Technology Integration Unit

Locating Materials in the Library

What technology was used?

In order to give a large amount of choice to students in how they learned the content, I used many technology tools.

All students will use:

  • Mindmeister
  • Google Forms

Students will also have to choose one of the following:

  • Microsoft Movie Maker
  • Lucid Press Layout and Design
  • Screen-O-Matic
  • Weebly
  • Possibly others through student suggestion

Why was this technology chosen?

These tools were chosen based on several criteria:

  1. How well it could represent the information the students will be presenting.
  2. The ease of use for 5th grade students.
  3. How it worked within our current technology environment. Some don't require email addresses (student email accounts are very restricted) like Screen-O-Matic. Movie Maker is already loaded on school machines. Through an education account in Weebly, the teacher is able to set up student accounts. Lucid Press, mindmeister, and Google Forms are all able to be used with the students' google accounts.
  4. The ability to add collaborators was also a consideration.

I also used Blendspace, Prezi, Google Forms, and Screencastify in creating the unit that students will follow throughout the unit.

ADDIE and Constructivism

My use of ADDIE is demonstrated in my lesson plan, which is attached later.

My unit was designed with the constructivist learning theory in mind. I designed a unit that requires students to construct their own meaning for two different objectives. First, students need to discover and practice the skills necessary to locate materials in the library. In this unit, the students are responsible for doing the research needed to clearly present this information to the 3rd grade students. I do not provide them the information they need, however; I provide support by suggesting resources they might use. I also give students support in how to use their chosen tool, but I encourage students to explore additional capabilities of the tool. This unit was designed with the teacher as facilitator, while the students will be doing most of the work.

I also wanted to give students a purpose for the work. For many, just having the skills to locate books in the library gives purpose. But I hope to increase the motivation by allowing students to present to the 3rd graders and by publishing their work on the web.

Universal Design for Learning

UDL was applied in the design of this unit. According to CAST, there are 3 basic principles of UDL (2011). Each is addressed through this unit.

Provide Multiple Means of Representation

Students are given choices in what type of resource they would like to use to find their information. The suggested resources vary from walking around the library making observations to researching articles and websites online. Also included is collaboration with other students which adds an addition layer for learning.

Provide Multiple Ways of Action and Expression

Students are given choices fornhow they express themselves in the unit. Once the content is discovered, student may choose which tool they want to use to present their information. Screencasts about the basic use of each tool provide scaffolds. Students are also provided support with planning of the project through the Blendspace. Blendspace provides step by step directions for the project. Embedded within the directions are all of the resources the students will need for the project.

Provide Multiple Means of Engagement

There are multiple ways the unit provides motivation for students. First, students have choices throughout the unit. They can choose what topic to focus on, how they learn about that topic, and how to present the information learned. The nature of the assignment provides purpose through the real-world application of being able to find books in the library. Knowing their project will be used to teach third grade students provides an additional purpose. The project will be also published on the web for anyone to use. Collaborating with a partner is also a piece that will engage the learner. And finally, the learner will have a chance to evaluate the process of creating their project.

The remaining assignment elements can be found in the lesson plan, as well as the Blendspace that students will follow, which are located below:


CAST. (2011). UDL Guidelines 2.0 | National Center On Universal Design for Learning. Retrieved June 13, 2015, from

Martin, M. (n.d.). ADDIE: The Instructional design process. Retrieved June 9, 2015, from