Running Head: FINAL PROJECT 1

Scherkenbach Elementary School

May 10, 2020

Maisy Mathews
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Overall, after learning about the many tools accessible when it comes to technology and

how it can benefit teachers’ teaching style, as well as the students learning, I love the idea of

technology being involved in everyday curriculum for schools. Not only did learning the

different technology tools hands on was helpful but seeing how students react to technology

within a classroom is exciting and shows how effective it is. Being able to provide students with

familiarity, but still having the students engaged in a new way makes learning fun and unique all

around. The article, Teaching with ALN technology: Benefits and costs by Deborah A. Kashy,

Guy Albertelli, Edwin Kashy, and Michael Thoennessen, conducted an experiment with ALN

technology and gave the results of how students reacted with it, which was positive, stating;

“Our experience and our data suggest that technology can have a profound impact on learning if

it is used in a way that capitalizes on its unique ability to "interact" with students, provide them

with immediate feedback, and facilitate interactions among students and between students and

teaching staff” (page 504). Their study resulted in students having an effective result with the

interaction and use of technology, which is what we want and need within our classrooms.

Providing technology within the curriculum makes teaching easier, more interesting, and

exciting for the teacher and, of course, is great for students, especially students who are

kinesthetic or visual learners. Being able to give these types of engagers access to technology

helps them grow and learn more effectively, since visual and kinesthetic learners need a lot of

sensory action in order to be engaged and most importantly, learn. It is crucial to make sure

visual, kinesthetic, and auditory learners learn in their own way and needs, and technology

provides that opportunity. It allows the teacher flexibility and a choice, which is so important for

a teacher to have in order to teach properly and have successful results with their students.
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After analyzing the state of Nevada and national level technology standards, I have realized

that a lot of the standards meet and exceeds our everyday expectations and needs within a school.

Reading the standards made me realize how crucial it is to have technology within education

because of how much technology meets our standards. Looking between each grade level’s

standards, I realized that the technological use gets higher and results in meeting more beneficial

areas of learning, which ultimately provides students a wider access to knowledge and growth

within their learning journey. Although the younger grade levels are getting smaller amounts of

access to technology, they are still grasping many concepts and building a foundation for their

future of learning. For example, in grade 2, students are expected to use proper beginning keyboard

techniques according to standard 6.A.2.2. That is a great foundation to have and build on for future

use and to be able to succeed as they continue their education. Having a basic understanding of

technology from an early age is extremely beneficial and provides a broader spectrum of learning

for those students. As the students get into higher and higher grade levels, they are able to keep

getting better and better at their level of use with technology, which will benefit them in the end

since they will be able to use their knowledge and apply it to the real world. For example, by 12th

grade, students will know how to create digital text, images, sound, and video for use in

communication according to standard 2.B.12.1. Another great example for the 12th grade level is

students will be able to select and apply digital tools to collect, organize and analyze data to

evaluate theories or test hypotheses according to standard 4.C.12.1. Having these standards allows

students access to technology and lets them get familiar with it that way they are prepared to use

it in everyday jobs, and will be prepared more than they would if they didn’t have access to

technology in the first place, regardless if they had access at home or none at all, being taught how

to use technology in an educational manner is a positive and beneficial tool to have.

Running Head: FINAL PROJECT 4

Name: My Planet

Grade: Third grade

Tech Standard:

4b
Students select and use digital tools to plan and manage a design process that considers design
constraints and calculated risks.
6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
6b
Students create original works or responsibly repurpose or remix digital resources into new
creations.
6c
Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations.

Standard:

3-LS3-2 Use evidence to support the explanation that traits can be influenced by the
environment.

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences.

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

Objective: Select and manipulate tools in a word processor in order to create objects and form

sentences to explain those objects.

Materials needed:

• Computer
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• Microsoft word processor

• Access to internet to collect pictures and information

Group size: Individual

Procedures:

1. Greet students and introduce them to their new project by stating, “Hello class. Today we

will be creating our own planet!”

2. Ask students, “What would you like to see on your planet?” and pick the students who raise

their hand quietly.

3. After hearing a few students’ answers, reassure them that their ideas are great and creative.

4. Next, direct the student’s attention to the projector screen and show the students how to get

into Microsoft word. Then, begin to present your example and read the story about your

planet. Make sure to point out the details of how you described your planet and point out

your design of the planet.

5. After reading about your planet, begin to show students how to put the page into landscape

mode in the layout tab.

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Next, show the students where to find the circle shape under the insert tab in Microsoft

Word in order to create your planet.

Then, show them how to paint the shapes by going to the shape format tab.
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Show them how to add pictures of trees, water, etc. by going to the insert tab and clicking

pictures and then online pictures, that way they can search for appropriate pictures.
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Next, show them how to go to the next page to write up your story.

Lastly, show them how to save their project under files on the top left corner of the screen.

6. Keep your example on the projector for students to reference to and direct the students to

their computers. Have them turn on their computers.

Running Head: FINAL PROJECT 9

7. After everyone has their computers logged in, have every student go to Microsoft Word

Processor to start their projects. Make sure to go around and help students if needed.

8. Continue to help students with each step in creating their planets all the way until they type

up their explanation of their planet. Give them 45 minutes to create their project.

9. Once when every student is done with their project, have each student present their planets

to the class. This should take 15 minutes at the most.

Assessment: This project will be graded according to the overall presentation of the planet created,

as well as the proper grammar and sentence structure within the explanation of the planet. I will

be focusing on creativity and technology skills. Most of the grade average will be based off of

being able to create a unique planet using the tools on Microsoft Word, as well as the structure and

details of explaining the planet.

Overall percentage: 100%

Technology skills: 50%

Writing: 30%

Creativity: 20%

Student Sample: ****************** OTHER ATTACHMENT!!! ********************

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References

ISTE Standards for Students. (n.d.). Retrieved from https://www.iste.org/standards/for-students

Kashy, D. A., Albertelli, G., Kashy, E., & Thoennessen, M. (2001). Teaching with ALN

technology: Benefits and costs. Journal of Engineering Education, 90(4), 499. Retrieved

from http://ezproxy.library.csn.edu/login?url=https://search-proquest-

com.ezproxy.library.csn.edu/docview/217965208?accountid=27953

“The Common Core in Nevada.” IXL, www.ixl.com/standards/nevada/ela/grade-3.

“The NGSS in Nevada.” IXL, www.ixl.com/standards/nevada/science/grade-3.