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ABC Community School

Jose M. Ponce

December 12,2021
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Position Paper

Students are often surrounded by technology everyday, why should school be any

different? As an educator I want to prepare students for the future and the future is full of

technology, so school should integrate more technology to keep up with the times. According to

a study and survey from Texas Wesleyan University, todays’ school don’t use enough

technology usage and integration is still very low. So, school are using old technology and

teaching with wasteful materials like paper. William Levenson director of a school radio station

said, “The time may come when a portable radio receiver will be as common in the classroom as

is a blackboard.” I truly believe that we want student to do well in school we should be

integrating more technology not cutting it, as the world becomes more digitalized it only makes

the school look bad. While the world changes to better ideas, schools, the place where students

are supposed to learn from still sticks to old ideas of teaching. Technology can create more

learning opportunities for students as it is more engaging than a lecture or a piece of paper. I

teach music and removing technology from my class because of budget cuts is out crazy. Ever

since I started integrating technology in my class students are more responsive. I use NoteFlight

Learn, a music software program to allows student to write their own music and learn to read

music, there’s also an intonation recording software included. This software allow student to try

to make their own music and to practice their instrument with more accuracy. Know this

information, doesn’t it seem unjust to let student return back to a less interesting way of

learning? How many students will I lose if don’t have this technology? How many will stagger

backwards because the technology they used to keep up with their classmates is now gone?
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Identification of Standards

The International Society for Technology in Education (ISTE) and the Nevada Computer

and Technology Standards (NCTS) have many similarities and differences, but both set

standards on how to educate students. Starting of with the differences, The NCTS and the ISTE

have different objective, the NCTS divides the objective in multiple yet similar indicators that

change as the students changes grade level. While the ISTE has a broader objective that has

multiple meanings, it also does not have a grade level. Another difference between the standards

is ISTE doesn’t include a standard to works towards, so the following the ISTE offers more

freedom that allows the teacher to be in charge of the students should be working towards. In

turn, the NCTS set standard per grade allows the teachers to get an idea of the students are

capable of and what to focus on, this allows the NCTS to have all the student around the same

level and keeping the student prepared and ready for the unexpected. A similarity both standards

have a similar standard that the student should be doing. Bothe the NCTS and the ISTE focus on

being creative, self thinking, learning, collaborating, internet safety, and being a good digital

citizen. Out the standards, I think I’ll stay with the Nevada Computer and Technology Standards,

because it has set objectives student should be capable of doing. While the International Society

for Technology in Education has more freedom, it is a little to vague to interrupt. To add on top,

The Nevada Computer and Technology Standards also has specific objective to eventually learn

to become more independent and not so reliant on the school or teacher to educate them.
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Name of lesson: Who’s Phone is that?!

Grade Level Appropriateness: 6-8

Technology Content Standard Addressed: Nevada Computer & Technology Standards

1.A.8.1 Apply existing knowledge to independently generate new ideas, products, or processes with
digital tools.

2.A.8.1 Collaborate to create and publish digital products for authentic audiences in a variety of digital

4.C.8.1 Use data, examine patterns, and research an authentic problem using digital tools and present a
solution.

Other Content Standard ISTE

1.1.d
Students understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfer their knowledge to
explore emerging technologies.

1.2.c
Students demonstrate an understanding of and respect for the rights and obligations of using and
sharing intellectual property.

Objective:
Student will learn how to make a 3 jingles or a short songs in different tones. They will learn
what each option does and how it affects the sounds outcome. They will use their basic
knowledge of music like major and minor to create their songs/jingles.

Materials needed to facilitate the lesson:

Students will use their computers, access to the internet, the website
http://tones.wolfram.com/generate

Suggested group size:

One to three student can work in a group.
Procedures:
1. Students will open their chromebooks and go to the internet.
2. They copy the link given to them or type it out. http://tones.wolfram.com/generate
3. Students will play around with the settings to make a short song/jingle.
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4. When completed one song/jingle they will download it on the small orange square with
an eighth note on it. It says download right next to it.
5. Student will make up to 3-5 songs with different tones like scary, sad, happy, energetic,
and loud.
6. Student will make MP3 file and send it to me for grading.

• Assessment:
Students while be graded on unique sound and how their song make me feel and if I
agree with their opinion. Songs should have mood and mp3 file or it won’t be graded.
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Assessment
*Double Click on icon to listen.
Jamming Out
The sound makes it feel like your in a video game walking around having fun.

NKM-G-11-31-3846374760-0-33099-94-126-3-2773-48-0-25-317-25-169-0-0-0-0-0-0-0.mp3

Confused
This sound make me feel like I’m in a maze looking around.

NKM-G-10-61-839453234-0-12966-80-80-4-2773-43-0-19-101-1-924-1-101-1-104-0-0-122.mp3

Scared
This sound makes me feel like something isn’t right. Like I’m going to fall of a cliff.

NKM-G-15-31-111291677-0-475461-76-76-4-3512-54-0-49-901-0-0-0-0-0-0-0-0-0.mp3
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References
Spencer, A. (2019). Teachers and technology integration: Identifying technology integration
barriers in the elementary classroom (Order No. 13900758). Available from ProQuest
Central. (2248787543). http://ezproxy.library.csn.edu/login?
url=https://www.proquest.com/dissertations-theses/teachers-technology-integration-
identifying/docview/2248787543/se-2?accountid=27953
Technology resources are rapidly becoming more readily available in schools, increasing the
demand on teachers to increase the integration of technology into daily lesson planning. While
teachers are expected to integrate technology into curriculum to increase student readiness, data
shows teachers are not successful in technology integration. This study investigated the
technology integration barriers Pre-K through 4th grade elementary teachers face when
integrating technology. The social learning theory of Bandura along with the constructivist
theories of Piaget developed the theoretical framework for this study. Each research question
focused on understanding the barriers teachers face and identifying the needs of teachers to
develop proficiency in understanding technology integration. The quantitative study used a
cross-sectional survey approach to collect data. The survey instrument used was The Educational
Technology Integration Questionnaire (ETIQ), which was electronically distributed to 75
certified elementary level teachers in one district. The collected data was analyzed using
descriptive statistics to identify significant relationships among the variables. The data was used
to identify teachers’ perspectives about technology integration, ability to integrate, and what
barriers affect the integration process. The survey results showed a critical need for effective and
meaningful professional development on technology integration. Data also revealed teachers
need instructional technology support on their campus, providing someone they can work with
on technology to enhance their integration practices.