Technology Integration Action Plan

Rebecca Reyes

Mrs. Rachel Langenhorst

EDU 570: Teaching and Learning with Technology

March 6, 2022
T.I. Action Plan 2

Technology Integration Action Plan

Context for Learning

Demographics of Eastview Senior High School

Eastview Senior High School, built in 1997, is situated in heart of Apple Valley,

Minnesota, just south of the renowned Mall of America and the state’s capital, St. Paul. It is one

of 5 high schools in the Rosemount, Apple Valley, Eagan School District, District 196, of which

also has 6 middle schools, 19 elementary schools, and other accredited programs (About, 2021).

Eastview’s enrollment accumulates to around 2,200 students (Prospective Families, 2021). Of

this population, 65.3% are white, 11.9% Asian, 11.6% Black, 6.6% Hispanic, and 4.6% other

races (Eastview Senior High, 2021). Sixteen percent of the 2,200 students are considered to be

economically disadvantaged.

Academic Demographics

Eastview takes the 501st seat nationally, the 7th seat in the state, and the 1st seat in the

district for the evaluation of statewide tests, graduation rates, and college/career readiness

(Eastview Senior High, 2021). Even after the pandemic of COVID-19, the graduating class of

2022 at Eastview has more than one-third of the class population with an accumulated grade

point average (g.p.a.) of 3.7 or above, and only about one-fourth of the class has a g.p.a. of less

than 3.0. The class of 2021 had a graduation rate of 98% graduating on time, with another 1%

completing remedial work over the summer of 2021 in order to also receive their high school

diplomas. Four hundred and sixty-six students of the 2021 class averaged an ACT score of 23.4,

and 249 students were deemed AP Academic Scholars. (Prospective Families, 2021)
T.I. Action Plan 3

Classroom Specifics

The Business Education departments’ courses at Eastview High School have an average

classroom size of 28 students with a low of 10 and a high of 40 depending on the course and

quarter. Fashion Marketing, a discussion- and project-based course, has an average of 27

students per course hour with a section of 22 and another of 32. Within this group of 54

students, there are seven English-Language-Learning students and seven students with an IEP or

504 Plan. There are no co-teachers for this course. One ELL/IEP student comes with an

individual aid.

District Implementation of Technology

With the help of the COVID-19 pandemic need for student devices, District 196 has

made the push for all 29,000 district students to receive an iPad for in-school and at-home use.

For many students, this device has replaced the majority of required school supplies for the

classroom as the district’s 2000+ educators have begun facilitating classrooms and curriculum

with their laptop and iPad combo. The use and function of these devices have become a norm

for all K-12 students and teachers. Curriculum and resources continue to be designed for their

functionality and long-term use in K-12 education.

The Business Education department continues to seek out ways to incorporate student

devices and programs. It’s focused on creating a department-wide district curriculum

development plan that centers around real-world implications and the appropriate use of

technology. On top of the aforementioned devices, the Business education department has two

36-desktop classrooms, 40 programmable tablets, and a color printer, providing our students with

more resources that can enhance and enrich learning in our courses.
T.I. Action Plan 4

Action 1: Padlet

Teaching, Learning, & Technology

Teaching and Learning Goals.

Students will be able to:

• Determine locations where primary, secondary, and tertiary markets of their

clothing are for 1 piece of clothing

• Generate a hypothetical timeline of clothing production from primary market to

tertiary market and show it on a Global Map

In accordance with ISTE standards, students will work toward becoming:

• An Empowered Learner

• A Knowledge Constructor

• A Creative Communicator

(ISTE, 2022)

Technology Selection & Rationale.

Students must be able to research, record, and present their findings for their learning

goals in a limited amount of classroom time, spanning over multiple days. They must be able to

collaborate in groups of 2-3 students and clearly share and present their information with the rest

of the class. All students should be hands on and have the same access to the project at all times.

By using Padlet, students are able to create and share an interactive map of the world.

All group members can create and manipulate the map at the same time, on their own devices,

getting live changes instantaneously. If a member of the group is absent, present members can

continue work and communicate with the absent member through Padlet’s stream option. Padlet

maps allow users to research, design, and write information at any location. Users can then
T.I. Action Plan 5

connect points together to show movement across the globe, creating a 21st representation of

their findings. Padlet also allows for individual to change the language of the app. This will aid

ELL students in focusing more on curriculum and technology and less on the language barrier.

Notability, an app that allows students to write on PDFs, could also be used if a PDF map

was shared with students, yet there is no way for students to be working on the same map on

different devices simultaneously. The map would not create a clear presentation as the findings

would have to be written on a separate page and tagged using a number system. Notability also

does not let students take images, do research, find videos, etc. from with the app itself. This

would all have to be completed externally.

Other suggested Padlet alternatives such as Wakelet, Scrumblr, Lino, and Google Keep

all fall short as well. Although they have the internal research and posting capabilities, none

have the option to create an interactive map that allows for connections that demonstrate

movement on a timeline (Byrne, 2018). From an ELL stand-point there are very limited

language changes that the aforementioned alternatives provide, whereas Padlet’s language

options top 40 for users of nearly any background to be barrier-free. Padlet’s multi-functional

options for boards: Wall, Stream, Grid, Shelf, Map, Canvas, and Timeline allow it to be used to

complete other course learning goals as well, giving students comfortability in use by the end of

the course.

Implementation: Instructional Materials

Project Overview.

To begin this activity, put students into groups no larger than 2-3 students. Read through

the instructions with the class. Give them roughly 15-20 minutes to work through steps 1 & 2 as

a group. Then, begin walking students through the “Getting Students Started with Padlet Maps.”
T.I. Action Plan 6

Once all students have joined and signed in, have the groups decide who will be the creator &

sharer of the map. Continue walking students through the instructions, having only one of the

group members create and share the map with all other members. Allow them to begin the

project (step 3), directing them to the rubric and example for clarity. If done in-class this project

can take 2-3 class days if only 45 minutes periods and done only in-class.

Resource Materials.

Getting Students Started with Padlet Maps.

https://drive.google.com/file/d/1-

wyb0NsL0T_23SHMoDgzV_FL48I77Brt/view?usp=sharing

View and Create a Copy of the Project Instructions.

https://docs.google.com/document/d/1-

AjmexbBc22US4pU1Qt3T9gpKyvXW0kV/edit?usp=sharing&ouid=114154741080758881906

&rtpof=true&sd=true

View and Download the Project Rubric.

https://drive.google.com/file/d/10AeLCcETXid_P5dwgSztH7IqGhgLMw4M/view?usp=

sharing

Implementation: Example

Below is an example of the Origin of Clothes Map. You can find the Padlet map at

https://padlet.com/rebeccareyes4/v1xxb060ilpb6iok. Freely look through the pins and map

connections to get a feel for how the program allows a student to connect researched information

to the map to create a hypothetical timeline of how specific piece of clothing is made.
T.I. Action Plan 7

Implementation: Assessment Plan

The following rubric is attached to the Schoology (District 196’s 6-12 LMS) assignment

for students to reference before, during, and after the project. Students will receive their

feedback on this rubric directly on Schoology and will be able to see comments made to each

criterion as well as the overall project. Students will also download a PDF of this rubric into

Notability, where they will individually rate their group’s product for self-reflection, and submit

back to Schoology.
T.I. Action Plan 8

Stakeholder Communication

Students are the primary stakeholders with this technology tool. Padlet will be used

multiple times prior to this activity in this course, but regardless, students will continue to be

given time to login, track-down missing passwords, get acquainted with new features, etc.

Students will continue to communicate with the teacher and vice versa throughout the activity as

questions and concerns arise. The teacher will demonstrate the best method of collaboration

through Padlet’s sharing capabilities. The teacher will float around the room before, during, and

after the activity to be noticeably available to students at any given time. Students may continue

to reach out on the District’s LMS, Schoology, or via email when they are not in the classroom

for support. Teacher will verify that all students understand the options and expectations given

to them through Padlet Maps by survey student understanding throughout the activity. Finally,

the teacher will demonstrate and aid students in submitting the assignment to the LMS.

As parents have already received communication about the use of this app in the

classroom earlier in the quarter, a simple notification of it’s new use (Maps) will be sent to them.

Parents will also continue to be encouraged to become an active participant in their child’s

education by requesting that they have their student show them their work as well as the

requirements. This will help students verify they have appropriately used the app to complete all

components of the assignment.

T.I. Action Plan 9

Action 2: TinkerCad

Teaching, Learning, & Technology

Teaching and Learning Goals.

Students will be able to:

• Create a 3-dimentional product of their choosing to be marketed

• Demonstrate & present all physical aspects of their product inside and out

In accordance with ISTE standards, students will work toward becoming:

• An Empowered Learner

• A Knowledge Constructor

• An Innovative Designer

• A Creative Communicator

(ISTE, 2022)

Technology Selection & Rationale.

Students must be able to create a product using a tool that encompasses an ability to do

all required tasks. They must be able to create a 3D product with a group through collaboration

across multiple devices. All students should be hands on and have the same access to the project

at all times. They must also be able to view their product consistently in an augmented view and

have the option to 3D print their product or augment reality to present once it is fully complete.

By using Tinkercad, students are able to create a 3D product and present either by

augmentation or 3D printing of the finished product. All group members can create and

manipulate different aspects of the product at the same time, on their own devices, getting live

changes instantaneously. If a member of the group is absent, present members can continue to

work and communicate with the absent member the following class period. Tinkercad’s App
T.I. Action Plan 10

allows for continual augmentation of the product throughout the design process. With

augmentation students can compare their product to real sizes (i.e. when creating a shoe, they can

augment their design and compare it to a real-life shoe), view design flaws that require

restructuring, and more.

It’s important to note that teachers can view each group’s progress on Tinkercad at any

point during the activity as Tinkercad allows teachers to create a course and assign students to

the course. The teacher dashboard feature allows teachers to stay up-to-date on students’ efforts

in collaboration and provide continual feedback. Also, teachers can send designs to Tinkercad

for printing or laser-cutting if a 3D printer is not on-site. “With its teacher resources, myriad

tools, and methods to make designs come to life, Tinkercad is [truly] an exceptional tool”

(Rogowski, 2021).

Adobe Aero, much like Tinkercad, allows for students to see 3D designs augmented

using a touchscreen device, such as an iPad. However, unlike Tinkercad, designs cannot be

created in Adobe Aero, only imported. All 3D designs must be created outside of the program

using programs like Tinkercad or Adobe Illustrator. Students would have to learn and utilize

more than one program throughout the project. They would also have to import multiple times

throughout the unit to see their changes in an augmented reality version. Finally, Adobe Aero

also does not allow for collaboration on multiple devices. Student groups would have to share

finished projects at the end for them to access them on multiple devices, and educators would

also not be able to see student work ever through a nifty teacher dashboard!

The Merge Cube is another augmented reality device. With the merge cube students

could see their final projects, but they would run into the same issue of having to import them

whenever they would like to see them in augmented view. This is because Merge also doesn’t
T.I. Action Plan 11

allow for 3D creation. With Merge, however, there is an EDU account for teachers that would

allow them to share student projects with the whole class in order for groups to interact with

projects made by their peers. This would be a great way to foster an environment for peer

feedback; however, the lack of creation ability on site, makes Tinkercad a superior

application/program for this particular project.

Implementation: Instructional Materials

Project Overview.

To begin this activity, put students into groups no larger than 3-4 students. Read through

the instructions with the class. Introduce the Tinkercad program and app, demonstrating to

students the capabilities of both, including the ability to share and collaborate from multiple

devices and the app’s augmented reality capabilities. Then begin walking student through the

“Getting Students Started with Tinkercad” and then watch the corresponding video (found

below). Once all students have joined Tinkercad, signed – in, and opened & shared their project

with all group members, allow students time to get to know the program and how collaboration

works with their various group members.

After some time or on the 2nd day, continue walking student through the instructions for

the project. All students should then begin the project, directing them to the rubric and example

for clarity. If done in-class this project can take 3-4 class days if only 45-minute periods and

done only in-class. This time-frame includes program exploration at the beginning, but does not

account for the 2nd part of the project, where students begin to plan marketing strategies for their

product (an additional 2 days).

Resource Materials.

Getting Students Started with Tinkercad.

T.I. Action Plan 12

https://drive.google.com/file/d/14yISi6mgMS5eMlirJHVVdxwu1wxpQ1sU/view?usp=sharing

https://youtu.be/gOs6Mdj7y_4?t=50

View and Create a Copy of the Project Instructions.

https://docs.google.com/document/d/15148UO3Klrm71v2VFUJiMcIRg3EjGLT1/edit?us

p=sharing&ouid=114154741080758881906&rtpof=true&sd=true

View and Download the Project Rubric.

https://drive.google.com/file/d/153D7_nNZMJsXBWBymD5BIYJjszrvwYwW/view?usp

=sharing

Implementation: Example

Below is an example of a Tinkercad Project created by a group of students. You can find

the Tinkercad project at https://www.tinkercad.com/things/edpag86ulME-copy-of-copy-of-nike-

shoe/edit?sharecode=smcsPtlOvKLyrmTWcg1vEqq54-7wktTOPnQd8JEBu8w. Freely look

over the design and test it out on the Tinkercad app to see the augmented reality of the design.
T.I. Action Plan 13
T.I. Action Plan 14

Implementation: Assessment Plan

The following rubric is attached to the Schoology (District 196’s 6-12 LMS) assignment

for students to reference before, during, and after the project. Students will receive their

feedback on this rubric directly on Schoology and will be able to see comments made to each

criterion as well as the overall project. Students will also download a PDF of this rubric into

Notability, where they will individually rate their group’s product for self-reflection, and submit

back to Schoology.
T.I. Action Plan 15

Stakeholder Communication

Students are the primary stakeholders with this technology tool. All account setups will

be completed on class-time with the educator responding to issues, questions, and concerns.

Students will be given sufficient learning time during class as well to interact with the

demonstrated augmentation, to get acquainted with the tool before use, and to ask

troubleshooting questions as needed. The teacher will demonstrate and help student groups setup

and add collaborators before the activity time commences. All lines of communication will

continue to be open throughout the activity. The educator will allow and respond to student

messages on the District’s LMS and email in order to help students who are absent and need

follow-up answers outside of class time.

Parents will receive communication about the new technology tool as well prior to the

beginning of the activity. The communication will encourage parents to be a continued part of

their students learning by asking their student to share their work at home. Progress grades will

continue to keep parents updated on the student’s curricular understanding and the LMS,

Schoology, will continue to remain open for continued communication throughout the project.

See the Parent-Stakeholder Communication below for an example.

Parent-Stakeholder Communication.

https://docs.google.com/document/d/15xAyYFJyiF7dzoCmh5bVVjTAT1NAK9iT/edit?u

sp=sharing&ouid=114154741080758881906&rtpof=true&sd=true
T.I. Action Plan 16

Action 3: GooseChase

Teaching, Learning, & Technology

Teaching and Learning Goals.

Students will be able to:

• Identify Marketing and Merchandising Traits in Real-World Businesses

• Describe Real-World implementations of Marketing Strategies

• Deduce the target market for specific apparel items in Real-World Businesses

In accordance with ISTE standards, students will work toward becoming:

• An Empowered Learner

• A Knowledge Constructor

• A Global Collaborator

(ISTE, 2022)

Technology Selection & Rationale.

The technology chosen must be interactive and encourage student learning. Students

must be able to demonstrate findings, justify beliefs, encourage collaboration, produce examples,

and critique effectiveness all on the same program. GooseChase, a scavenger hunt app, allows

for individual and group hunts. The missions provided for students to complete include

photo/video capture, text response, or location. As students work together with their groups to

complete tasks, collaboration is encouraged and needed to complete many of the missions. The

GooseChase app allows for students (optional) and teacher to see the progress of all of the

groups. The teacher dashboard allows for constant communication and feedback on submissions

of the groups. As students use the app to complete the missions, they will be guided through
T.I. Action Plan 17

curricular instruction and be assessed formatively on their ability to demonstrate findings, justify

beliefs, produce examples, and critique effectiveness.

FlipGrid, another interactive app, would allow students to take and share video/audio

submissions, but each “mission” would have to be a separate topic and every submission would

have to be audio/visual. This would not fully allow for students to produce examples. FlipGrid

does not allow for text or location submissions. Although educators can formatively assess

submissions in FlipGrid, it lacks a key component: ongoing feedback and communication.

While students complete the topics, educators would not be able to communicate with students

through a messenger option.

Padlet could be another alternative for this lesson, as students can upload various types of

responses to missions. Padlet would allow students to demonstrate findings, justify beliefs,

encourage collaboration, produce examples, and critique effectiveness, but again, each mission

would have to be on a separate Grid, Shelf, or Wall. With Padlet, there is not an option to not

allow students to see other groups’ missions, and it lacks a way to communicate through the

same Wall that they are completing missions on. Educators would not be able to give consistent,

updated feedback or formatively assess student learnings directly on the app.

Other suggested GooseChase alternatives would be Google Forms, Notability, Google

Docs, Wizer.me, etc. Although each of these has their own assets and could work for this

activity, none could be as interactive, encourage as much constructive collaboration, or provide

necessary lines of communication and continual feedback. Reflecting upon each merely

reiterates GooseChase’s superiority. “GooseChase EDU offers a truly engaging, dynamic way

for students to collaborate and learn” (Langevin, 2021).

T.I. Action Plan 18

Implementation: Instructional Materials

Project Overview.

To begin this activity, put students into groups no larger than 3-4 students. Read through

the instructions with the class and walk them through the “Getting Students Started with

GooseChase” to download the app and create an account. Once all students have joined the game

and signed in, walk them through the various missions that will require completion on Field Trip

day. Show the MOA Short Clip to show students for the first time or to remind them of what the

Mall of America looks like. All students to strategize how they will complete the scavenger hunt

during the allotted time that will be provided while on the field trip – the time that remains

before the tour and after lunch.

On the day of the field trip, reopen the scavenger hunt for students to begin upon arrival.

Provide feedback and communication throughout the scavenger hunt to aid in keeping students

on task. Check for member participation and overall collaboration. If done correctly, students

should well be able to complete the entire scavenger hunt during a 1.5/2-hour time frame. More

or less missions can be added depending on the time frame provided by your specific field trip

details.

***Note: Students who miss the field trip will have an alternate assignment and will not

be using this tool for completion.

Resource Materials.

Getting Students Started with GooseChase

https://drive.google.com/file/d/153UiB9oEuacc1g8OhBjuHRyM4OGBZz5r/view?usp=s

haring
T.I. Action Plan 19

View and Create a Copy of the Scavenger Hunt Description

https://docs.google.com/document/d/15VSBX82UCAQ--

0a6jFw7VPgfC3foHGIw/edit?usp=sharing&ouid=114154741080758881906&rtpof=true&sd=true

MOA Short Clip

https://youtu.be/ZXfF2Sj7kms

View and Download the Post-Activity Assessment Questions

https://docs.google.com/document/d/15c21x1DjPQ7UAzUTJHb9rjnKSNyJLKaN/edit?us

p=sharing&ouid=114154741080758881906&rtpof=true&sd=true

Implementation: Example

Game Copy Link.

https://gsch.se/game/2f42594e8327425299a0e88f0e14f284/copy/

Game Information.
T.I. Action Plan 20

Mission List.

https://docs.google.com/spreadsheets/d/15ew7Nk0KGhKFmr8SY6hN-

5MyShRnR3Z2/edit?usp=sharing&ouid=114154741080758881906&rtpof=true&sd=true

Mission List Online View.

Continues on Next Page…

T.I. Action Plan 21
T.I. Action Plan 22

Implementation: Assessment Plan

The following questions are given as a Schoology (District 196’s 6-12 LMS) Assessment

for students to complete during the following class period individually. Not only will student

group missions be assessed formatively, but this addition of a direct individual assessment will

provide the ultimate formative assessment of individual understanding. Students will be given

in-class time to complete these questions and upon all-student submissions, a full-class

discussion will provide the teacher with an evaluation of the fieldtrip and activity from the

student perspective as a whole.

1. Name 2 of the many marketing traits your group uncovered throughout the various

stores. Be specific to the store name or product.

2. We have discussed that the 3 main marketing strategies are increasing the number of

clients, increasing the number of transactions, and increasing the number of return

customers. What are some ways the stores your group stopped in were pushing

toward these strategic goals?

3. Describe the target market for the following store chains:

- PacSun

- Champs

4. Describe the target market for the following clothing items:

- Torrid Jeans:

- Baby Gap Shoes:

- Pro Image Sports Jerseys:

T.I. Action Plan 23

Stakeholder Communication

The main stakeholders for this activity are the students. Although parents will be notified

of the activity app’s use through the advisement of the Field Trip itself, there are no direct parent

accounts required for involvement. After students have downloaded, created a school account,

and explored this application during class, a day or 2 before the fieldtrip, notification will be sent

home to parents that will encourage them to discuss the activity and the app with their student.

The purpose of this is to continually get parents involved in their student’s education and for

assisted reiteration of the technology guidelines in place with their student. Explore the

following parent-stakeholder communication examples.

On the day of the fieldtrip/scavenger hunt, students will receive continued

communication and support with the app. Using the GooseChase’s correspondence features and

Remind, an app for texting correspondence with students, students can locate me at any time to

get in-person help with the app OR ask questions about the app or missions they must complete.

Students will be given designated time before, during, and after the activity to ask questions or

voice concerns as well.

Parent-Stakeholder Communication.

https://docs.google.com/document/d/15h5UagaXGVjzSS_7WnrSc5C5xPrmizkM/edit?usp=shari

ng&ouid=114154741080758881906&rtpof=true&sd=true
T.I. Action Plan 24

Resources

About. (2021). Retrieved from District 196: https://www.district196.org/about

Byrne, R. (2018, April 8). 6 Alternatives to Padlet. Practical Ed Tech. Retrieved February 19,

2022, from https://practicaledtech.com/2018/04/08/6-alternatives-to-padlet/

Eastview Senior High. (2021). Retrieved from U.S. News:

https://www.usnews.com/education/best-high-schools/minnesota/districts/rosemount-

apple-valley-eagan/eastview-senior-high-11056

ISTE Standards: Students. ISTE. (2022). Retrieved February 19, 2022, from

https://www.iste.org/standards/iste-standards-for-students

Langevin, S. (2021, June 16). Goosechase Edu Review for Teachers. Common Sense Education.

Retrieved January 27, 2022, from

https://www.commonsense.org/education/website/goosechase-

edu#:~:text=Goosechase%20is%20an%20amazing%20app,and%20showing%20what%20t

hey%20learning.

Prospective Families. (2021). Retrieved from Eastview High School:

https://evhs.district196.org/families/prospective-families

Rogowski, M. (2021, December 13). Tinkercad review for teachers. Common Sense Education.

Retrieved March 4, 2022, from

https://www.commonsense.org/education/website/tinkercad#:~:text=Community%20Ratin

g&text=This%20can%20be%20a%20resource,it%20can%20even%20crash%20Chrome.