Know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.

I don't know what the opposite of anal-retentive is, but I'm it. I'm not an efficient planner, and over the past 17 years, I've become complacent enough with the English courses I teach that planning has become (most times) a "day-of" thing. TATC has certainly pushed me in the opposite direction. Every course seemed to reiterate the need to plan -- plan storyboards for videos, plan complete unit lessons for desktop publishing, etc. Planning is not only vital for the production of my own products, but also for efficient teaching of my students. They need the structure, and they need measurable goals, and planning helps provide both.

Caption 5

Indicators: Standard IV, Standard V, 7.1s, 7.3s, 7.5s, 7.10s, 7.13s, 7.14s, 7.15s, 7.16s, 7.17s, 7.18s, 7.19s, 7.20s, 7.21s, 7.22s, 7.25s, 7.28s, 7.29s, 7.30s, 7.31s, 7.32s, 7.35s, 7.36s, 7.37s, 7.39s, 7.40s, 7.41s, 7.43s, 7.44s, 7.45s, 7.46s, 7.47s, 7.48s, 7.49s, 8.1s, 8.2s, 8.4s, 8.11s, 8.14s, 8.17s, 8.18s, 8.19s, 8.20s, 8.23s, 8.24s, 8.25s, 8.26s, 8.31s, 8.33s, 8.34s, 8.35s, 8.36s, 8.38s, 8.40s, 8.41s, 8.42s, 8.43s, 8.44s, 8.45s, 8.46s, 8.47s, 9.11s, 9.15s, 9.16s, 9.21s, 9.24s, 9.26s, 9.27s, 9.29s, 9.36s, 9.38s, 9.41s, 9.42s, 10.34s, 10.37s, 10.38s, 10.40s, 10.41s, 11.1s, 11.3s, 11.10s, 11.11s, 11.12s, 11.23s, 11.24s, 11.25s, 11.26s, 11.27s, 11.29s, 11.32s, 11.33s, 11.35s, 11.39s

Artifact #5

Descriptors: Desktop Publishing, Design Concepts, Web Authoring

Title: Desktop Publishing Unit Lesson Plan

Course: 104 Desktop Publishing

Date Created: February 5, 2003

Source: Internet, personal library

Media: Adobe Pagemaker, Dreamweaver

Description: As a major part of the Desktop Publishing course we were to plan a complete unit for a classroom. In my unit, students were to design a magazine cover for a specific time period and interest or event. The fur trade period of American history is one of my interests, so I had plenty of material around and researched a little on the Internet.

The following were the requirements for the unit plan:

• Objective of the unit or lesson
• Teacher tools and supplies list
• Concepts and TEKS applications
• Sample product of lesson
• Terms utilized in lesson
• Procedures used in instruction
• Assessment tool (application assessment is suggested; however, an objective assessment tool will be acceptable also)

The finished lesson plan was to indicate the following:

• Sources used
• Software requirements
• Hardware requirements
• Classroom instruction time for the unit
• Classroom lab time for student work
• Auxiliary applications for modifications, G/T students, etc.

Rationale: I include this artifact because it is a good example of planning in advance. It is also an example of a multi-disciplinary product, which allows students to use something they've learned in one class in yet another class. They (and I) enjoy the killing of multiple birds with one stone.

Implications for future: Technology's great, but it's not worth much unless you apply it. The value of this lesson doesn't lie so much in the technology used (after all, it's just Photoshop and Pagemaker, and it's a pretty simple assignment) as it does in the integration of technology into multiple fields. I have been primarily an English teacher, and can see the use of this assignment (with minor modifications) for almost any story or author we study. Other teachers could just as easily implement it in their fields, also.

Reviewer's Comments: I really like the way you integrate your technology into other fields--it makes it so much more educational for the students and more interesting for the teacher. I wish that there were 48 hours in each day and I would create a bunch of integrated lessons for our social studies and science teachers!

Reviewer's Name: Danita Johnston

Title: TATC Student

Date Reviewed: February 5, 2003