ABC Community ?

School
5/11/15

Erving Marure Sosa

Technology may not be substitution for regular instruction, nonetheless learning is vastly
enhanced. Students will have a greater interest in their education and any learning styles can be
assisted with the help of technology in the classroom. Preparation for standardized exams can
also be aided with the use of technology. ABC Community School deserves the right, to maintain
all technological components in the classrooms and in the school.
In order to maintain, the high status and prominence of ABC Community School,
technology must remain available to all students. ABC has achieved progress in educating
students, with the assistance of technology, being current to modern society. If the United States
wants to educate its youth, in competing against foreign nations, it must do so without
jeopardizing the availability of technology. Society is revolutionizing into a technological
advanced world, in which technology will play a key part in everyday life. Here at ABC
Community School, students are not just given technology to make their lives easier or solely
depend on technology. ABC students gain the necessary skills to have technology assist them in
their learning, hence comprehension is greatly increased. As Elizabeth Marcoux argues, Work
time with many applications streamlines searching, building, and constructing so more time can
be spent in thinking, reasoning, and sound decision-making as well as analysts, synthesis, and
reflection (Marcoux). Technology minimizes the time spent obtaining information, so effort can
be allocated in the true learning process, of analyzing and critical thinking. As more resources
become available, students have the opportunity to understand the topic in a matter, not offered
by books or standard instruction.
With the availability of all possible technology in a classroom, the possibilities are
endless of how the learning process can be affected. Technology offers the opportunity of giving
interactive material that allows students to fully understand material. The multitude of student
learning styles, disabilities, and needs are all addressed with the assistance of technology, hence
no student is ever left behind. Lingguo Bu in a study of particular middle students found that,
students reported that they were experiencing meaningful mathematics that was useful,
connected, and centered around problem solving. Second, students felt that they were well
supported by contextual models, technology, and whole class interactions (Bu). As a result,
when technology is implemented in the classroom, students gain a greater interest in subjects that
were not previously of great interest such as math, science, or even English. Students in typical
schools, lose interest, to the contrary in ABC Community School students gain a greater
understanding and interest for life-long learning. Resources should be maintained in the
technology of the school, since the prominence of learning and educated students will vastly be
affected. Resources should not be spent, solely on preparation of standardized testing since if
students are sufficiently educated with the use of technology, test results will demonstrate their
success in learning.
Technology in the educational setting was never meant to replace an educator but to
supplement students in the learning process. Any other mishaps or limitations to an adequate
education are covered with technology. Special resources or any allocation of funds for the
preparation of standardized testing is invalid since a well-prepared student will have no problem
completing the exam. ABC Community School, as well as all other schools deserves the right to
allow students to learn with the assistance of technology.
Marcoux, E. "., & Loertscher, D. V. (2009). Achieving teaching and learning
excellence with technology. Teacher Librarian, 37(2), 14-22,88. Retrieved from
http://ezproxy.library.csn.edu/login?
url=http://search.proquest.com/docview/224882038?accountid=27953

Bu, L. (2008). Primes in context using technology: Toward a didactical model for the
teaching and learning of prime numbers in middle school mathematics (Order No.
3340691). Available from ProQuest Central. (304644010). Retrieved from
http://ezproxy.library.csn.edu/login?
url=http://search.proquest.com/docview/304644010?accountid=27953

Technology standards in the Clark County School District, State of Nevada and the
National level have similar objectives due to the fact that Nevada fully integrates the ISTE
standards. National standards are vague, while they are very specific in the local district.
Technological standards increase as the grade levels go higher, as result the impact on instruction
also vary.
Nevada is one, of the few states that has fully incorporated ISTE(International Society for
Technology in Education) standards in the curriculum. This illustrates the reason that CCSD and
Nevada standards are very similar to National standards. All national standards are stated in the
Nevada and local standards, the previous two simply outline their objectives in detail. All three
technological standards incorporate the six ISTE standards of :1 Creativity and Innovation, 2
Research and Information Fluency, 3 Communication and Collaboration, 4 Critical Thinking,
Problem Solving, and Decision Making, 5 Digital Citizenship, and 6 Technology operations and
Concepts. ISTE standards are followed by four objectives. Nevada standards review the ISTE
standards, provide the objectives and then provide a Nevada objective for each grade level of 2,
5, 8, and 12 grades. CCSD technology standards incorporate ISTE standards and provide
feedback of objectives for each standard, in each grade in detail. CCSD technology standards,
also define the grading of a students proficiency in the technological standards. Common core
standards provide learning goals for all grade levels, not emphasizing how the material is
learned.
Instruction is impacted across all grade levels with the influence of all four technological
standards. At the earlier levels, the knowledge of new information is emphasized with the
revisiting of previous knowledge. Technology at this stage is not truly shown, but the steps
towards that capability are obtained. As result, during the earlier years, technology does not pose
a obstruction to previous instruction but an emphasize on technology should be started. During
the middle years, emphasize is placed on revisiting ideas, reviewing, and to utilize technology to
create projects. Instruction during the middle years will be impacted with technology, since
students will have first-hand experiences on the availability and knowledge with technology.
Later on, emphasize is placed on the ability to integrate technology into critical thinking and the
presentation of new ideas. Students are encouraged to create new ideas and methods with the
use of technology. Instruction is affected during this stage, since comprehensive knowledge of
technology must be attained and used to develop ideas.
For the lesson plan, the third technological standard of Research and Information fluency.
This dictates that students will apply digital tools to gather, evaluate , and use information.

 Name of lesson: Controversial Topics and Legislation

Grade Level Appropriateness: 11 Grade, US History
Technology Content Standard Addressed: 3 Research and Information Fluency: Students
apply digital tools top gather, evaluate, and use information.
Other Content Standard Addressed: CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
Objective: The student will be able to research and gather insightful information about a social
issue in US history, with internet assistance. The student will distinguish credible sources and be
able to relate these issues to the present, and follow up with a PowerPoint.
Materials needed to facilitate the lesson: Laptop computer, desktop, online connectivity,
PowerPoint or Keynote
Suggested group size: A recommended group size of three is suggested.
Procedures: Present students with the following instructions,
1) Research a social issue you find compelling from US history i.e. race discrimination of any
race, women issues, Prohibition, poverty, right to vote etc.
2) Find primary and secondary sources from the web relating to your issue including speeches or
videos, gather only credible data.
3)Explain the issue when it was stated, then relate to how it is faced today.
4) Finish with a PowerPoint illustrating your views and the sources. You may work in groups of
up to three, no more.
Encourage students to work in groups and be actively engaged with each other in researching the
information about their topic. From previous experience, lead the students to improve upon their
work such as recommending databases such as EBSCO and the school library website.
By the end of class, students must already have their sources and be ready to integrate them in
their PowerPoint, which may be finished at home.
Remind them to cite their work.

 Assessment: Student progress in class will be evaluated by the quality of sources and
thoughtful research. Student work at the end of the project will be evaluated by the adequate
presentation of the PowerPoint. Quality of the presentation will vastly affect final grade, instead
of quantity.