College of Southern

Nevada
Jenna Adams
10/10/2015

Jenna Adams
Education 214
Steven Saladino
10 October 2015
The Tables Have Turned With Technology
In the old days, a student would use text books, hand written essays, notebooks, and old
fashioned work sheets in the classroom. Nowadays, we are opened to so much more than that.
Technology has allowed us to turn the classroom into something truly remarkable. Using these
recent technologies, students can now create power point presentations, make websites, are
available to thousands of resources online, can communicate with other students not in the
classroom, and can even take classes online. These examples are just a few of the thousands of
new recourses that technology has made available to students across the world.
Technology has also changed the way the teachers can display a classroom as
well. For example, teachers can now go further than just writing information down on a
whiteboard. Students can now be taught using virtual illustrations from projectors to create a
better perception of a concept. Using new technologies such as projectors or videos, teachers can
now put an image, rather than just words, to the idea that they have been learning. Nowadays,
many students have access to these new technologies, which allows them to study and
experiment with ideas on their own time as well. Technology allows more of a learning approach
rather than a teaching one. For example, students can now be given assignments that allows them
to learn the knowledge them self through research and exploration rather than just being pushed
an idea by a teacher. Not only does this approach keep the students more interested, but it allows
the students to maintain a sense of creativity and individualism.
With technology rapidly approaching and changing the future of
education, it is important that we continue to grow with it as well. It is our responsibility, as
educators, to introduce, maintain, and encourage students to take advantage of these
technologies. In most students, after graduation, technology will remain prominent in their lives,
whether it will be college or a career. Therefore, the use of technology should remain prominent
in the schools curriculum. High school teacher, Rick Delgado, once stated, We live in a
dynamic world surrounded by almost endless amounts of information. Riding the coattails of
information is all of the technology we have at our fingertips. For as prevalent as technology is
now, is it replacing real lasting education? This statement sparks a convincing idea that as
technology continues to grow, so can education if we allow it to do so.
It is clear that education and technology work alongside
each other in this day and age. We must embrace this new and revolutionized form of education
to ensure the well being of the students of this nation and the nations around this world.
Peripheral devices such as laptops, scanners, graphic tablets, digital science probes, PDAs and
printers, software, and emerging technologies should continue to be used in classrooms for they

only enhance the educational setting. Schools should not be forced to abandon the use of these
technologies and for it will only damper with the students success.

The Tables Have Turned With Technology

Works Cited
"Centre for Education in Science & Technology." RSS. N.p., n.d. Web. 12 Oct. 2015.
Lever-Duffy, Judy, Jean B. McDonald, and Al P. Mizell. Teaching and Learning with
Technology. Boston: Allyn and Bacon, 2003. Print.
"Technology in Education." - Education Week. N.p., n.d. Web. 12 Oct. 2015.
"The Ten Fundamental Reasonsfor Technology in Education." Ten Reasons Why Technology Is
Vital to Education. N.p., n.d. Web. 12 Oct. 2015.

Jenna Adams
Education 214
Steven Saladino
10 October 2015
Identification of Technology Standards
Setting technology standards is extremely important in education. It allows for equal
opportunity for all students. If there are no common standards and every teacher sets his or her
own standards, schools demands on their students would be different and education and use of
technology would be inconsistent.
For districts, technology standards provide a focus for developing new ways to organize
curriculum content. In the Clark County School District, the use of technology standards starts as
early as 3rd grade. Here, a student who meets content standards is expected to be able to complete
simple technological duties such as locating letters on the keyboard, contribute ideas for topic,
identify tools and resources, and discuss common uses of technology in daily life. By the end of
middle school in 8th grade, a student meeting standards should be able to describe more than one
design problem solving method, demonstrate proficiency and accuracy in keyboarding skills,
independently generate a list of keywords to conduct a search, and evaluate the impact and
ethical implication on individuals. By 12th grade in high school, a student is expected to use
appropriate productivity tools including word processing, spreadsheet, database, multimedia and
telecommunications, state clearly a research topic problem, make precise list of elements, limits,
and expected outcomes, conduct research in a computer or technology, and explain the evolution
of a given system or process.
For the state, standards are a common reference tool and provide a clear structure
for national testing. The Nevada Computer and Technology Standards address basic proficiency,
and also incorporate the skills and knowledge that students are required to learn in order to
function properly in todays society. It s based on the National Educational Technology Standards
for Students by the International Society for Technology in Education (ISTE). It is built around
the concept of technology integration that suggests that the teaching of technology skills in
isolation is not as effective as when technology is used in context. The content for each standard
is resulting from the subject content into which the standard and the technology are integrated.
These standards include creativity and innovation, communication and collaboration, research
and information fluency, critical thinking and decision making, digital citizen ship, and
technology operations and concepts. The standard I will be using in my lesson plan is standard
number 1 of the ISTE, creativity and innovation. I will choose this standard for I find it to be
most important in order to maintain an active learning style.

Lesson Plan
Name of lesson: Plant Cell Creation
Grade Level Appropriateness: 9-12
Technology Content Standard Addressed: ISTE-S #1 Creativity and Innovation
Other Content Standard Addressed: Nevada Academic Content Standard for Science #4 System and
System Models
Objective: Students will be able to create a model of a plant cell and distinguish the difference between
the cell parts and functions.
Materials needed to facilitate the lesson: Internet Access, Microsoft Word, Plant Cell PowerPoint, and
Printer
Suggested group size: Individual project
Procedures:

1) Insure all students to take detailed notes for they will need the information provided to
complete the lesson.
2) Introduce the topic of plant cells by displaying the PowerPoint provided in the link.
http://www.slideshare.net/buddy.tignor/plant-cells?related=1
3) Allow students into the computer lab to complete the next section of the lesson plan.
4) Have students open up Microsoft Word.
5) Using their notes, Instruct the students to create a detailed model of a plant cell by using
the Shapes option.
-The plant cell should include: Cell Wall, Cell Membrane, Vacuole, Nucleus, Nucleolus,
Chloroplast, Mitochondrion, Cytoplasm, Rough ER, Smooth ER, Ribosome, and Golgi
body.
- Each part of the cell should be a different shape.
-The student may change the color of shapes, as well as change the weight of the line to
help distinguish between different cell parts.
- Use the Arrow Shape to point to a Text Box that labels the cell part.
6) Allow student to use internet to see references of plant cell diagrams if needed.
7) Once the model is complete, allow the students to print there models.
8) Once printed, turn in to teacher.
Assessment: Rubric Method: The students will be graded upon a rubric which is worth 50 points. Points
will be distributed based on these sections:
25 Points Cell displays all cell parts
15 Points Cell shows effort and creativity

10 PointsCell is labeled

Student Sample

Mitochondrion

Plant Cell Creation

Vacuole

Nucleus
Chloroplas
t

Nucleolus

Ribosome

Golgi Body
Rough ER

Smooth ER