Technology Integral to CCSD

ABC Community School

May 5th, 2022

Jonathan Portillo
May 7th, 2022
 To discontinue the use of technology in the classroom and to just solely focus on

standardized exams is ridiculous. The ABC Community School has and can utilize technology

not only for the benefit of the students, but as well as the instructors. The benefits of technology

will keep growing over time, not only can we provide a more engaging way to learn, we can

connect better with our students, and prepare our students for the future. An example of how

technology has benefitted both parties can be shown as a prerecorded lesson shown by, “Beg et

al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an

intervention that included short videos to substitute live instruction, quizzes for learners to

practice the material from every lesson, tablets for educators to learn the material and follow the

lesson, and LED screens to project the videos onto a classroom screen. After six months, the

intervention improved the performance of learners on independent tests of math and science by

0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of

Punjab’s high-stakes exams” (Ganimian et.al, 2020). SDs meaning standard deviations, in short

mean test scores, as well as .1 meaning a small improvement and .2 meaning a medium

improvement and etc. That study concluded that a prerecorded lesson can vastly improve a

classes test scores, imagine if they had a larger sample pool allowing them to use it for the

entirety of the school. Prerecorded lessons allow students to pause, rewind, and repeat at any

point during the lesson, not all student have the same focus as others as they may need a break to

“digest” all of the information at once. This comes in cost free as instructors can easily upload

this on their own canvas, or even on TeacherTube and be able to archive their lessons if a student

needs to reflect back on another day. This could be able to improve a quality in classrooms as
now students have the power to follow along at their own pace and not feel alienated if they

cannot. Students cannot learn from a standardized test as all students are different and these tests

will only “help” a small portion of students. Going back to the “old” ways of teaching will not

help our students reach their fullest potential we can bring of them unlike technology.
 Throughout this course we were tasked with locating the ISTE (International Society for

Technology in Education) National Educational Technology Standards for Students for

assignments or projects. These standards are the basis of what is expected from the said lesson

and what the technology used in this lesson will utilize and prepare students on the national

level. While the Nevada Computer and Technology Standards uses the national standards as well

as sets its own standard on the state level going in depth with more detail and grade level of what

is expected from them. The ISTE does differ from Nevada standards as the ISTE has seven

different standards compared the Nevada’s six standards which almost the same except for not

having the global collaborator standard. They both do have four different indicators for each

national standard showing what is expected from the student to learn from said lesson. The

biggest difference of these standards are the grade levels indicated on the state level, these are

nowhere to be seen on the national standards. The Nevada standards contain indicators for the

second, fifth, eight, and twelfth grade levels, with the second-grade level have the minimum

being expected from the students to learn from the lesson. Gradually going each grade level, the

student is expected to demonstrate more of what is expected of them whilst using technology

with twelfth grade setting high, achievable standards expected from them. The ISTE standards

can be used at any grade level as those standards are relatively simple and are all achievable at

any grade level. Comparing the “digital citizen” standards of both documents we can see that the

list goals expected from the student to show them to manage their online presence and be aware

the dangers of the digital world. The ISTE only goes that far, but in the Nevada standards they

are expected to what was said before and provide resolutions or suggest ideas of how to protect

themselves on the digital world depending on their grade level. With lesson I’ve developed I will
be utilizing the Nevada Computer and Technology Standard 4.B.8.1 “Select and use appropriate

digital planning tools to complete a project,”, 1.B.8.1 “Create an original, digital work as a form

of personal or group expression,” and 5.A.8.1 “Model legal and ethical behaviors when using

information and technology including properly selecting, acquiring, and citing resources.”

This lesson plan I want students to learn about the trademarking system of the sneaker industry

and make original sneakers that can targeted to certain audiences using resources I will provide. I

want students to learn that there are legal matters when designing something and that brands

have trademarked silhouettes of their works, so no other brand can replicate or duplicate their

works. As well research if they choose to market their sneaker to certain audience, such as

materials and design that I will provide links to. Students will learn that there have been major

lawsuits between designers who infringe on others works and faced legal obstacles when their

design was too similar to one’s work.

Name of Lesson: Next Generation of Shoes

Grade Level Appropriateness: 8th Grade Level

Technology Content Standard Addressed: Nevada Computer and Technology Standard

4.B.8.1 “Select and use appropriate digital planning tools to complete a project,” 1.B.8.1 “Create

an original, digital work as a form of personal or group expression,” 5.A.8.1 Model legal and

ethical behaviors when using information and technology including properly selecting, acquiring,

and citing resources.

Other Content Standard Addressed: CCSS.ELA-LITERACY.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

Objective: Students will learn how to make original designs of shoes utilizing a computer

drawing tool, whilst using web resources of trademarked designs to avoid infringements, as well

as researching material for their designs which best suite what it is marketed for. Students will

also research legal lawsuits of designers who’ve plagiarized the designs of others and the legal

consequences of the case.

Materials needed to facilitate the lesson: Computer with a mouse or an iPad with a stylus

preferably, Tayasui Sketches App, Microsoft Word or Google Docs, YouTube

Suggested group size: 2 – 4 People Per Group

Procedures: 1. Once students are all settled down in their seats, ask students if they are familiar

with trademarks. Allow students to answer for up to three to five minutes. After it is all settled

down, tell students that you’ll be playing a video of rare phenomenon between two major

companies and a designer. Please do warn students there is only one part of strong language and
to behave themselves to act as young adults. Tell students to take notes during the videos, what is

a cease & desist, what is the message behind the shoe, and what were the legal ramifications of

the ordeal. As well pay attention to details of the shoe.

https://www.youtube.com/watch?v=XDUgxTQGkEE

2. After the video is done, ask students do they believe that both NIKE and Newport had the

right to not allow Ari to manufacture and produce more of the Menthol 10’s. Would you buy a

pair of these shoes if you had the opportunity? What details of the shoe did you like?

3. After allowing students to give their thoughts and opinions on the shoe. Ask students to pair

up into groups of two to four people. You will now task these groups to become a shoe brand and

market their shoe to certain audiences, provide research of what their shoe will be made of, and

as well research notable cases of trademark infringement of shoes. The emphasizes will be that

this will have to be ORIGINAL pieces, and to NOT infringe on the property of others. Links will

be provided of these cases as well as other research material of trademarks.

Notable Lawsuits

https://www.thefashionlaw.com/wp-content/uploads/2020/12/nike-v.-lotas.pdf
https://www.abc4.com/wp-content/uploads/sites/4/2021/03/NIKE-vs-MSCHF.pdf

Information Regarding of Designing their Shoes

https://www.gerbenlaw.com/trademarks/footwear/

https://www.sneakerfactory.net/2020/04/how-to-pick-sneaker-materials/

4. Tell students they will need to use either Microsoft Word or Google Docs to type down their

research material and detail of the shoes as well as the notable lawsuit research. They will need

to type their response to these questions:

If the lawsuits regarding these products were similar to one another or not, if they were

similar, how so?

What were the outcomes of these lawsuits? Do you agree with these outcomes and why?

If there are any more cases with similar or different to these?

Once all these questions are answered they will need to type down their answers to these

questions regarding their shoes:

Who is your shoe marketed to?

What materials will you use for your shoe?

Would you like to collaborate with any other businesses or people for your shoe?

5. After explaining to the students what will be required to answer in their separate document,

they will need to use a certain application on their computer or if they choose an iPad. If they
decide to use an iPad, please provide a stylus pen for them to use. They will need to download an

application called Tayasui Sketches to digitally draw their shoe. The application is free and

downloadable on all devices by following this link https://tayasui.com/sketches/ . There will be

icons indicating where to download and if they click on the icons, it will take them to their

respective store to download for free.

6. After finishing the download of the application, allow students to start the application and

explore the tools provided on the application. As well encourage them to follow the tutorial to

better use the tool at their disposal.

7. Explain that they will need to draw their design digitally provide three sides of the shoe

including a side panel view, a top point of view of their shoe, and a sole design. Label parts of

the shoe indicating what the material will be, as well color in these parts in to show creativity.

Note they do not to fully color the shoe, just indicate what color the show will be at certain parts.

The student sample will full imagine the picture here.

8. Explain that will need to utilize the links provided as to avoid trademark infringement. One

link will provide information on what materials a show utilizes if it’s marketed to a different

market. As well emphasize their shoe doesn’t need to be a casual shoe, it can be a work wear

shoe, a designer shoe, athletics shoes, and etc.

9. After the group is satisfied and feel they have answered all the questions and designed their

concept of their shoes, they will screenshot or save their digital image as a PDF or JPEG and

email it to my email. As well as email the other documents with their responses from step four.

Assessment: Does the students provide an original digital illustration representing their idea?

Does the student have a deeper understanding of trademarks? Does their idea capture the image

and market that they intended for?