Technology Integration: Problem-Based Learning Plan Assignment Instructions

In this paper 8 to 10-page paper you will use a Problem-Based Learning approach to design a learning plan for a specific audience of learners. You will also use the ASSURE model for instructional design, the five characteristics of meaningful learning environments and five levels of technology integration from the Technology Integration Matrix, and the ISTE standards for students. Each of these will provide valuable models to help you define a well-conceived technology integrated learning plan. The goal of this assignment is to harness the transformative power of technology whereby your learners gain decision making and problem-solving skills, demonstrate increased creativity, and form stronger social connections with peers.

You will use the ASSURE model (Smaldino, Lowther, & Russell, 2008) to guide your thinking, planning, and creation of engaging learning activities. This model for instructional design encourages a purposeful look at emerging technologies and student engagement. The first step in using ASSURE is to understand your learners. Assess the learner’s knowledge, skills, and dispositions before planning for instruction so that you target the areas of most need and design activities that will most likely engage and motivate them to learn. It is critical that you recognize where the learners are before the instruction even begins. This front-end planning will go a long way to ensure success. The instructional decisions you make are opportunities for making a difference in people’s lives, both now and in the future.

The A in ASSURE stands for Analyze Learners.

Describe your learner and their characteristics such as learning styles, prior knowledge, skill level, and attitudes towards learning. For instance, some learners are very hesitant in learning math skills but are excellent writers.

The S stands for State Standards and Objectives.

You will select 2–3 curriculum standards used for the lesson. Then select 2–3 ISTE standards for students from the ISTE Standards for Students link in the Technology Integration: Problem-Based Learning Plan Assignment page. Use these to determine 2 -3 associated specific and measurable learning objectives for the lesson

The second S stands for Select Strategies, Technology, Media, and Materials.

Digital technologies can facilitate students and teachers in the collaboration process.  Great thinking and lesson planning include instructional strategies that incorporate the highest level of technology integration and student engagement. To help you evaluate and plan for the integration of technology in the lesson you will use the Technology Integration Matrix (TIM) framework where you will compare the level of integration and engagement typically experienced during instruction and learning experiences with those presented in the TIM. The Technology Integration Matrix link is provided in the Technology Integration: Problem-Based Learning Plan Assignment page. You will select one of the 5 interdependent characteristics of meaningful learning environments to structure your learning activities and design a vibrant technology integration plan for your target learners: active, collaborative, constructive, authentic, and goal directed. Your goal in designing the lesson and use of technology is to move as far to the right on the meaningful engagement scale as possible.  Push past the Entry and Adoption to Adaptation, Infusion, or Transformation.  This is not easy to do, and the TIM provides examples in video form to help you.  For instance, if you click on the Active Learning under the Infusion level you will find a number of videos that model this level of use with active learning taking place.

The U stands for Utilize Technology, Media and Materials.

Once you have assessed what technology tools you have available for use and observed some exciting ways these tools might be best utilized to promote learning, describe what you actually will use and how the tools will be used. You want your learners to collaborate in examining the important issues and identifying solutions to the problem focus. You also want them to leverage technology to help co-construct solutions. Jonassen (1996) refers to technology tools as “intellectual partners” (p. 9) that aid learners as they seek to expand their thinking and understanding.

The R stands for Require Learner Participation.

This is where you plan the learner actions. How will you plan for your learners to engage with the ideas and with the technology tools in order to meet the learning goals and objectives? Good questioning is an important aspect of formative assessment. Include your questioning strategies and questions for introducing the problem and lesson, processing the problem, designing solutions, ensuring understanding, and final checkpoints.

The E stands for Evaluate and Revise.

This final section is where you will describe the methods you will use to assess the learning. Then describe how you will use the resulting data to revise the instruction plan for next time. If you are able to actually teach the lesson to your learners, do so, and then assess the learning plan itself and how well the lesson actually worked as compared to how you thought it would work. If this is not possible you will complete this section based on what you think will happen and how you think you might need to revise the lesson for the future. Focus in on the integration of technology and how well your selected tools worked. Did things work as you had planned?  Would different tools have done a better job of facilitating the problem-based learning approach? Did anything surprise you? What would you do differently next time?

Download the Technology Integration: Problem-Based Learning Plan Template. Open the template and review each section of the template. The template requires you to complete the following sections:

  • Introduction to Problem-Based Learning (PBL)
  • Technology Integration
  • The ASSURE Model for Instructional Design
  • Analysis of Learners
  • Analysis of Technology in the Local Setting
  • Standards and Objectives
  • Strategies, Technology, Media, and Materials
  • Require Learner Participation
  • Evaluate and Revise

Course Outcomes Addressed in this Assignment:

A. Demonstrate knowledge of terms associated with educational technology.

B. Synthesize concepts in the area of technology use fore educational practice by critically engaging current literature.

D. Develop an integrate technology project using problem-based learning approaches.

Module Learning Outcomes Addressed in this Assignment (MLOs):

1. Design a technology integrated problem-solving learning experience for a specific audience of learners.

2. Demonstrate ethical and best practices for utilizing web-based tools in classroom learning contexts.


Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

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