ABC Community School

Justin du Pont
July 4th, 2021
 Technology is a touchy subject when talking about its implementation into the classroom.

Many people feel that technology should not be in the classroom as it presents more of a

distraction than a contribution while others feel that putting more technology into the classroom

is a necessary step as we lean towards a more technologically-centric society with each passing

year. I believe that technology is a necessary part of any classroom as it helps us educate the next

generation in skills they will need to be proficient in during their lifetime. Technology is

becoming such an educational essential that each year the number of students who use

technology for educational purposes grows exponentially. Studies show that “Research by the

Pew Internet & American Life Project shows that teenagers use the Internet as an essential study

aid outside the classroom and that the Internet increasingly has a place inside the classroom.

Findings from a survey of 754 youths ages 12-17 conducted November and December 2000

include: 94% who have Internet access say they use the Internet for school research, and 78%

say they believe the Internet helps them with schoolwork; 71% say that they used the Internet as

the major source for their most recent major school project or report; 41% say they use e-mail

and instant messaging to contact teachers or classmates about schoolwork; 34% have

downloaded an online study aid; 18% say they know of someone who has used the Internet to

cheat on a paper or test; 58% report using Web sites that have been set up specifically for their

school or for a particular class; and 17% have created a Web page for a school project.”

(Graziano, Lenhart, Simon, 2001). These statistics from over 20 years ago show that technology

was an essential then and we can definitely know that the need for technological advancement

has only increased since then with the progress that has been made in that time. This is why it is

imperative that we keep technology in the classroom and in fact, may even increase the presence
of technology in the classroom so that our students are more prepared for their future which will

inevitably use technology.

Lenhart, A., Simon, M., & Graziano, M. (2001). The Internet and Education: Findings of

the Pew Internet & American Life Project., 1–11.

 The Net Technology Standards for the State of Nevada and nationally are similar in many

ways but are also different in many ways as well. The national standards are more general with

their information and do not specify by grade level, whereas on the state level for Nevada, it is

broken down into categories and subcategories for each grade level and learning standard. The

state of Nevada is broken down into the categories of Creativity and Innovation, Communication

and Collaboration, Research and Information Fluency, Critical Thinking, Problem Solving, and

Decision Making, Digital Citizenship, and Technology Operations and Concepts. Each of these

categories are separated into subcategories and are based on grade-level which becomes more

complicated in ascending order. For the national level the categories are Empowered Learner,

Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative

Communicator, and Global Collaborator. These have descriptions but are not organized by grade

level or subcategories. They show an overarching view of some technological standards but do

not get very specific like the state standards do. I think that the more in-depth standards of the

state level are infinitesimally more helpful because it helps set out actually described goals to

meet instead of generalized standards that leave a lot to be desired in their depth and information.

For example under the standard of Creativity and Innovation one of the subcategories is to be

able to “Apply existing knowledge to generate new ideas, products or processes” with grade

level goals that are more suited for the age of each grade level. The second grade standard is

“Use digital tools to brainstorm and organize new ideas.” while the twelfth grade standard is

“Apply new and existing knowledge to independently, or in collaboration with others, generate

new ideas, products, or processes with digital tools.” The standards that I will be trying to meet

with my lesson plan for the national standards are the Global Collaborator and Creative
Communicator. The state standards that I will be trying to meet with my lesson plan are Critical

Thinking, Problem Solving, and Decision Making, and Communication and Collaboration.
Name of the Lesson: Family Feud: Battle Royale

Grade Level Appropriateness: Grades 9-12

Technology Content Standard Addressed: Global Collaborator, Creative Communicator,

Critical Thinking, Problem Solving, and Decision Making, and Communication and

Collaboration.

Other Content Standard Addressed: This is a History lesson that will follow the Common

Core Standard of Based on rigorous content and the application of knowledge through

higher-order thinking skills.

Objective: The student will be able to collaborate with their fellow students and work as a team

to defeat the other team and win at Family Feud while applying their knowledge of history that

they have learned in the classroom.

Materials Needed: Pen, Paper, Family Feud computer game, two electronic buzzers, two side

desks, one middle desk, projector, white board, computer to run Family Feud software.

Suggested Group Size: Students will compete in groups of fives.

Procedure: The students will start by writing their names on a piece of paper and passing them

up to the front. Then choose five pieces of paper to select each team for Family Feud. After the

teams are selected send a team to each side table while sending one of their teammates to the

center table from each side. After turning on your Family Feud related software, start the game

by asking a history question based on the history that year that they have learned in the class.

Each student will have a buzzer and will push it when they know and want to answer the
question. The player that answers right first will decide if they want to try to get all the right

answers for the question or have the other team try to solve the question. After deciding, the

team picked will have each student take a turn picking an answer to try to get all the answers

right. A wrong answer will result in a strike. Three strikes and the other team has a chance to

steal the win for the round if they get the remaining answers right with only one strike. If they

use their strike, the other team wins by default. At the end of each round, the winning team gets

to choose one person from the other team to eliminate. This player is no longer in the game. You

repeat this process until one team runs out of players. The team remaining that still has players

wins. Play this game to make sure that all teams get a chance to play and review the history

materials for the class.

Assessment: This assignment is graded on a participation basis. As long as each student tries

their best and participates they will receive full marks.