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ABC Community School

Maria Casas

May 7, 2020
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SECTION 2. Position Paper

“While we often hear about the negative effects of excessive screen time and the dangers of

social media, we don’t always hear about the positive way’s technology makes a difference in

our lives, especially when it comes to learning” (Brown,2019). Technology has many positive

effects in schools for students, teachers and parents. Technology can adapt to the different

learning styles of students and enable them to follow along at their own pace. Not to mention,

technology saves schools huge amounts of money. To sum it up, implementing technology in

lesson plans makes students feel more interested, it enhances their critical thinking levels and

learning capacity.

For some students’ different styles of learning work better than others. Technology has

several tools that adapt to the different learning styles. Adaptive and Assistive technology are

tools in which students with a disability and non-disability can benefit from. Without these

technologies, most students will not succeed in school. For example, for students with blurred

vision if technology was to be removed, how could they adjust their font size to see better? For

students who have a learning disability such as Autism, learn best by media clips and visuals. If

technology was to be removed, Media clips and visuals would not be an option and students will

lack interest. For students who are intrapersonal learners and prefer to learn alone, removing

technology and computers will affect their learning abilities. Most students only get to use

technology in school because they don’t have access at home due to their Socio-economic

background. Removing technology from schools will only cause students to be

unaccommodated. Based on their need’s students will show lack of interest because lessons will

be boring and repetitive.

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Another advantage to use technology is to save schools money. Think of technology as

an investment. No more need to buy huge amounts of paper for test or for students to do work.

Everything will be electronic. Teachers don’t have to go and make copies of communication

letters to parents anymore, now instead everything can be communicated with a school

application such as Dojo. This application lets parents and teachers communicate in an easier,

quick and effective way. Schools can also save money if they go to eBooks in the classroom. No

need to have books that take up storage and sometimes takes longer time to get the book prints.

If technology would be removed from schools the price for school supplies would increase.

Incorporating technology with the daily lesson plans proves to be more effective.

Students are learning a new content standard and at the same time a technology standard. “These

projects help students use more critical thinking skills and less rote memorization. Students have

access to unlimited resources for research and learning about any particular subject.”

(Brown,2019). When teachers give the same format of lessons to students, they are just getting

them to repeat and memorize. However, if technology is incorporated to lesson plans students

will engage in learning. “Technology-based projects can also inspire students to think and

collaborate as opposed to memorizing, whether they’re using the web for research or to

correspond with other students or experts who are not physically present” (Khan,2019).

Using technology students will actually learn and not just memorize.

In my opinion, I wish technology will not be banned from our ABC Community

School. Technology has many benefits for students, teachers and parents as well. When used

appropriately, technology can help students with different learning styles, save money and

students will learn instead of just memorize concepts.

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References

Brown, C. (2019, April 11). How technology can help improve education. Retrieved from

https://www.classcraft.com/blog/features/how-has-technology-improved-education/

Khan, T. (2019, March 28). How Technology Can (and Does) Improve Education. Retrieved from

https://www.trustradius.com/buyer-blog/how-technology-improves-education
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Section 3: Identification of Standards

Standards are the overall description of the learning objective. Strands are detailed

descriptions defining the standards. Indicators are the learning expectations for each grade level.

The State of Nevada Computer and technology standards are based from the National Standards

(NETS). The only difference is NETS does not have indicators to specific grade levels. For some

school districts this can be confusing, therefore Nevada applied specific grade levels to their

standards to have a sort of guidance for educators to know what specific grade level is for. The

Nevada State Standards consider their standards to be the base of framework that serves as a

guide to districts. They believe it is essential to integrate technology in the classroom rather than

to teach it in isolation depending on what grade level it intended for. Both National and State of

Nevada are unique technology standards they are not content standards and they both share a

goal which is to help districts develop a curriculum to connect their students by using

technology. The Nevada Computer and Technology standards are based on the National

Educational Technology Standards for Students (NETS‐ S) came up with the International

Society for Technology in Education (ISTE). The ISTE is composed of 7 components which are

Empowered Learner, Digital Citizen, Knowledge Instructor, Innovative designer, Computational

thinker, Creative communicator and Global Collaborator. Also, ISTE has standards for other

groups within the school which are for Educators, Education leaders, Computational thinking

and for Coaches.

ISTE Technology standards

1c Students use technology to seek feedback that informs and improves their practice and

to demonstrate their learning in a variety of ways

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6a Students choose the appropriate platforms and tools for meeting the desired objectives of their

creation or communication

English Language Arts/ Reading Standards

1.0 Students know and use word analysis skills and strategies to comprehend new words

encountered in text.

10.0 Students participate in discussions to offer information, clarify ideas and support a position

(K).1.13 Develop vocabulary by listening to and discussing selections read aloud

(K)1.16 Describe common objects and events in bot general and specific language

(K)1.20 Use Vocabulary to ask questions and respond to others

(K) 4.2 Recall information from texts, pictures, and graphs [NS/PS 4.K.2]

(K) 5.2 Respond to information by drawing and writing with teacher assistance [NS/PS 5.K.4]

(K) 8.1 Listen for a variety of purposes (to obtain information, to solve problems or enjoyment)

[NS/PS 8.K.1]

(K) 9.1 Use and explain vocabulary to communicate ideas [NS/PS 9.K.1]

(K)9.3 Share and respond to ideas [NS/PS 9.K.3]

(K) 10.3 Share ideas and information [NS/PS 10.K.3]

Mathematics Kindergarten Standards

3.0 To solve problems, communicate, reason, and make connections within and beyond the field

of mathematics, students will use appropriate tools and techniques of measurement to

determine, estimate, record and verify direct and indirect measurements.

(K) 3.1 Compare and order objects by size communicating their similarities and differences

[NS/PS 3.K.1]
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(K)7.4 Use physical materials, models, pictures, or writing to represent and communicate

mathematical ideas [NS 7.7]

(K) 9.1 Link new concepts to prior knowledge [NS/PS 9.1]

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• Name of lesson: Length and Height

• Grade Level Appropriateness: Kindergarten

• Technology Content Standard Addressed: 

1c Students use technology to seek feedback that informs and improves their practice and

to demonstrate their learning in a variety of ways

6a Students choose the appropriate platforms and tools for meeting the desired objectives of their

creation or communication

• Other Content Standard Addressed:

English Language Arts/ Reading Standards

2.0 Students know and use word analysis skills and strategies to comprehend new words

encountered in text.

10.0 Students participate in discussions to offer information, clarify ideas and support a position

(K).1.13 Develop vocabulary by listening to and discussing selections read aloud

(K)1.16 Describe common objects and events in bot general and specific language

(K)1.20 Use Vocabulary to ask questions and respond to others

(K) 4.2 Recall information from texts, pictures, and graphs [NS/PS 4.K.2]

(K) 5.2 Respond to information by drawing and writing with teacher assistance [NS/PS 5.K.4]

(K) 8.1 Listen for a variety of purposes (to obtain information, to solve problems or enjoyment)

[NS/PS 8.K.1]

(K) 9.1 Use and explain vocabulary to communicate ideas [NS/PS 9.K.1]

(K)9.3 Share and respond to ideas [NS/PS 9.K.3]

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(K) 10.3 Share ideas and information [NS/PS 10.K.3]

Mathematics Kindergarten Standards

4.0 To solve problems, communicate, reason, and make connections within and beyond the field

of mathematics, students will use appropriate tools and techniques of measurement to

determine, estimate, record and verify direct and indirect measurements.

(K) 3.1 Compare and order objects by size communicating their similarities and differences

[NS/PS 3.K.1]

(K)7.4 Use physical materials, models, pictures, or writing to represent and communicate

mathematical ideas [NS 7.7]

(K) 9.1 Link new concepts to prior knowledge [NS/PS 9.1]

Objectives: SWBAT (Students will be able to)

o Recognize the difference between long and short measurements of objects

o Identify the size of bigger and smaller objects

o Communicate new vocabulary words and their meanings to their assessment

o Use technology software’s to practice their height and length differences

• Materials needed to facilitate the lesson: 

 WIFI- Internet Access

 Smartboard

 PowerPoint software

 iClickers

 Headphones (Optional)

 Dojo Application (Parent, Student and teacher Communication)

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 Computer- Website game

 iPad

 Drawing kids Application

• Suggested group size: 20 students in the classroom. Three out of these students come from a

special education class setting and spend 1 hour a day in a regular classroom. Some

accommodations to their learning needs are mentioned throughout the lesson for them to be

integrated in the class.

• Procedures:

STEP 1: Teacher will ask the classroom to come to circle time. All students sit on the floor

forming a half of circle around the teacher. During circle time, the students say the days of the

week, count the numbers up to 30, mention their seasons, say their months of the year and last,

they are introduced to the “Mystery Concept”. The Mystery Concept is a name for what they will

be learning today. All the students are to remain seated while the teacher shows a PowerPoint

presentation, as a guide to the lesson. Students are to interact with this PowerPoint since it

includes videos and a brief introduction to length and height. (Accommodations will be made for

students with blurred vision by seating them in the front and for those who have a hard time

hearing they will have the option to use headphones to customize the volume.)

Time: 25 Minutes

STEP 2: Next students are to answer some questions as a class. The teacher will now use the

Spinning wheel to select students to the smart board. Spinning the wheel makes it fair for

everyone because they won’t know who is going to get called on. This method serves as a way to

balance participation within the students. Also, this spinning wheel enables the students who are

on the Autism Spectrum to work on their motor skills. The persons whose name comes up must
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go to the smartboard and select the marker and circle the correct answer to the question.

(Smartboard Activity attached via Microsoft Word)

Time: 15 minutes

STEP 3: Students will now return to their desk and take out their iPad. Now they have to go to

their Kids Drawing application. (Down below is a picture of how the application looks like and

keep in mind they are kindergarten. Therefore, the teacher will walk around and make sure

everyone is on the same application before proceeding). Next students are to select the marker

and stay ready for the next direction. Now after all students are ready the teacher will instruct

them to draw as follows:

“Draw a short line”

“Draw a long line”

“Draw a tall building”

“Draw a small building”

Student Sample:
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Next when the students are done, they must quietly raise their hand for the teacher to walk

around and check their work.

Time: 20 minutes

STEP 3:

 Students will get the opportunity to practice what they just learned. Each student will be in

groups of 2. Both students will share a computer and take turns playing games. To access the

games the students, have to open the word processor document “Game launchpad” provided by

their teacher and click on either concept. Click on Length or Height and this link will direct them

to a website without having them to type such a long website address. Teacher will walk around

to guide students and to answer their questions. (Microsoft word Launchpad attached)

Time: 30 minutes

• Assessment: 

There will be two types of Assessments. A quiz during class by using iclickers. iclickers are

devices that let students select an answer on a question or survey. For example, I am going to

create a PowerPoint and have 10 questions. Students are to Answer by clicking on the correct

answer by the designated letter on the iclickers . Once the quiz is done, teachers will see the

results and determine if the students have mastered the concept or need more practice.

(PowerPoint quiz for clickers attached, However I did not have the receiver iclicker to connect to

PowerPoint therefore I could do a demonstration, but I tried my best to explain how it would

work with the receiver on PowerPoint)

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Time: 20 minutes

The next assessment will be sent as homework, Thru our Dojo application. The Dojo application

is easier, quick and effective. For students who do not have access to a computer, a smartphone

or tablet the teacher will accommodate students by printing out work. (File attached as

Homework assessment) For those who have access at home, the homework will be uploaded into

the Dojo application online.

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