EME6602: Integrating Technology into the Curriculum

Checkpoint 3: Lesson Plan/Learner Page

Lesson Plan
Instructional Model: ASSURE
Audience:
Make sure to send out surveys finding out the level of ability of your teachers, the training they
would find most beneficial and also the level of comfort they have with technology. For this
course, through surveys learners were struggling to understand how to organize their courses and
what features eCampus has to offer. They all had a minimal level of comfort with technology
and some had an abundance of technology skills. This self-paced course was designed to address
the needs of the learners but also enable different skill levels to work at different paces.
Grade Level/Subject Area: Teachers
Standard & Objectives:
Standards:
STE Standards for Teachers 2: Teachers design, develop, and evaluate authentic learning experiences
and assessments incorporating contemporary tools and resources to maximize content learning in context
and develop the knowledge, skills, and attitudes identified in the standards.
ISTE Standards for Teachers 3: Teachers exhibit knowledge, skills, and work processes representative
of an innovative professional in a global and digital society.
ISTE Standards for Teachers 5: Teachers continuously improve their professional practice, model
lifelong learning, and exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.

Objectives:
Goal: Teachers, with the use of guides and help resources, will be able to create eCampus courses for
their students.
Enabling Objectives:
With provided worksheets, teachers will be able to appropriately organize their learning activities
into an eCampus course.
With online tutorials/guides, teachers will be able to create modules for their eCampus courses.
With online tutorials/guides, teachers will be able to create discussion boards for their eCampus
course.
With online tutorials/guides, teachers will be able to create assignments for their eCampus course.
With online tutorials/guides, teachers will be able to create quizzes for their eCampus course.
With online tutorials/guides, teachers will be able to create a homepage for their eCampus course.
With online tutorials/guides, teachers will be able to explain at least 2 pedagogical purposes for
using an eCampus course with their students and parents.
Strategies/Technologies/Media & Materials:
Strategies:

In order to provide teachers with flexibility this course will be self-paced. Because it will be self-paced
there are built in collaborative spaces that teachers can add to as they complete the course. This will help
enable teachers to be able to share ideas and resources with one another. There will also build in
formative checks for understanding (with answers provided) that way teachers can self-reflect on how
they are engaging with the content.
Technologies/Media:
For this course, there will be screencasts and podcasts to engage with students. The course uses
traditional technologies such as forms and surveys to collect information from students. The course also
uses the traditional technology of Word Documents in order to aid students with their course organization.
By requiring students to engage in eCampus course creation, students are using an emerging technology.
The learning management system as a means of organizing their course content will help their own
practice but also their students. The course also uses Google Docs as collaborative space for students to
share ideas and resources. Because eCampus has so many different applications this will help teachers
see more possibilities in their own courses.
Materials:
Teachers will need computer access, internet access, Microsoft Word, and headphones/speakers.

Lesson:
Day 1:
Utilize Technology, Media and Materials:
Materials Needed: Individual teacher computer, internet access, scratch paper, headphones or
speakers, access to print or ability to save document
Technology Used:
Traditional: Google Forms as Surveys, Microsoft Word, YouTube
Emerging: Google Docs as Collaborative Space
eCampus Introduction (50 minutes)
Provide a link for a pretest on eCampus previous knowledge, abilities, and skills using
Google Forms. (3 minutes)
o If possible provide this pretest in advance so that the course can be adjusted for
your individual students needs. This is a great place to start with as you reflect
and evaluate the course for future learners.
Display introduction to eCampus video (5 minutes)
Ask teachers to brainstorm individually how they could use eCampus in their course on a
piece of scratch paper. (2 minutes)
Create collaborative space using Google Docs for teachers to share ideas of how to use
eCampus. (5 minutes)
o This space is intended for teachers to share their ideas. After seeing a brief
glimpse of what eCampus can do, let teachers put their ideas out there to share.
This way they can see other ideas and possibly incorporate them into their
eCampus as they build.

 Explain the purpose of planning before creating. Use lesson planning as an analogy. (5
minutes)
o Teachers, like students, dont always see the benefit of planning. For their
eCampus course, planning will save time and energy down the road.
Have teachers download or print Microsoft Word document with a course template
outline. Have teachers outline their next unit/resources. (10 minutes)
o Planning is a critical step in this process. Have teachers turn in their physical
plans as well as their eCampus links.
Show additional features of eCampus (discussion boards, quizzes, YouTube,
assignments) via video screen cast. (5 minutes)
o Teachers may not have seen some of these digital features. By explaining each in
detail, they will be able to better utilize them in their lesson plans.
Have teachers add to their outline digital features they could use to enhance their unit
(reference back to collaborative space for teachers to get ideas/add ideas). (10 minutes)
o Again, allowing teachers collaborative space to generate ideas will help teachers
who have less experience with technology and give teachers the ability to share
their ideas with others.
Closing Survey: Why use eCampus? (5 minutes)
Day 2:
Utilize Technology, Media and Materials:
Materials Needed: Individual teacher computer, internet access, headphones or speakers.
Technology Used:
Traditional: Google Forms as Surveys, YouTube
Emerging: Google Docs as Collaborative Space, eCampus course as Learning
Management System
eCampus Modules (49 minutes)
Opening Survey: What is a module? (2 minutes)
o This is meant to activate prior knowledge from yesterdays course. If teachers
struggle with this idea, be sure to provide a link to the video from yesterdays
lesson.
Demonstrate how to access eCampus courses (screencast or step by step directions) (2
minutes)
Demonstrate how to create a module (screencast or step by step directions) (2 minutes)
Have teachers build the module they outlined in the previous lesson. (5 minutes)
o By providing teachers with specific directions and then an opportunity to create,
teachers are able to easily apply knowledge.
Demonstrate how to create content pages (screencast or step by step directions) (2
minutes)
Have teachers build the content pages they outlined in the previous lesson. (10 minutes)
Demonstrate how to create discussion boards (screencast or step by step directions) (2
minutes)

 Have teachers add a discussion board to their unit (even if they didnt plan one) (5
minutes)
Have teachers add a quiz to their unit. (5 minutes)
Demonstrate indent possibilities. (2 minutes)
Have teachers use indent to organize their content (5 minutes)
Create collaborative space for teachers to fill out a KWL chart on Google Docs. Allow
other teachers to support one another on tasks that they know how to do but others may
have questions on (10 minutes).
o This will allow teachers an opportunity to process the knowledge they learned in
this lesson and also look ahead at what they want to learn in the future. This is
also an opportunity for teachers who have more content knowledge to support
those with less.
o This is also an excellent resource to use as you reflect and evaluate the course.
Day 3:
Utilize Technology, Media and Materials:
Materials Needed: Individual teacher computer, internet access, headphones or speakers, scratch
paper
Technology Used:
Traditional: Google Forms as Surveys, YouTube
Emerging: eCampus course as Learning Management System
eCampus Homepage/Help Resources (46 minutes)
Opening Survey: What do you still need to learn? (2 minutes)
o This is a great resource to use as you reflect and evaluate the course
Demonstrate purpose of home page using sample product (screen cast or screen shots) (2
minutes)
o After teachers have basic building knowledge, they then want to make their page
more visually appealing for students. This is the next logical step for teachers and
helps organize their content for students and themselves.
Have teachers plan a homepage using scratch paper (5 minutes)
Demonstrate how to create a new page not in a module and add images (screencast or
step by step directions) (2 minutes)
Have teachers create their homepage with an image (5 minutes)
Demonstrate how to create buttons using button creator (step by step directions) (2
minutes)
Have teachers create buttons for their homepage (5 minutes)
Demonstrate how to create internal links (screencast or step by step directions) (2
minutes)
Have teachers link their homepage to their resources (5 minutes)
Demonstrate how to set page as their homepage- 2 steps (screencast or step by step
directions) (2 minutes)
Have teachers set their homepage (5 minutes)

 Review how to access more help features (video) (2 minutes)

Closing Survey: How can you use eCampus as an instructional tool? (5 minutes)

Closing Assignment: Send link to finished eCampus course (2 minutes)

Evaluate and Revise:

Using embedded surveys and reviewing finished eCampus course links, consider which aspects
of the course were most successful. Revise and add additional tools/resources as needed.