Promotions
Home | Introduction |
Task | Process |
Resources | Evaluation |
Conclusion | Extension |
State Standards
Introduction
If you were promised a good deal on a Game Boy,
would you buy it?
Do you search through coupons in the mail or
newspaper? Does anyone in your family?
Have you ever bought pizza with a coupon?
Would you use a coupon or a discount for a product you
wanted to buy?
Do you search through the Internet for coupons?
Does anyone in your family?
How do you feel when you use a coupon?
Do you feel good about
getting a deal?
Do you feel cheap?
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Task
Promotions
Students will go to Google, type in
coupon and find 3 products
they would buy with a coupon
Prior to beginning this lesson, students should have a
basic knowledge of how to use PowerPoint or some other presentation software.
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Process
After addressing the discussion questions, students
will go on-line to Google, type coupon and take screen shots of 3 coupons for
products they would buy, transfer the shots to Power Point and tell why these
would sell better with a coupon or special offer. (They may use text or
narrative in Power point).
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Resources
Click Google Search and
type coupon
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Evaluation
Students will fill out an evaluation of what they
learned from the assignment and both email and print their comments.
Students discuss the following:
We call those reasons incentives. Sometimes the incentive is designed to
specifically make a sale, as in "$2.00 off medium pizza with this coupon." Other
times the incentive is planned simply to expose the customer to the product--to
break down preliminary barriers that are roadblocks to a future sale.
With a promotional program, you can persuade people to try your product, to
experiment with new beliefs about your service; you can shift buying habits so
that light users find reasons to buy more.
Who uses promotions? There are business-to-business promotional programs, and
there are consumer programs. We'll talk mainly about consumer programs. The
concepts we'll discuss are really about the same for both. Remember, people do
business with people. It's just a matter of what market you're trying to
influence--end users or intermediaries.
Different businesses are drawn to different styles of promotion. The most
frequent users of promotional programs are the retail services, like car care,
hair care, and restaurants. Coupons are the most common promotion for these
types of businesses; dry cleaners use coupons extensively, and so do groceries.
It's the ability to track results, as well as their proven effectiveness, that
makes coupon offers so popular.
In the business-to-business world, suppliers frequently engage in promotions
by offering sale prices. You are less likely to see coupons here, because the
patterns of purchasing are a little different. The person making the decision to
buy may not be the same person who is writing the check, so requiring the
physical coupon to be used would be an unnecessary barrier to the desired sale.
Promotions work because people like something for nothing. They respond to
two-for-one offers, and they love a good deal or free extras with their
purchases. Special promotions help lots of businesses achieve their marketing
objectives, such as combating seasonal cycles or stealing attention from the
competition.
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Conclusion
A promotion is a planned
strategy for increasing sales over a short period. A promotion adds value to the
product or service offered. It stimulates sales for reasons other than the
product's inherent benefits.
Every day we are bombarded with advertisements. As critical thinkers, we
need to be aware of the subtle ways ads enter our consciousness and the subtle
ways we are affected in what we purchase and even what we believe. The many
forms of media are used in various ways to influence our decisions.
After completing this WebQuest, you should be better able to evaluate when
and where someone is attempting to influence your decisions. Instead of being
brainwashed by the media, you now have the skills to make sensible decisions
about what you purchase and what you believe.
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Extension
Students who finish early will go to a paint page and
design a coupon for McDonald's mcnuggets.
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State Standards
- TECHNOLOGY EDUCATION STANDARDS
(adopted 9/25/00)
ESSENTIALS (Grades 4-8)
State Standards
•
1T-E2. Demonstrate increasingly sophisticated operation of
technology components
See: Arts {Music} (1AM-E9-10), Mathematics (1M-E6,
2M-E1), Science (1SC-E2)
and Workplace Skills (7WP-E1)
PO 2. Retrieve and save information remotely (e.g.,
network servers, Internet, Intranet,
peripheral devices)
STANDARD 2: SOCIAL, ETHICAL AND HUMAN ISSUES
•
2T-E2. Exhibit legal and ethical behaviors when using
technology and information and
discuss consequences of misuse
PO 1. Follow the rules for deciding when permission is
needed for using the work of others,
(e.g., some sites specify whether permission is required
or not, some work is in
public domain)
Students understand the social, ethical and human issues
related to using technology in their
daily lives and demonstrate responsible use of technology
systems, information and software.
STANDARD 3: TECHNOLOGY PRODUCTIVITY TOOLS
Students use technology tools to enhance learning, to
increase productivity and creativity, and to
construct technology-enhanced models, prepare
publications and produce other creative works.
•
3T-E3. Publish and present information using technology tools
PO 1. Design and create a multimedia presentation or Web
page using multiple digital
sources (e.g., from camera, video, scanner, CD-ROM,
Internet)
PO 2. Publish or present the above production (See
Technology 4T-E2, PO1 or 4T-E3)
•
3T-E4. Use technology tools to support system analysis and
modeling
STANDARD 4: TECHNOLOGY COMMUNICATIONS TOOLS
Building on productivity tools, students will
collaborate, publish, and interact with peers, experts
and other audiences using telecommunications and media.
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:
•
4T-E1. Use telecommunications efficiently and effectively to
access remote information
and communicate with others in support of facilitated and
independent learning
See: Language Arts (W-E3-E6)
PO 1. Communicate independently via e-mail, Internet,
and/or videoconference with people
in a remote location (For
Internet safety see Technology 2T-E1)
•
4T-E2. Use technology tools for individual and collaborative
writing, communication
and publishing activities to create curricular related
products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using
technology tools (e.g.,
multimedia authoring, presentation software, digital
cameras, scanners, projection
devices)
•
4T-E3. Collaboratively use telecommunications and online
resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8,
PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in
local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with
experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail,
discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or
solutions (e.g., Web site,
multimedia presentation, video)
•
4T-E2. Use technology tools for individual and collaborative
writing, communication
and publishing activities to create curricular related
products for audiences inside and
outside the classroom
See: Language Arts (W-E2-E7, LS-E)
PO 1. Plan, design and present an academic product using
technology tools (e.g.,
multimedia authoring, presentation software, digital
cameras, scanners, projection
devices)
•
4T-E3. Collaboratively use telecommunications and online
resources
See: Arts {Theatre} (2AT-E1) and Social Studies (1SS-E8,
PO2, grades 6-8)
(For Internet safety issues see Technology 2T-E1)
PO 1. Request collaborative exchanges among people in
local and/or remote locations
(e.g., e-mail, online discussions, Web environments)
PO 2. Communicate electronically to collaborate with
experts, peers and others to analyze
data and/or develop an academic product (e.g., e-mail,
discussion group,
videoconferencing)
PO 3. Present an academic product to share data and/or
solutions (e.g., Web site,
multimedia presentation, video)
PROFICIENCY (Grades 9-12)
Students know and are able to do all of the above and the following:
•
4T-P1. Routinely and efficiently use online information
resources to meet needs for
collaboration and communications
See: Language Arts (W-P2-6) and Workplace Skills (1WP-P5)
PO 1. Using criteria for research in Standard 5, create
an end product (e.g., multimedia
presentation, publication, Web page) to disseminate the
information
•
4T-P2. Manage and communicate personal and professional
information utilizing
technology tools and resources
See: Language Arts (W-P2-6) and Workplace Skills (7WP-P1,
1WP-P3)
PO 1. Plan and present a product appropriate to the task
STANDARD 6: TECHNOLOGY AS A TOOL FOR PROBLEM SOLVING AND
DECISION-MAKING
Students use technology to make and support decisions in
the process of solving real-world
problems.
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