The teacher taught a lesson on homophones and used an online homophone matching game to reinforce the concept. She modeled the game for the students and allowed them to play it on laptops as a reward for good behavior and task completion. All students were able to play the game, which helped motivate them and provided hands-on practice with homophones. The technology integration aligned well with the learning goals and provided added engagement without being burdensome.

1. Technology
Lesson
Maren Williams

2. Lesson Objective
For this lesson, I taught students

about homophones.
I wanted to integrate technology, so

I gave them the opportunity to earn
a chance to play a homophone game
on one of the five Mac Book laptops
in the classroom.

3. Lesson
Students, after learning about homophones,
were given an assessment of writing
sentences using sets of difference
homophones.
Before this, it was explained to the students
that if they worked independently, quietly,
and were on-task, they would get a
computer pass to play a game about
homophones on the computers.

4. Homophone Game
I found a matching homophone game online at

http://www.quia.com/mc/1055.html.
The game was fairly simple.

Students looked at the game board to find words that

sounded the same when they said them out loud, but
were spelled different.
When they got all the pairs, the game reset for the

next person.

5. Online Homophone Game

6. Modeling the Game
To show students how to play the game, I pulled

out a projector and connected my laptop to it.
The students sat on the rug as I modeled to them

how to play.
I made it interactive by

having the students do one or
two examples as a class.

7. Students
As the students were working on the

sentences, I passed out 5 computer passes
if they were on-task.
When students played and finished one

round, the game reset and they brought
me back the pass, which I then gave to
another student.
All students received a turn playing the

game.

9. What went well
I think the whole lesson worked well.

Each student was able to have the opportunity to play

the game.
The game was motivation to do their work and follow

instructions.
The students enjoyed doing something out of the

norm.
The game wasn’t too long and was age appropriate.

The game was appropriate for the lesson.


10. Principles of Effective Technology
Integration:
Student Use of Technology
The technology started as me modeling to the students how

to use the activity, however, it was mostly the students using
the technology and all students got the opportunity to use
the computers.
It promotes active learning by giving students a hands-on

experience with the technology and the major concepts
being taught that day.

11. Principles of Effective Technology
Integration:
Technology Use Is Essential
The technology was an add-on to their formal assessment of writing

sentences.
There isn’t much technology in the classroom and most students don’t

get many opportunities to use it.
It acted as a motivation to give students the chance to use the computers.


12. Principles of Effective Technology
Integration:
Focus on Learning Task
The game was specifically geared toward the lesson on homophones.

It not only was a game, but acted as extra practice on using and

identifying homophones.
The benefit of the game was that it was only about a 1 minute game,

giving all students the chance to play it.

13. Principles of Effective Technology
Integration:
Added Value
The use of technology for this lesson was not difficult and did

not make it a burden to use in the lesson. It fit hand-in-hand
with what the students were learning and did not take much
time.
Using the technology allowed me to give the students a

break from the normal assessment. They got extra practice
and enjoyed using the technology.