Learning about technology is dynamic and demands strategic approaches to effectiveness. Effective planning of the lessons is ideally a substantive strategy. The appropriate lesson plan in the aim of fostering a better understanding of globalization is the use of networking through Skype interviews (Morehead & LaBeau, p. 122). The utilization of Skype during the classroom sessions especially inviting influential personalities for Skype interviews during classroom sessions and offering opportunities to the students for an interaction pact plays a significant role. It becomes a double-edged sword that accomplishes the goal of training the students the ideals of using technology to learn expansively through global interconnectivity.

The lesson plan will entail utilization of technology on a standard course mainly to attain the primary goal of promoting its resourcefulness towards educational platforms. The use of Skype weekly fosters a networking capacity with influential personalities within the global society while acquiring knowledge about global issues affecting organizations due to technological advancement (Morehead & LaBeau, p.122). The engagement of the students in research topics such as essays and reports to enhance their optimal use of the internet resources for knowledge acquisition as well as the research skills is another strategy. Finally, the weekly requirement of classroom PowerPoint presentations by the students concerning the assignments is another strategy. The optimal engagements of the students with technology in learning process ensure that the students achieve the primary goals of technological and global knowledge acquisitions rendering them competent in the worldwide market.

The effectiveness of the selected technology utilization strategies will be assessed through the quality of feedbacks and the reports presented by the students during the classroom sessions. During the Skype interviews, the guest will be aware of the topic of discussion and will educate upon such issues about the field of profession. The students will take notes, and in the next classroom session, in teams, they present the information they acquired through PowerPoint slides (Thomas & Knezek, p.338). Before the Skype interviews the students will conduct intense research about the associations of the guest as well as prepare the interview questions. After the meeting, while doing the class presentations, they are required to determine the quality of the information acquired and the improvement strategies to foster high end and constructive interview sessions in the future.

References

Morehead, Pamela, and Barbara LaBeau. “The continuing challenges of technology integration for teachers.” Essays in Education 15 (2005): 120-127.

Thomas, Lajeane G., and Donald G. Knezek. “Information, communications, and educational technology standards for students, teachers, and school leaders.” International handbook of information technology in primary and secondary education. Springer, Boston, MA, 2008. 333-348.