Part I:
a. I'm linking to the three lessons I found:
1. http://www.scholastic.com/teachers/article/sample-lesson-plan-new-teachers
This is a pretty constructivist lesson. However, it's low on the use of technology. However, I found it's creativity and diversity interesting enough to choose it as the first of the lesson ideas.
2. http://lessonplanspage.com/famous-americans/
This feels very objectivist. Despite some anticipations of difficulties with sourcing and trying to increase interest through e-books, this lesson has some very old school expectations and assessments for what it wants students to learn.
3. http://lessonplanspage.com/picturing-the-middle-east/
This is constructivist in the sense that it isn't about facts but distortions and how they have been made. I'm not entirely sure about the integration of technology in this lesson. It talks a big game about using technology to encourage students to see the common misconceptions of the Middle East, but it never really explains itself. This is a great lesson in theory but seems like it was either poorly conceived or poorly explained.
For the next part of the question, there's no good way to integrate the checklist into this, so I've only done some screenshots of them.
I'll just put some general thoughts about using the checklist. I'm not sure how helpful the checklist is. I think it sometimes asks the wrong questions, or the questions aren't readily answerable given the nature of the available lesson plans. I think its strict format is at odds with the investigation of the effectiveness of the implementation of technology in a lesson and in the classroom.
b. 1)
2)
3)
c. I really like the lesson idea I came up with for the second part of the first question of the Technology Application Activity in the following section. Obviously, it needs to be fleshed out a little bit more, but I think it's a solid start. (Hopefully, this isn't too confusing since I sort of shifted around the order of things. Just skip the following section of answers to get to the idea for my lesson plan)
Part II:
a. -I think it makes the activity more interactive and collaborative. It plays to students interests and it gives them time away from having to just hear me lecture.
-This all depends on the school's resources, but if they have a set of laptops (sometimes they'll have a set of Chromebooks), than this shouldn't be a problem.
b. -The objectives are fairly simple: Have students understand what the Great Depression is. Have students do a research project about the topic.
-Obviously students will be assessed based on the final project itself, but they'll also be assessed based on their effort and participation throughout the course of the development of the project.
-I took a constuctivist approach for integrating technology into the classroom.
-I might prepare the environment by rearranging the desks in advance of the arrival of classes. May be I'd put the desks into table formations so there could be groups who could help one another out.
c. May be I'd use the Tech-Pack after the fact to self-evaluate my performance. I'd also assess the success based on students' reactions and the outcome of the final projects.
d. Some potential descriptors for this lesson include: 11th Grade, U.S. History and the Great Depression, laptops, ISTE Standard 3: Research and Information Fluency, 21st Century Learning standard 3: Information, Media and Technology Skills.
Chapter 2 Technology Application Activity:
1. The topic that came to my mind when I read this question was the Great Depression. Now, an Objectivist approach to teaching this topic might have no technology incorporated whatsoever, beyond may be a Power Point and the use of a Smartboard. The lesson would be taught entirely through direct instruction, and the teacher would tell students about the difficulties of Americans during this time period.
However, an Constructivist approach might have students form into groups and talk about economic inequality and poverty, and may be connect it to modern economic problems, such as the 2008 Recession. Perhaps technology would be integrated through the use of computers (may be you could have the whole lesson set in a computer lab or school library). Students could go online to do research, and you could help inform them about how to determine credible resources and websites. Students could pick what aspect of the topic they felt was most interesting to them and learn about it in more detail.
2. Substitution: Using a Power Point instead of chalk on the chalkboard - This has the potential to improve upon or augment, but not necessarily. It depends on the accompanying instruction.
Augmentation: Using laptops to write essays rather than writing essays by hand - This not only makes the task more efficient and less strenuous, but it provides resources like the Internet and tools like spellcheck.
Modification: Providing feedback to students through online sources or email rather than in person.
Redefinition: Students maintaining a blog or website in collaboration with other students.
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