TECHNOLOGY

INTEGRATION
WORKSHOP #3

By: Avry
Smith

EMOTIONAL AND BEHAVIORAL UNIT

I plan to teach in a secondary level behavioral unit
once I graduate college. Aside from the fact that I
will need to be familiar will all subject areas, I will
have the opportunity to teach social skills. Through
experience, social skills are generally a major
struggle for students who experience emotional and
behavioral issues.
Chapter 7 addresses the use of internet tools that
may assist and promote communication in the
classroom. I feel that bulletin boards could be a
major asset to me when teaching social skills,
communication strategies, and tips for managing
emotions and behaviors.

TECHNOLOGY TOOL ADVANTAGES

Bulletin Boards:
I could use bulletin boards to post classroom and
homework reminders.
Students in behavioral adjustment units tend to struggle with
organization. This would be a perfect place to post instructions,
due dates, and weekly schedules.
Students can also use this bulletin boards to ask questions
about assignments, projects, ect.
I can post discussion topics: Describe a situation when you
have felt angry, and expressed your anger in a way that was not
benefi cial to you and/or others. Then describe when you could
have done diff erently. Then students can post a response and
suggest constructive feedback to they classmates.

TECH-PACK
Tech-PACK Components

What is known

Technology:

Pedagogy:

Content:

What must be learned

Familiar with Blackboard

and its formatting
Familiar with how posting
works from a students
perspective

Lesson topic- Anger

management
Goal- Students will
recognize and understand
the effects of anger. They
will also understand
various way anger may be
expressed.

Special Education
Social Skills
English Language Arts
Communication

Need to research Moodling

(other websites that
incorporate bulletin
boards)
Become familiar with
posting reminders, topics,
discussion from an
instructors/teachers
perspective
Research and understand
various ways anger is
expressed and its effects.
Depression/ anxiety/
rage
Displaced anger
Anger management
Create scenarios to post on
bulletin board and have
students respond.

Definitions:
Anger/ anger
management
Depression/ anxiety/
rage

WHAT MUST BE LEARNED

What must be learned

How to acquire this knowledge

Need to research Moodling (other websites

that incorporate bulletin boards)

Research the internet and experiment with

other formats that use bulletin boards.
Google
Youtube
Ask other teachers

Become familiar with posting reminders,

topics, discussion from an instructors/teachers
perspective

Log in to the database as an

instructor/teacher and become familiar with
its format and design

Research and understand various ways anger

is expressed and its effects.
Depression/ anxiety/ rage
Displaced anger
Anger management

Research subject area on the internet,

books, and notes
Create a list of examples from each
category

Create scenarios to post on bulletin board and

have students respond.

Research/ Google scenarios/ role plays that

involve emotional displacement and anger
issues.

WHAT MUST BE LEARNED CONTINUED

What must be learned

How to acquire this knowledge

Definitions:
Anger/ anger management
Depression/ anxiety/ rage
Displaced anger ( how it may be
expressed)

Use the internet and books to develop

definitions that are easy for students to
understand and relate to

Create discussion topics/ scenarios

Research/ Google scenarios/ role plays

that involve emotional displacement and
anger issues.

IDEAL CLASSROOM CONTEXT

Physical setting:

M y c l a s s ro o m w i l l b e s m a l l w i t h a l i m i t e d n u m b e r o f
s t u d e n t s , g e n e r a l l y s i x t o e i g h t . T h e i r s e a t s w i l l b e a rr a n g e d i n t h e s h a p e
o f a h o r s e s h o e . T h e ro o m w i l l b e w e l l l i t a n d w i l l h a v e p o s i t i v e a n d
motivational posters and decorations.

Social Structure:

S t u d e n t s w i l l w o r k b o t h i n p a i r s a n d i n d i v i d u a l l y.

Psychological Structure:

This lesson will be 45- 60 minutes long.

T h e re w i l l b e i n d i v i d u a l w o r k a s w e l l a s p a r t n e r p a r t i c i p a t i o n . T h e
m a j o r i t y o f t h i s l e s s o n w i l l c o n s i s t o f w h o l e g ro u p d i s c u s s i o n . T h e
w o r k s h e e t w i l l b e c o m p l e t e d i n p a i r s . S t u d e n t s w i l l re s p o n d t o a
d i s c u s s i o n t o p i c o n l i n e i n d i v i d u a l l y. I w i l l s h o w t h e m h o w t o a c c e s s t h e
w e b s i t e , h o w t o l o g i n , h o w a n d w h e re t o re s p o n d . I w i l l p ro v i d e t h e m
w i t h a h a n d o u t o n w h a t w e c o v e r i n c l a s s t o t h a t t h e y a re a b l e t o a c c e s s
t h e w e b s i t e a t h o m e w h e n t h e y a re re a d y t o re s p o n d t o t h e t o p i c o n t h e
b u l l e t i n b o a rd . S t u d e n t s w i l l b e re q u i re d t o re s p o n d t o t h re e o f t h e i r
c l a s s m a t e s p o s t s . We w i l l a d d re s s c o n s t r u c t i v e c r i t i c i s m . I w i l l p ro v i d e
t h e m w i t h a r u b r i c a n d g u i d e l i n e a b o u t w h a t a n a p p ro p r i a t e re s p o n s e a n d
f e e d b a c k s h o u l d l o o k l i ke .