College of Southern Nevada

Final Project for EDU 214

Sara Baiza
03.05.21
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The Need for Technology

Technology is all around us. We use it every day in ways we don’t even
realize. In order to stay relevant and accurate, career professionals need access
to current technology. The time has come and gone for Neo-Luddism ideologies
in most industries, and the education industry is no exception. I would argue that
the education industry is a trade that thrives when newer tech is introduced and
mastered by its users.

The need for traditional methods of instruction is still present, but I think
we can all agree there are aspects of those assignments that are outdated and
cumbersome. I remember entering middle school and suddenly the need for
citing sources was forced into our criteria. Citations are enough to make a kid
moan and groan about completing their book report. Not only do they have to
research all these different topics from different sources, but now they have to
create this confusing and overly intricate page of italics and quotations. The need
for memorizing how to cite something is obsolete thanks to many built in
software extensions on word processing programs that allows writers to input
their sources info and out pops a correctly formatted citation. Now that’s one
less headache for our students. They can focus on the meat and potatoes of the
assignment, which is the actual content.

Involving technology in school systems isn’t about replacing hard work and
effort towards assignments with automation, but about assisting our students
and teachers with both the distribution and comprehension of knowledge. There
are countless examples I could provide of the benefits of tech in the classroom -
some I’m sure you could think of off the top of your head - but if you knew how
much it increases the accessibility of success and opportunities for our students,
you would strike down the proposal of removing tech from our classrooms.
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ISTE vs. Nevada CompTech

Immediately upon examining both documents, The ISTE page is not only
more enjoyable to look at, but it’s easier to navigate and comprehend. The vibrant
green and blue of the ISTE page provides a much more pleasant viewing
experience, which can greatly impact how we digest information. It is clean and
concise, offering clear definitions of each standard. As for the Nevada CompTech
Standards document, it seems to be a little more in dept, thoroughly explaining
the standards for each section.

Upon further examination, the Nevada CompTech Standards page

seems to align more precisely with the expectations that teachers will have
regarding their curriculum. The ISTE document, as user friendly as it may be,
offers a more vague and overarching explanation of its standards, leaving the
interpretation of said standards to be more easily molded to fit certain criteria.

The ISTE document seems to heavily incorporate the use of technology

into it’s rubric for completion. The Nevada CompTech document incorporates
technology as well, but in a less deliberate way, allowing teachers to use
traditional modes of instruction along with more modern technological methods
to meet the standards.

Lastly, the ISTE site provides examples of each standard, complete with a
short, professional video showcasing the curriculum in action. The Nevada
CompTech doesn’t provide any examples, but instead has a more detailed
explanation of each standard.

The standard I’m focusing on in my lesson plan is ISTE standard 7b,

“Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.” The students will be using two different Google softwares to
complete their projects. They will take a short quiz on classroom rules. At the
end, the quiz will ask “if you were a teacher what would you number one rule be?
Why?” They will then create a five page slideshow on the rule they choose.
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Lesson Plan - Classroom Rules

FOR GRADES 3 - 5

• Technology Content Standard Addressed:

7b - Students use collaborative technologies to work with others, including

peers, experts or community members, to examine issues and problems from
multiple viewpoints.

• Other Content Standard Addressed:

CCSS.ELA-LITERACY.SL.3.1.D

Explain their own ideas and understanding in light of the discussion.

• Objective: Navigate and utilize basic design software to present the

importance of classroom rules. Create a short presentation about the rule
chosen, while demonstrating comprehension of the content learned and
reinforced by the quiz. The student will understand how to access and use
google software to take assessments, answer questions, and create
presentations. Students will rely on their own recall skills from verbal and written
discussion about classroom rules and discourse.

• Materials needed to facilitate the lesson:

Desktop

Access to their school Gmail account

• Suggested group size: groups of 3 - 4, or solo

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Procedures
1. Have an open discussion of why classroom rules are important.
Create a brainstorm cloud up on the board with answers given. Steer
discussion in the right direction. Ask the following questions:
a. Can someone give me an example of what a classroom rule
is? (accept 4-5 answers from students)
i. No talking while teacher or presenter is talking
ii. No food in classroom
iii. Be kind to others
iv. Raise your hand when you have a question
v. No disrespecting property
b. Can someone explain why classroom rules are important?
(accept 4-5 answers from students)
i. They keep everyone safe
ii. They keep order in the classroom
iii. They ensure everyone gets a proper education
2. Some rules have exceptions when there is an emergency. What is an
example of an emergency? (accept 2-3 answers from students)
i. Some is going to be sick
ii. Someone is injured
iii. There could be an accident where someone could get
hurt
3. Does anyone have any comments, questions, concerns?
4. Students may discuss their own thoughts and feelings of classroom
rules amongst their peers and their tables. Discussion should remain
appropriate and positive. Walk around the room to get a listen of
what they are saying.
5. After the discussion wraps up, have the students log into their
school Gmail account, they should all have access from the central
learning hub on their desktops.
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6. I have pinned the following hyperlink to the central learning hub -

https://forms.gle/4VQhgT3gXDFsqnft9 this link is a short quiz they
will take after the open discussion we just had about classroom
rules.
7. The last question is a short answer asking “if you were a teacher,
what would your #1 rule be? Why?” The answer they give will be the
premise of the next step in this lesson plan.
8. Once they complete the quiz, have the students open up Google
Slides (should be linked in the central hub as well) and start a new
project.
9. The project will be a five page slide show on the info we just learned,
but mainly on the rule they chose in the last question of the quiz.
What I’m looking for in the slide show is:
a. Title page - name of project (Classroom Rules) along with their
name, grade level, and today’s date.
b. Second Page - Why are Classroom Rules important? - students
should list reasons that were discussed in class and on the
quiz, along with some of their own ideas as well.
c. Third Page - My #1 Rule - students should list the rule they
chose on the quiz and explain why they think it’s important. I’m
looking for comprehension of what we discussed as well as
their own thoughts on the subject.
d. Fourth Page - How can we try to follow this rule? - students
will give tips and tricks on how we can all better follow this
particular rule. This is where they can get creative and come
up with solutions on their own. (i.e, eating an extra snack
outside before the bell rings so we aren’t tempted to eat in
class, etc.) This page won’t be graded on effectiveness, but
effort.
e. Final Page - Emergencies - students will copy and paste the
below statement and fill out the blanks for their respective
rule.
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i. Even though rules are important and should always be

followed, some rules have exceptions when there is an
emergency. It is ok to ________________when:

(List at least three examples of an emergency)

Examples of NON emergencies:

(list at least three examples of non emergencies)

For NON emergencies, you should: ____________

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Assessment
The main criteria I’m looking for during this project assessment is
comprehension of information learned, and application to real world scenarios.
This slideshow presentation will be added to their Portfolio Assessment along
with other Social and Emotional Studies subjects. The students should reflect
their understanding and feelings around why we have rules, and why we must
follow them. For full marks the slide show must include:

● At least five pages total (they may add more as they feel necessary
to organize their thoughts) - 10 pts.
● A title page with name, grade level, and date - 2 pts.
● Page 2 - 4 should include the student's own thoughts along with
what was discussed in class - 2 pts per page
● Page 5 - student copied and pasted rubric for emergencies and
demonstrated what is vs. what isn’t an emergency - 2 pts
● Assessment on the quiz - total of 10 pts, with partial pts available for
partially correct answers. Short answer is worth 2 pts, 1 pt for their
rule and 1 pt for at least two sentences.

Total Points Possible - 30