Technology Integration Plan

For this final project, I have decided to use a lesson plan that I have already written and executed during my Classroom Methods course.  It involves a lesson teaching third graders how to play the notes "B" and "A" on the soprano recorder, and using that to perform a song as a class called "BA Dancing Zombie."  The lesson incorporates reviewing concepts that were previously learned, such as the correct hand position, correct holding position, blowing into the instrument with warm air, differentiating between rest, ready, and playing positions, starting and stopping gestures, and reviewing the note B.  Then, the students are taught how to tongue and perform basic rhythms as demonstrated by the Koday method of "Ta ta ti-ti ta" on the notes "B," and then "A," and them mixing them up.  The final part of the lesson has them reading basic notation of music as shown in "BA Dancing Zombie," and the class will perform for the teacher together.

My first row involves teacher demonstration and explanation with student experimentation.  This is where the teacher reviews and shows the students how to hold the recorder and play through it.  It demonstrates the NJCCCS standard 1.1.2.B.2, which is the ability to identify musical elements through aural prompts.  The NET-S standard 1.c. uses models and simulation to explore complex systems and issues.  A SmartBoard can address this standard, because it has the ability to show an interactive demonstration of how to hold the recorder as well as to play the notes.

My next row also involves teacher demonstration and student experimentation.   NJCCCS Standard 1.1.2.B.3 has students identifying and categorizing sounds as well as rhythmic notation.  It also uses the NET-S 2.a. standard, which is collaborating with peers about digital environments and media.  A SmartBoard and iTunes can combine to recreate this standard, because they can both create an interactive environment for the students to learn the song, "BA Dancing Zombie."  The SmartBoard can be used to label the notes "B" and "A" as needed for the students using the special markers that come with it, and it can also be used to point out any specific rhythms.  If the students need help with fingerings, a blank fingering chart can be shown on the board, where the teacher can then color in the fingerings of the notes "B" and "A" with different colored markers.  The background accompaniment can be played through iTunes, also through the SmartBoard, so the students are able to collaborate and perform the song together as a class.

The third row in my matrix involves student presentation, which demonstrates NJCCCS 1.3.2.B.1.  This is clapping, singing, and/or playing on pitch from basic notation.  NET-S 2.b, which is communicating information and ideas effectively with varieties of media, is incorporated through this standard.  YouTube is a great tool that can get the students singing and clapping through interactive videos.  There are many sources of information that can be found through the use of videos online.  They can also help the students play too; watching videos of other students or teachers performing on the recorder can be a source of inspiration for the students.  As always, the SmartBoard is very helpful for projecting these ideas out to the students, because it is a source of interaction for linking the musical notation as well as performance through clapping, singing, or playing on the recorder.

My fourth row involves more strategies that also include formal assessment, such as evaluation and homework, and student presentation.  This demonstrates NJCCCS Standard 1.3.2.B.6, which is to play and sing simple melodies or accompaniments alone or with groups, as well as sight-reading basic notation.  This incorporates NET-S Standard 6.a, which is to understand and use technology systems.  More methods of technology are being used here, which include the metronome and the portable recording device.  For the purpose of assessment, the students of this class were asked to practice ten minutes a day and fill the time completed in a pumpkin practice log.  Once again, the SmartBoard can be used to provide an interactive environment for the children to follow when playing "BA Zombie," but outside the classroom, other technologies can be used.  A metronome can be integrated into the practice time of the students, so they are all kept in time and performing at a steady beat on the recorder.  A recording device can also be used too, so the student can assess themselves, have material for the teacher to assess, and hear their progress.

Matrix