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Running head: I AM A THIRD GRADER

Hannah Marie Brown Elementary School

July 23, 2022

Giselle Lowe
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Position Paper

Removing technology devices from our classrooms is akin to depriving today’s students

of a crucial toolbox that offers invaluable utensils, constructive in fostering progress in our

digital world. Technology is ubiquitous in our modern environment; from the grocery store,

loaning a book from the library, checking up on the progress of a medicinal prescription, to

applying for a college place or job. Indeed, with the ever advancing development of

technological research, our everyday lives are becoming increasingly digitized, facilitating

greater and faster access to information than ever before. Gone are the days, when a student,

along with several of his/her peers, had to rely on locating a textbook within the library;

classroom technology has provided the means to obtain information almost instantly - literally,

opening the world up to each individual, within a few clicks of the mouse, providing a hugely

expansive and beneficial resource in a more equitable setting. This fact is underlined by the

Educational Testing Service report (1997) that 98% of U.S. schools have a computer, with the

average national ratio of 10 students per computer.

The potential for positive student engagement is significantly increased via the variety of

multimedia formats available; appealing and connecting to the spectrum of learning styles,

whether visual, kinesthetic, aural, etc. Educational computer applications often include the

ability to pause and review content, providing an individualized learning path determined by the

student’s unique development; a particularly invaluable tool for working alongside individual

competencies and styles. Undoubtedly, by empowering students with digital skills, such as slide

presentation expertise or spreadsheet construction, our schools are equipping youngsters for

future technological demands. Walden University’s article, Top Five Benefits of Technology in

the Classroom, also noted, teachers observed a higher level of collaboration between students
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while using class technology, noting more technically literate students often helping less

experienced peers, displaying positive and inclusive social skills.

Educators also benefit from the availability of classroom computers, Pew Research

Center found 84% of teachers use the internet on a weekly basis to find engaging and

up-to-the-minute content for their students. Grading, lesson planning, communication with

fellow educators, parents, and students are key areas that technology enhances and expedites;

enabling digital grading, rapid, mass notifications, automatic file updates, and avoiding excessive

paper wastage. Fundamentally, the advantages of classroom technology are too numerous to

ignore; the removal of such a critical resource would result in a detriment to; student learning

and engagement, access to information in varied formats, development of essential digital skills,

teacher-family communications, school administration, and increased paper usage and associated

costs.
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References

Coley, R.J., Cradler, J., Engel, P.K. (1991). Computers and Classrooms, The Status of

Technology in U.S. Schools. Policy Information Center, Educational Testing Service.

Retrieved from https://www.ets.org/Media/Research/pdf/PICCOMPCLSS.pdf.

Purcell, K., Buchanan, J., Friedrich, L., (2013). How Teachers Are Using Technology at Home

and in Their Classrooms. Pew Research Center. Retrieved from

https://www.pewresearch.org/internet/2013/02/28/how-teachers-are-using-

technology-at-home-and-in-their-classrooms.

Top Five Benefits of Technology in the Classroom. Walden University. Retrieved from

https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-

technology-in-the-classroom.
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Identification of Standards

Technology Content Standard Addressed (National):

● ISTE Standard #1.3. Knowledge Constructor: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make

meaningful learning experiences for themselves and others.

● ISTE Standard #1.6. Creative Communicator: Students communicate clearly and express

themselves creatively for a variety of purposes using the platforms, tools, styles, formats

and digital media appropriate to their goals.

● ISTE Standard #1.7. Global Collaborator Students use digital tools to broaden their

perspectives and enrich their learning by collaborating with others and working

effectively in teams locally and globally.

Nevada Computer and Technology Standards Addressed (State):

● Nevada Indicator #1.B.2.1. Create an original work using a variety of digital tools as a

means of personal or group expression.

● Nevada Indicator #2.A.2.1. Work in classroom groups to create and publish digital

products.

● Nevada Indicator #2.B.2.1. Communicate information and ideas to peers and parents

using digital text and illustrations.

● Nevada Indicator #2.C.2.1. Use digital resources to learn about places, people,

celebrations, and maps.

● Nevada Indicator #2.D.2.1. Work in a team to solve problems using digital tools.

● Nevada Indicator #3.B.2.1. Identify and organize keywords and use multiple sources

used to answer an essential question.

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● Nevada Indicator #3.C.2.1. Recognize that different information sources and digital tools

are appropriate for different tasks.

● Nevada Indicator #5.B.2.1. Use technologies in learning activities.

● Nevada Indicator #6.B.2.1. Navigate age-appropriate software.

Other Content Standard Addressed (State):

● NVAC for Social Studies Standard #SS.1.12. Describe ways in which students and

families are alike and different across cultures.

● NVAC for Social Studies Standard #SS.1.13. Identify and compare cultural practices and

traditions in the community.

The lesson enclosed addresses the above National and State (NV) standards, through the

practice and collaborative use of research skills, construction of an unique artifact, broadening of

students’ knowledge of other cultures and societies, and real time presentation of the final

project. The National Technology Content Standards outlined by the ISTE succinctly describe

the focus of each student’s computer literacy throughout public education, while the Nevada

Computer and Technology Standards break down the ISTE standards, to detail the desired floor

(minimum) level of achievement by 2nd, 5th, 8th, and 10th Grade. The State standards provide a

comprehensive guide to expected technology accomplishments by key grades, which can be

considered in partnership with other content standards, such as the Social Studies standards

addressed within the enclosed lesson.

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Lesson Plan/Name: I am a Third Grader From ..?

Grade Level Appropriateness: 3rd Grade

Technology Content Standard Addressed:

● ISTE Standard #1.3. Knowledge Constructor: Students critically curate a variety of

resources using digital tools to construct knowledge, produce creative artifacts and make

meaningful learning experiences for themselves and others.

● ISTE Standard #1.6. Creative Communicator: Students communicate clearly and express

themselves creatively for a variety of purposes using the platforms, tools, styles, formats

and digital media appropriate to their goals.

● ISTE Standard #1.7. Global Collaborator Students use digital tools to broaden their

perspectives and enrich their learning by collaborating with others and working

effectively in teams locally and globally.

Other Content Standard Addressed:

● NVAC for Social Studies Standard #SS.1.12. Describe ways in which students and

families are alike and different across cultures.

● NVAC for Social Studies Standard #SS.1.13. Identify and compare cultural practices and

traditions in the community.

Objective:

● The student will understand how to research, identify, and use digital resources to gain

knowledge of a different culture, school/lifestyle, and geographical location.

● The student will use the above knowledge to work collaboratively and create a unique

digital artifact for presentation to peers.

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Materials Needed to Facilitate the Lesson:

● Chromebook/laptop/equivalent computer device

● Slide Presentation software, e.g. Google Slides, PowerPoint

● Online connectivity

Suggested Group Size:

● Two to three students working collaboratively, dependent on class numbers and the

student's individual level of computer literacy.

Procedures:

1. Introduce the ‘Third Graders Around the World’ project with class discussion; eg. we

understand how 3rd grade works in our school, do you think it's the same in every other

school worldwide? Class question: Can you think of any differences or similarities?

2. Present video: Scenes from schools around the world - YouTube:

https://www.youtube.com/watch?v=at2gAjtsgtk Ask the class what did you notice/any

observations?

3. In pairs, students will work together to research what it’s like to be a 3rd grader in their

assigned location (e.g. South Africa; India; Chile), then create and present a slideshow

(minimum 6 slides excluding (i) Title Slide), depicting a variety of aspects and

highlighting differences and/or similarities.

4. Discuss what differences/similarities we may have already seen in the video, or any we

may already know. Points to be addressed in the presentation slides should include:

i) Title Slide with name of country researched and team members’ names.

a) Describe the geographical location, climate, and culture of your school? Include

illustrative images/map.
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b) How do the students get to school, is there a school fee, or books that need to be

purchased in order to attend?

c) Describe and find images of an example of a typical school building, classroom, and

class size (number of students).

d) What are the scheduled school times/days? If they are different from ours, can you

find or think of reasons why?

e) Do the students have school jobs/chores, and what are they?

f) What lessons/subjects do the students learn? If they have after school

lessons/activities, what are they?

g) If the students live at school, when do they return to their families? Name at least

three fun, interesting, or new facts you discovered about being a 3rd grader in your given

location.

● Remind students that this is their own unique creation - have fun with it!

● It's a great idea to use bullet points (not complete sentences) for typing any

information onto the slides (please use your own words, do not simply cut and

paste sentences from websites).

● Images that illustrate the school experience are a wonderful tool, along with a

descriptive caption/text.

● Index cards will be distributed to each team, which can be used for writing down

reminder notes on what you would like to say, when presenting slides. Try to

avoid typing everything you are going to say on each slide, instead use

titles/subtitles or bullet points which you will explain further in your verbal

accompaniment. (Each team member must present a similar number of slides).

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Assessment:

I would assess the ‘Third Graders Around the World’ project using the following rubric:

Criteria Ratings Points

Point Fully Addressed Partially Not Addressed Points

(a) 20 10 0 /20 pts

(b) 20 10 0 /20 pts

(c) 10 5 0 /10 pts

(d) 10 5 0 /10 pts

(e) 10 5 0 /10 pts

(f) 10 5 0 /10 pts

(g) 20 10 0 /20 pts

Total points: /100 pts

Grade:

A: 80-100 points

B: 65-80

C: 50-65

D: less than 50