conversions to
communicate easily and naturally with others. This type of assistive application helps
broaden students horizons both in and out of the classrooms. To maximize
effectiveness, education has to be active, engaging and customized. Students must
have universal access to mobile technologies that will enable critical thinking,
differentiation and problem solving. Students are more engaged and motivated to
learn when they use mobile devices and research shows that academic performance
can improve.
3.2 Blog
As the Internet becomes an increasingly pervasive and persistent influence in
people's lives, the phenomenon of the blog stands out as a fine example of the way in
which the Web enables individual participation in the marketplace of ideas. Teachers
have picked up on the creative use of this Internet technology and put the blog to
work in the classroom. The education blog can be a powerful and effective technology
tool for students and teachers alike.
Blog (sometimes referred to as a weblog) is a Web publishing tool that allows
authors to quickly and easily self-publish text, artwork, links to other blogs or Web
sites, and a whole array of other content. Blogs are set-up like conventional Web sites,
with navigation links, and other standard Web site features. Blogs have one standard
characteristic, however: the posting. Blog postings are text entries, similar to a diary
or journal, which include a posting date and may include comments by people other
than the author, photos, links, or other digital media. Postings are often short and
frequently updated. They appear in reverse chronological order and can include
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archived entries. Although blogs have been around for years, they have recently
gained in popularity and consequently have received more media coverage. Blogs
work well for students because they can be worked on at virtually any time, in any
place with an Internet-enabled computer. Hence, they can be used by computer savvy
teachers to create a classroom that extends beyond the boundaries of the school yard.
In addition to providing teachers with an excellent tool for communicating
with students, there are numerous educational benefits of blogs. Class blogs can serve
as a portal to foster a community of learners. As they are easy to create and update
efficiently, they can be used to inform students of class requirements, post handouts,
notices, and homework assignments, or act as a question and answer board. Blogs
provide a space where teachers and students can work to further develop writing or
other skills with the advantage of an instant audience. Teachers can offer instructional
tips, and students can practice and benefit from peer review. They also make online
mentoring possible. For example, a class of older students can help a class of younger
students develop more confidence in their writing skills.
Students can also participate in cooperative learning activities that require
them to relay research findings, ideas, or suggestions. Blogs present, organize, and
protect student work as digital portfolios. As older entries are archived, developing
skills and progress may be analyzed more conveniently. Additionally, as students
realize their efforts will be published, they are typically more motivated to produce
better writing. Teachers and peers may conference with a student individually on a
developing work, and expert or peer mentoring advice can be easily kept for future
reference.

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3.3 An Interactive Whiteboard (IWB)
The introduction of the Interactive Whiteboard (IWB) has transformed
classroom teaching and exceeds the limitations of the traditional whiteboard or
chalkboard (Coyle et al, 2010). Many classrooms are accustomed to this style of
lesson delivery. Although a growing number of classrooms are becoming familiar
with lessons being projected onto a screen via a computer.
The IWB has the same properties as a computer hooked up to a data projector;
however the main advantage of this type of technology is the teachers ability to
control the information by touching the whiteboard. By using either a finger or an
IWB pen, the information on the whiteboard can be manipulated, moved around,
hidden, revealed or enlarged (Dudeney & Hockly 2008,). The teacher is not
constrained by the limitations of manipulating their lesson via a computer thus; they
can deliver the lesson and invite learners to participate with the IWB during the tasks
thereby giving them a sense of active participation during the activity.
In addition to this, the IWB also allows immediate access to the Internet and
offers an abundance of resources of interactive activities that incorporate all the macro
skills (Coyle et al., 2010). One of the main advantages of IWBs in the classroom is
the increase in learner motivation (Higgins 2007). Bell (1998) found that learners
were more involved, attentive and motivated when lessons were offered using the
board rather than using other teaching methods (Kaufman, 2009). Kaufman (2009)
also recognizes the flexibility that the technology offers teachers enabling them to
access previous lessons, print materials from the board which in turn maximizes
instructional time and give greater opportunity for teachable moments.
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The nature of the software enables teachers to present concepts and ideas in
new ways and therefore deepen the learners understanding (Higgins 2007). Current
research also indicates that teachers designing lessons for IWB tend to create
structured tasks that involve the learner and therefore keep them on-task and maintain
interest (Kaufman, 2009).
All of the teachers felt that the whiteboard did improve student engagement
during the lesson taught using a whiteboard. Most of the teachers attributed this to the
students being able to see the information, touch the board, and, in some cases, being
able to hear sounds. That instruction delivered using a whiteboard was interesting,
relevant, and appealing and involving .All of these are characteristics that contribute
to increased student engagement.
The interactive whiteboards limited opportunities for distraction by focusing
students attention on lessons Visual and tactile lessons led to multisensory
engagement in the learning process and enhanced language lessons when teachers
used visual aids to reinforce vocabulary and grammar lessons. Student engagement
significantly increased when an interactive whiteboard was used in conjunction with a
classroom audio system. Interactive whiteboards have the potential to fulfill
legislative mandates while serving as technological instructional tools which have
positive effects on student engagement as evidenced by their at-task behavior in the
classroom. The visual impact and interactive nature of whiteboards may involve
students in ways that increase their at-task behaviors due to their engagement in
instruction. This has usefulness for teachers in the areas of maintaining student focus
and attention, retention of course material, and for classroom management issues.
Consequently, they respond well to teaching strategies that use collaboration,
interactivity and problem-solving. Whiteboard use can incorporate these strategies in
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ways that engage students more fully in lessons, foster greater enthusiasm for learning,
and increase student motivation.
3.4 Gamification
The idea of using games for learning is not new. This is customary especially
in the case of direct interaction between teacher and student. Transposing this into a
digital form of teaching and learning might become an issue. Our proposed solution
when confronted with this problem is attempting to gamify the e-learning process.
Gamification, defined as the use of game mechanics, dynamics, and
frameworks to promote desired behaviors, has found its way into domains like
marketing, politics, health and fitness, with analysts predicting that it will become a
multi-billion dollar industry by 2015 (MacMillan, 2011). Some visionaries, like game
designer Jesse Schell, envision a kind of gamepocalypse, a hypothetical future in
which everything in daily life becomes gamified, from brushing ones teeth to
exercise (Schell, 2010).
Gamification (Deterding et al, 2011) is the use of game-play mechanics for
non-game applications. Any application, task, process or context can theoretically be
gamified. Gamifications main goal is to rise the engagement of users by using game-
like techniques such as scoreboards and personalized fast feedback (Flatla et al, 2011)
making people feel more ownership and purpose when engaging with tasks (Pavlus,
2010).
By incorporating game elements into work activities we wish to raise
motivation (Shneiderman, 2004) but, in order to do so, we need to pay attention to the
integration of tasks and exercises within the game design (Von Ahn and Dabbish,
2008). Creating gamers for learning employ costly resources. A simpler yet still
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efficient approach is to use gamification in order to make the content more attractive
and engage users.
By using gamification in e-learning we wish to trigger a more efficient and
engaging learning behavior. B.J. Fogg argues that people respond to computers as
they were persons, especially when gaming (Fogg, 2002). In order to change or
trigger a certain behavior students need to be motivated and at the same time have the
ability to solve the challenges.
Gamification also implies a social game and interaction with other participants.
Fogg explains that when people perceive social presence, they naturally respond in
social ways and have feelings like empathy or anger, or following social rules such as
taking turns (Fogg, 2002).
Gamification does not imply creating a game. It means makes education more
fun and engaging, without undermining its credibility. Gamification helps students
gain motivation towards studying, and because of the positive feedback they get
pushed forwards and become more interested and stimulated to learn. Gamification
can constitute a powerful boost to determine them to study or read more.
Intuition suggests that gamification may be able to motivate students to learn
better and to care more about school. Making the case for gamification, however,
requires more than intuition. We must clearly define what is meant by gamification,
evaluate it for its benefits and drawbacks, explore current implementations and future
possibilities, and better understand the theoretical rational.
4.0 Effect of Emerging Technologies on education
Some researches show the positive effects on the applications of technologies
in the classroom. Combining education and technology creates a more stimulating
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learning environment. In order to accomplish higher order thinking skills such as
critical and independent thinking, the application of technology and improved
motivation and attitudes, technology must be integrated into the everyday curriculum.
In contrast with traditional classrooms, the mobile learning enables the teacher
and students to concentrate on teaching and learning itself rather than spend too much
time and effort on tedious tasks. It helps the teacher to monitor, easily, each students
learning status for further guidance, engages students in learning activities, facilitates
students group collaboration and empowers the teacher and students to apply
technologies to a variety of traditional and innovative learning and teaching activities.
It is delightful to see the change in students from passive learners to active
participants, and to see their voluntary engagement in the learning process. The use of
m-learning activities in this class reveals the power of the m-Learning system as
persuasive technologies (Fogg, 2003), that is, technologies can be used to change
peoples thoughts, feelings and actions. It has also produced results that align with the
engaged learning model (Wang & Kang, 2006), which promotes engaging students in
learning from all three aspectscognitive, social and emotive.
Meanwhile, the course content revealed itself to be well-suited for text-based
interactions that explored language usage in its traditional and colloquial/idiomatic
forms. The practice of situational dialogues effectively simulated real-time dialogues
in which students had limited time to recall and enter the appropriate word.
Blogging can allow children to teach others. When a child can write a blog
about something they have learned, it shows that they truly know the information and
understand how it relates to real life. Blogging can allow student to be creative. Not
every student will like to sing or draw or dance. Blogging allows children who like to
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write a chance to do so and let their opinions be heard. While blogging may have
some negative aspects; I think that even those can be turned into positive things.
Children can be taught that there is a time to use abbreviations and slang and there is a
time to be more diligent in their writing.
The students have a positive perception of the IWB. There is also a perception
that the use of IWBs will positively affect student achievement (Slay et al., 2008).
Schuck and Kearney (2007) state that lessons using IWBs were perceived as better
than other class work. They relate this to the fact that IWBs can be perceived as easy
to use, visual, interactive, immediate, and matching the students digital culture.
Lastly, students are aware of a teachers confidence and ability using an IWB (Slay et
al., 2008). If teachers lack confidence and ability, perceptions can change, and IWBs
can be perceived as just another presentational gimmick (Glover et al., 2005b).
IWBs offer the opportunity to better match learning to different student
learning styles. These learning styles include the kinesthetic, visual, audio, active, and
verbal-social. There are, however, to date no absolute properties of an IWB have been
identified that would allow one to predict the effects they have on teach (Armstrong et
al., 2005), and the use of IWBs alone cannot lead to enhanced teach (Glover et al.,
2007). In fact, it is not clear as to how IWB use might affect learning outcomes or
concept development (Schuck & Kearney, 2007).
Some research suggests that the real impact of IWBs may lie in the affective
domain, not the cognitive domain (Schroeder, 2007). While the cognitive domain
focuses on knowledge and comprehension, the affective domain focuses on the
learners motivation, attention, emotions, self-concept, self-esteem, and social
interaction in the learning environment. It is this type of learning that could be more
important to learning and achievement (Weimer, 2001). It may be that IWBs can add
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a social dimension to learning where students can share knowledge publicly and learn
by making mistakes together (Smith et al., 2006).
The extent to which there is interaction with the IWB influences the effects of
the IWB on motivation, attention, and behavior. It has been noted that at the enhanced
interactivity stage, behavior problems can be overcome (Glover 2005). If students
interact with the board themselves, motivation and attention can also be increased.
This visual appeal is noted as one of the main contributors to motivation (Smith et al.,
2006). Teachers can also benefit from the motivational effect of IWBs as some have
reported that the technology has renewed part of their enthusiasm for teaching
(Schuck & Kearney, 2007).
Effective game-based learning presents a student with a series of
individualized tasks tailored to a predetermined goal. After completing a task, the
student is rewarded with a new learning opportunity: the ability to level-up and play
another game. Gamified learning also incentivizes the efforts of the student with
achievement rather than an abstract grade on a worksheet. Consequently, the students
perspective of learning is transformed as the feedback on students schoolwork
becomes more tangible and exciting in the gamified situation
Jane McGonagall explains: A game is an opportunity to focus our energy,
with relentless optimism, at something were good at (or getting better at) and enjoy.
In other words, game play is the direct emotional opposite of depression. In game-
based learning, students are encouraged to set clear goals, persevere when faced with
an intellectual challenge, and of course, celebrate their achievements! Moreover,
digital gaming tools like the iPad provide students with the resources to take control
of their learning experience and truly own and love the outcome of their work.
Effectively incorporating the gamification mentality into the classroom has the
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capability to boost student achievement and even more importantly, promote a desire
to learn.
One of the biggest problems faced by educators today is maintaining an
engaged and motivated class of students. Gamification of education shows that
students respond better to the positive and immediate feedback that they receive in a
learning game. Also, oftentimes the difficulty of the level increases as the student
continues playing, effectively captivating the students attention while challenging her
at the same time.
In a study on the value of a gamification of education conducted in 2009, one
student remarked, it [the game] is more enjoyable and active. You never get bored as
in traditional teaching because you concentrate on a goal. In a gamified education,
people learn by doing, thus removing the abstract, outdated elements of traditional
learning methods of
5.0 Conclusions
Technology has made a huge impact on peoples lives. This impact has
affected every aspect of society. It has also had an impact on the current student
population. It has made our world increasingly complex which has changed the
requirements for people entering into the work force. This change has made it
necessary to create learning environments which support higher level thinking skill
development. Technology integration has also been shown to help create more
authentic learning environments where the students are more motivated to attend,
have a greater chance of communication and collaboration and have more
opportunities to use higher order thinking and problem solving skills connected to real
world applications.
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The potential of new and emerging technologies and imagined the
contributions they may bring to educational pursuits. These new technologies will
increase our access to information and to other people, prompting new ways of
learning and new understanding. Teachers will need to ensure that students not only
learn but also learn how to learn. This ability will be their competitive advantage in
the information era.
With regards to the effectiveness of technology use in teaching and learning,
should not focus on media or technology but pedagogical effectiveness. In other
words, practitioners should adhere to their time-tested instructional design strategies,
regardless of the medium they choose













1

References

Deterding, S., Sicart, M., Nacke, L., O'Hara, K., and Dixon, D. (2011) Gamification.
using - design elements in non-gaming contexts. In Proceedings of CHI
Extended Abstracts, 2425-2428

Deterding, S., Khaled, R., Nacke, L., Dixon, D. (2011) Gamification: Toward a
Definition, CHI 2011 Gamification Workshop Proceedings, Vancouver, BC,
Canada

Flatla, D., Gutwin, C., Nacke, L., Bateman, S., Mandryk, R. (2011) Calibration
Games: Making Calibration Tasks Enjoyable by Adding Motivating Game
ElementsUIST 2011, Santa Barbara, California

Fogg, B.J. (2009) A behavior model for persuasive design, Proceedings of the 4th
International Conference on Persuasive Technology, April 26-29, 2009,
Claremont, California


Higgins, S, Beauchamp, G & Miller, D, (2007): Reviewing the literature on interactive
whiteboards, Learning media and technology, Vol 32, no 3, pp 213-225,
University Of Wollongong e-readings. Accessed online 12/09/11

Kaufman, D, 2009, How does the use of Interactive Whiteboards Affect Teaching and
Learning? Distance learning, Vol 6, Issue 2, pp 23-33. University Of
Wollongong e-readings

Pavlus, J. (2010) The Game of Life. Scientific American, 303, 43-44

Shneiderman, B. (2004) Designing for Fun: How Can We Design User Interfaces to
Be More Fun? Interactions, 11(5), 48-50

Solvie, P. (2007). Leaping out of our skins: Postmodern considerations in use of an
electronic whiteboard to foster critical engagement in early literacy lessons.
Educational
Philosophy & Theory, 39(7), 737-754

Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative
teaching and learning in literacy and mathematics: A case study. British
Journal Educational Technology, 39(1), 84-96.

Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the
complicated
things: Pupil views of teaching and learning with interactive whiteboards.
British Journal of Educational Technology, 36(5), 851-867.
Yamaguchi, T., 2005. Vocabulary learning with a mobile phone. Program of the 10th
Anniversary Conference of Pan-Pacific Association of Applied Linguistics,
Edinburgh, UK.

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PART B

Prepare a technology-enhanced lesson plan for a subject in a primary school
using Gagnes Instructional Design Theory.
_____________________________________________________________________

1.0 INTRODUCTION
Gagne (1985) identifies three major elements of Instructional design Theory.
They are taxanomy of leaning outcomes, internal and external conditions and nine
events of instructions. The five major categories in taxanomy of learning outcomes
are verbal information, intellectual skills, cognitive strategies, motor skills and
attitudes. According to Norton and Wilburg (1998), the examples of five major
categories in taxanomy of learning outcomes are:

1) Verbal information: learning the alphabet.
2) Intellectual skills : addition and subtraction
3) Cognitive strategies: inductive & deductive reasoning; exploring the action of a
magnet.
4) Attitudes : how one feels about reading a book
5) Motor skills : fastening buttons.

They are two distinguish types of conditions, namely internal and external.
The internal conditions can be described as "states" and include attention, motivation
and recall. The external conditions can be thought of as factors surrounding one's
behaviour, and include the arrangement and timing of stimulus events. Thus, the
phases of learning include:

1) Phase I: receiving the stimulus situation
2) Phase II: stage of acquisition
3) Phase III: storage
4) Phase IV: retrieval

In addition, the theory outlines nine instructional events and corresponding
cognitive processes:
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(1) Gaining attention (reception)
(2) Informing learners of the objective (expectancy)
(3) Stimulating recall of prior learning (retrieval)
(4) Presenting the stimulus (selective perception)
(5) Providing learning guidance (semantic encoding)
(6) Eliciting performance (responding)
(7) Providing feedback (reinforcement)
(8) Assessing performance (retrieval)
(9) Enhancing retention and transfer (generalization).

These events should satisfy or provide the necessary conditions for learning and serve
as the basis for designing instruction and selecting appropriate media (Gagne, Briggs
& Wager, 1992).

I choose the pupils of 5 Beta as the class for designing my lesson plan as I am
the Mathematics teacher for this class. Hence, I know their pace of mastering
knowledge. The activities in the technology-enhanced lesson plan are planned
according to the pupils pace of learning.

2.0 TECHNOLOGY-ENHANCED LESSON PLAN
Subject : Economics
Class : 5 Beta
No. of Pupils : 27/27
Background information : The pupils are consisted of 24 Malays and 3 Indians.
They are made up of 10 boys and 17 girls. Majority of
them stay nearby the school area which is in an urban
location.
Date : 20 January 2014
Day : Monday
20

Time (Duration) : 11.05am - 12.05pm (1 hour)
Topic : Decimals
Subtopic : Multiplication of Decimal Numbers
Learning objectives : Multiply decimal numbers up to three decimal places
with a whole number.
Previous knowledge : Pupils have learnt to:
(i) Add decimal numbers up to three decimal
places.
(ii) Subtract decimal numbers up to three decimal
places.
(iii) Multiply decimal numbers up to three decimal
places.
Learning outcomes : At the end of the lesson, pupils are able to solve problems
involving multiplication of decimal numbers by answering at
least 3 out of 5 questions correctly.
Teaching aids : Supported technology tools (computer, Liquid Crystal
Display (LCD) Projector, screen, amplifier), Power
Point Presentations (PPT) 1, 2 & 3, and worksheets 1 & 2
and websites.
Higher Order Thinking Skills (HOTS):
To identify, decision making, conditional reasoning, sequencing, to solve problems, to
apply knowledge and to recall.

Values: Pay attention, active participation, dare to try, and hardworking.



21

Events Instructional Strategy Teaching & Learning Objectives Notes / Remarks
Gain
Attention
(5 mins)
Introduce the lesson by reviewing
previous lesson by question. Quickly
review the previous lesson with
prepares a new material.
http://www.teach-
nology.com/worksheets/math/add/deci
mals/10.html
This can be shown on a projector
system through the use of the linked
directly to your laptop.
A Problem Solving Situation for
guessing todays topic.

Example of the situation is modified
from a PPT downloaded from:
http://www.authorstream.com/Present
ation/afabbro-69040-real-life-
applications-decimals-math-add-
subtract-multiply-divide-application-
education-ppt-powerpoint/

(Refer Appendix A & B)
1. Students sit and listen closely as
the teacher goes through this
introduction.
2. Teacher and students enter into a
discussion about the posed
question.
3. Students listen and the participate
in the activity.
4. Teacher provides a situation using
Power Point Presentation (PPT)
relating to todays learning.
5. Pupils study the situation and
guess the topic.
6. Teacher begins todays topic when
pupils are able to identify todays
learning objectives by saying,
problem solving and multiply a
decimal number with a whole
number.

Teaching aids:
Power Point Presentation I,
supported technology tools.

HOTS:
To identify

Values:
Pay attention and active
participation

Objectives
(10 mins)
Discuss the Multiply decimal numbers
up to three decimal places with a
whole number
Pupils identify the 3 important steps of
problem solving:
(a) What are given?
(b) What is asked for?
(c) Operation?

Solving problems:
(a) Mathematical sentence
(b) Standard written method
(c) Answer in sentence form.

(Refer Appendix C)


1. Teacher refers students to Question
for the lesson which is posted on
the board.
2. The title of this lesson essentially
serves as the Question as it directly
relates to the objective
3. Teacher revises with pupils on the
three simple steps regarding
problem solving.
4. With the aid of PPT and supported
technology tools, teacher guides
pupils to todays learning skill.
5. Pupils are guided to identify the
three important steps of problem
solving.
Teaching aids:
Power Point Presentation
II, supported technology
tools.

HOTS:
To solve problem, decision
making, conditional
reasoning, sequencing.

Values:
Pay attention and active
participation

22

Prior
Knowledge
(5 mins)
Discuss the multiplication of decimals.
Distinguish between add and subtract
multiplication.
1. The teacher will quickly review
prior knowledge concepts from the
previous lesson
2. Upon identifying, pupils are
guided to solve the problem using
Mathematical sentence, standard
written method and the final
answer in the form of a sentence.
3. By raising their hands, students
will participate in classroom
discussion of concepts.
4. Step 1-4 are recalling and revising
on the steps in problem solving.
5. Teacher then provides another
situation for pupils to solve it in
their respective draft book.
6. Teacher guides pupils who are in
need of help.
7. Discussion on the solution of the
situation.
Teaching aids:
Power Point Presentation
II, supported technology
tools.

HOTS:
To solve problem, decision
making, conditional
reasoning, sequencing.

Values:
Pay attention and active
participation

Content
(5 mins)
After discussing multiply decimals
read and refer to text book.
1. The teacher provides the interactive
learning environment for content
delivery.
2. Students should be attentive and
engaged in classroom activities.
3. Students listen as the teacher reads
the book
Teaching aids:
Power Point Presentation
II, supported and text book

Values:
Pay attention and active
participation
Guided
Practice
(10 mins)
Quiz Game (Group Activity):
Who Wants To Be A Millionaire?
There are 15 questions in total.
Every question has different values.
The first group to solve the question
correctly will be given the mark
according to the value of question.

This PPT template are retrieve
from:
http://jc-schools.net/tutorials/ppt-
games/


(Refer Appendix D)

1. Teacher explains the rules to the
pupils in playing this game.
2. Pupils discuss and try out the
solution in group.
3. The first group to solve a question
correctly will be given the value.
4. The chance will be given to other
group if the first trying group
answers wrongly.
5. At the end of the game, teacher will
award the first three achieving
groups.
6. Teacher discusses with pupils on
the solution steps for every
questions upon finishing the game.
Teaching aids:
Power Point Presentation
III, supported technology
tools.

HOTS:
To apply knowledge

Values:
Active participation, pay
attention, dare to try.
23

Independent
Practice
(10 mins)
Pupils do worksheet individually
under teachers guidance

(Refer Appendix E)
1. Teacher distributes worksheet for
pupils to try on.
2. Pupils do worksheet individually
under teachers guidance.
3. Teacher walks around, checks and
guides pupils in need of help.
Teaching aids:
Worksheet 1.

HOTS:
To apply knowledge

Values:
Hardworking
Feedback
(5 mins)
Gather the classroom back together to
talk with them about what they
learned, what went well, what didnt,
etc.
1. Teacher roams the room, listening
to student responses and answering
questions.
2. The teacher addresses confusions or
misunderstandings about the lesson.
HOTS:
To apply knowledge

Values:
Active participation, pay
attention, dares to try.
Assessment
( 5 mins)
Ongoing assessment is already
somewhat embedded in this lesson.


1. Teacher evaluates (formally or
informally) and notes on checklist
of skills while working with
students.
2. Students share and discover
together while working on tasks
associated with the lesson plan.
3. Student should be able to answer
the relevant test item(s) on an
upcoming quiz or test.
Teaching aids:
Worksheet 1.

HOTS:
To apply knowledge

Values:
Hardworking
Closure
(5 mins)
Summarization:
Recalls of todays lesson.
Homework
(Worksheet 2)

(Refer Appendix F)

1. Teacher recalls with pupils on
todays topic.
2. Pupils answer orally.
3. Teacher distributes worksheet 2 for
pupils to do as homework.
Teaching aids:
Worksheet 2.

HOTS:
To recall, to summarize.

Values:
Hardworking

SUMMARY
Learning theory, Gagne was very suitable for learning in the classroom. There
are 9 levels of teaching and learning the above taken into consideration in the process
of teaching and learning. This lesson plan also emphasizes the response and praise
when the answer right. From this lesson plan the teacher also boosted memory again.
Teachers were stimulating the students ' memory of past learning. Students are able to
distinguish which information material and filter out any information. This is made
24

easy the process of encoding information to be kept in memory for a long time. In this
lesson plan also has seen the stage on the learning process of students provided
worksheet or questions to complete using a formula. So it's obvious that learning
could be applied in Gagne learning in school. In view of his is sequentially from easy
level to a level that is difficult.

1.0 DISCUSSION
3.1 Rationale of the Choice of Web Resources
I made refer to a web resource when choosing a problem solving situation for
the pupils to guess todays leaning skill. Based on the situation provided, I modify it
according to our Malaysian context that pupils are familiar with. Example of the
question found is If gasoline sells for $1.35 per gallon, what is the cost of 9 gallons
of gasoline? (Retrieved from http://www.authorstream.com/Presentation/afabbro-
69040-real-life-applications-decimals-math-add-subtract-multiply-divide-application-
education-ppt-powerpoint/ ). I modify the question to a situation pupils are familiar
with, so that it will minimize their problem in understanding the question.
Author STREAM is a platform for sharing PowerPoint presentations on the
Internet. Author STREAM makes it easier to share your PowerPoint slideshows
through blogs, websites, on YouTube and even via iPod. What's best is that it's all
FREE! Just sign-up, upload presentations and start sharing.
Upload as many Presentations as you want. Once uploaded, you get a unique
URL for your presentation and a code to embed your presentation in blog or site. The
embedded presentation plays as a Flash slideshow and the viewers do not need to
have PowerPoint software.
25

Your presentations will also be available to be downloaded in iTunes. Your
viewers can then sync their iPods and have your presentations available even when
they are not online!
As a viewer, you can now download PowerPoint files if their respective
authors have given their permission to do so. This is a great feature for those who like
presentations and want to use a slide or two to enrich their own.
At author STREAM, we believe that you should have control over who can
see your uploaded PowerPoint. While uploading your PowerPoint you can use the
publishing settings to control who can see it on author STREAM. Author STREAM
protects your private content, and makes sure that it is seen only by you and the
people whom you handpick. Your private presentations don't show in the search
results, or in your public profile.
Other websites that students can refer to learn more about topic are:
http://www.mathsisfun.com/multiplying-decimals.htm. This websites offer
mathematics in an enjoyable and easy-to-learn manner, because they believe that
mathematics is fun. This websites is interesting and well organized based on topics.
They also provide dictionary, worksheets, games and puzzles which make students
more understand about a topic.
http://interactivesites.weebly.com/ These activities work great with your SMART
board or interactive whiteboard for whole group or small group instruction or use in
the computer lab or at home for individual learning.
http://www.mathgoodies.com/
Math Goodies is our free math help portal featuring interactive
lessons, worksheets, and homework help. A pioneer of interactive instruction, our
26

goodies have received rave reviews from the media. Today, they have hundreds of
instructional resources for educators, students and parents.
I choose Who Wants to Be a Millionaire as a quiz game for pupils. I obtained
the template for this game from http://jc-schools.net/tutorials/ppt-games/.
It is an empty power point template that let educators to fill in questions. With
the animation and sound effects in all slides, this will boost pupils attention in trying
out the questions. Hence, this will enhance pupils involvement in answering problem
solving questions.
3.2 Rationale of the Choice of Activities
The individual activity in Step 1 is actually a recalling of the previously
learned knowledge. This is because, my pupils had learned about the steps in
synthesizing a problem solving question in their previously learned skills such as,
problems solving involving addition and subtraction of whole numbers. Thus, when
they are asked about the three important steps in problem solving, they might ponder
for a while, and then provide respond upon retrieving the prior knowledge.
The group activity I choose in Step 2, named Who Wants to Be a Millionaire is
an attention and interest capturing quiz. The visual and audio effect will capture
pupils interest and intrigue them to further solving the questions shown in the Power
Point Presentations. Besides, this is a Mathematical quiz set for the purpose of
competition among the groups of pupils. Hence, pupils in respective groups have to
cooperate among themselves to solve the problems. At the end of the quiz, there will
be a discussion held on the solutions for the questions.


27

3.3 Rationale of the Choice of Technological Tools.
3.3.1 Why Teachers Use PowerPoint
Slide presentation software such as PowerPoint has become an ingrained
part of many instructional settings, particularly in large classes and in courses more
geared toward information exchange than skill development. PowerPoint can be a
highly effective tool to aid learning, but if not used carefully, may instead
disengage students and actually hinder learning
Potential benefits of using presentation graphics include:
Engaging multiple learning styles
Increasing visual impact
Improving audience focus
Providing annotations and highlights
Analyzing and synthesizing complexities
Enriching curriculum with interdisciplinary
Increasing spontaneity and interactivity
Increasing wonder
3.3.2 Why Teachers Use Web sites
This is especially beneficial for those who live in rural areas taht only have
one or two educatiobal facilities. One major advantage is that allows anyone,
anywhere, to study anything. A second major advantage is that some types of web-
based learning allow students to progress at their own pace. This is not true of virtual
classrooms that are conducted in real-time. However, many web-based learning
packages are offered in modules, which students work through individually, at their
own pace. Moreover, an electronic forum enables students to meet with teachers in
one-on-one sessions. The ability to work through the material at the students own
pace is a dramatic advantage over traditional teaching methods.
28

Technology can offer schools from a low-socio economic background a
chance at giving their students some equality in their education . Using technology
can make classroom practice more interactive (if you have something like a
SmartBoard in your room) and can encourage kids to continue their learning at home
(looking up something online from a lesson during the day). The teacher is able to
provide links that may be useful for students.
Technology allows more communication for students and parents - kids who
are too nervous to ask questions in class can email a teacher or ask for extra feedback
on an essay
Makes teaching efficient, in that there is less paper and organising and
collating of notes. This helps the school work towards environmental sustainability
and consciousness. Less photocopies and more online/USB.
3.4 Activities that Promotes Higher Order Thinking Skills
In my point of view, all of the activities planned beginning from set induction
to closure is promoting higher order thinking skill of the pupils. This mainly due to
the reason that the learning skill for this lesson plan is problem solving of multiplying
decimal numbers with a whole number. Based on the given questions, pupils will
have to understand and synthesize its situation according to the three important steps
of problem solving, which are what are given, what is asked for, and the operation.
4.0 CONCLUSION
In conclusion, Gagne's instructional design theory provides a great deal of
valuable information to teachers. This is a very systematic theory in aiding educators
to plan a technology-enhanced lesson holistically. This theory has provided a perfect
guideline for me to plan a lesson which captures the interest of pupils in learning. By
29

understanding the background information, knowledge background and pace of
learning of my pupils, I can plan my lesson that suits them the best. Hence, the chosen
activities and selected web resources in conducting this lesson will inevitably
promotes the pupils higher order thinking skills in solving Mathematical problems. In
spite of this, the main purpose of designing this technology-enhance lesson plan is to
make learning Mathematics an enjoyable experience for my pupils, whereby they will
fully indulge especially in Step 2. The animation and sound effects of the quiz game
(Who Wants to Be a Millionaire) will intrigue their interest to try on the questions in
the game template. For this lesson plan carry out successfully, I will use Gagne's
instructional design theory as a guideline in planning any of my future lesson.

REFRERENCES

Gagne, R. M., (1985). The conditions of learning and theory of instruction. New
York: CBS College Publishing.

Power Point Games. (2013, February 15). Who wants to be a millionaire [Power Point
Slides]. Retrieved from http://jc-schools.net/tutorials/ppt-games/







30

APPENDIX A





















31

APPENDIX B






32




APPENDIX C






33















34






















35

APPENDIX D
















36
















37
















38
















39
















40






















41

Name:___________________
Class: 5 ( )
Solve Problems Involving Multiplication of Decimals:
1.) The cost of a table is RM 295.65. Joshua bought 12
tables. How much did he pay?




2.) Aida has RM48.75. Fatin has 3 times more money than
Aida. How much money does Fatin have?




3.) The mass of a packet of sugar is 0.345 kg. Jonathan
bought 12 packets. What is the mass of sugar he
bought?


4.) A jug of water was poured equally into 14 glasses. If
each glass contained 1.26 liter of water, how much
water was in the jug?


5.) The price of a pencil case is RM7.85. May Ling wants
to buy 21 pencil cases. How much does May Ling have
to pay?




APPENDIX E

42

Name:___________________
Class: 5 ( )
Solve Problems Involving Multiplication of Decimals:
1.) In a festive season, Ahmad and his siblings make ketupat from
green ribbons to decorate their house. How much ribbons is
needed to make 25 ketupats, if each ketupat needs 1.643 meter
of ribbons?





2.) Joyce needs 0.765kg of flour to bake a cake. How much flour is
needed to bake 7 cakes?




3.) A liter of orange juice costs RM1.99. Xin Yee buys 5 litres of
the juice. How much does it cost?


4.) The distance from Wendys house to school is 1.653km. What is
the distance Wendy takes to school from her house walk in five
days?


5.) Each sport house is given 24.641 meter of white tape to tie
around its tent. The track needs 34 more white tape than each
sport house. How much white tape is needed for the track?

APPENDIX F