Running Head: Final Project: ABC Community School
Running Head: Final Project: ABC Community School
Running Head: Final Project: ABC Community School
Maria Casas
May 7, 2020
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Running head: Final Project
“While we often hear about the negative effects of excessive screen time and the dangers of
social media, we don’t always hear about the positive way’s technology makes a difference in
our lives, especially when it comes to learning” (Brown,2019). Technology has many positive
effects in schools for students, teachers and parents. Technology can adapt to the different
learning styles of students and enable them to follow along at their own pace. Not to mention,
technology saves schools huge amounts of money. To sum it up, implementing technology in
lesson plans makes students feel more interested, it enhances their critical thinking levels and
learning capacity.
For some students’ different styles of learning work better than others. Technology has
several tools that adapt to the different learning styles. Adaptive and Assistive technology are
tools in which students with a disability and non-disability can benefit from. Without these
technologies, most students will not succeed in school. For example, for students with blurred
vision if technology was to be removed, how could they adjust their font size to see better? For
students who have a learning disability such as Autism, learn best by media clips and visuals. If
technology was to be removed, Media clips and visuals would not be an option and students will
lack interest. For students who are intrapersonal learners and prefer to learn alone, removing
technology and computers will affect their learning abilities. Most students only get to use
technology in school because they don’t have access at home due to their Socio-economic
unaccommodated. Based on their need’s students will show lack of interest because lessons will
an investment. No more need to buy huge amounts of paper for test or for students to do work.
Everything will be electronic. Teachers don’t have to go and make copies of communication
letters to parents anymore, now instead everything can be communicated with a school
application such as Dojo. This application lets parents and teachers communicate in an easier,
quick and effective way. Schools can also save money if they go to eBooks in the classroom. No
need to have books that take up storage and sometimes takes longer time to get the book prints.
If technology would be removed from schools the price for school supplies would increase.
Incorporating technology with the daily lesson plans proves to be more effective.
Students are learning a new content standard and at the same time a technology standard. “These
projects help students use more critical thinking skills and less rote memorization. Students have
access to unlimited resources for research and learning about any particular subject.”
(Brown,2019). When teachers give the same format of lessons to students, they are just getting
them to repeat and memorize. However, if technology is incorporated to lesson plans students
will engage in learning. “Technology-based projects can also inspire students to think and
collaborate as opposed to memorizing, whether they’re using the web for research or to
correspond with other students or experts who are not physically present” (Khan,2019).
Using technology students will actually learn and not just memorize.
In my opinion, I wish technology will not be banned from our ABC Community
School. Technology has many benefits for students, teachers and parents as well. When used
appropriately, technology can help students with different learning styles, save money and
References
Brown, C. (2019, April 11). How technology can help improve education. Retrieved from
https://www.classcraft.com/blog/features/how-has-technology-improved-education/
Khan, T. (2019, March 28). How Technology Can (and Does) Improve Education. Retrieved from
https://www.trustradius.com/buyer-blog/how-technology-improves-education
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Running head: Final Project
Standards are the overall description of the learning objective. Strands are detailed
descriptions defining the standards. Indicators are the learning expectations for each grade level.
The State of Nevada Computer and technology standards are based from the National Standards
(NETS). The only difference is NETS does not have indicators to specific grade levels. For some
school districts this can be confusing, therefore Nevada applied specific grade levels to their
standards to have a sort of guidance for educators to know what specific grade level is for. The
Nevada State Standards consider their standards to be the base of framework that serves as a
guide to districts. They believe it is essential to integrate technology in the classroom rather than
to teach it in isolation depending on what grade level it intended for. Both National and State of
Nevada are unique technology standards they are not content standards and they both share a
goal which is to help districts develop a curriculum to connect their students by using
technology. The Nevada Computer and Technology standards are based on the National
Educational Technology Standards for Students (NETS‐ S) came up with the International
Society for Technology in Education (ISTE). The ISTE is composed of 7 components which are
thinker, Creative communicator and Global Collaborator. Also, ISTE has standards for other
groups within the school which are for Educators, Education leaders, Computational thinking
1c Students use technology to seek feedback that informs and improves their practice and
creation or communication
1.0 Students know and use word analysis skills and strategies to comprehend new words
encountered in text.
10.0 Students participate in discussions to offer information, clarify ideas and support a position
(K)1.16 Describe common objects and events in bot general and specific language
(K) 4.2 Recall information from texts, pictures, and graphs [NS/PS 4.K.2]
(K) 5.2 Respond to information by drawing and writing with teacher assistance [NS/PS 5.K.4]
(K) 8.1 Listen for a variety of purposes (to obtain information, to solve problems or enjoyment)
[NS/PS 8.K.1]
(K) 9.1 Use and explain vocabulary to communicate ideas [NS/PS 9.K.1]
3.0 To solve problems, communicate, reason, and make connections within and beyond the field
(K) 3.1 Compare and order objects by size communicating their similarities and differences
[NS/PS 3.K.1]
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Running head: Final Project
(K)7.4 Use physical materials, models, pictures, or writing to represent and communicate
1c Students use technology to seek feedback that informs and improves their practice and
creation or communication
2.0 Students know and use word analysis skills and strategies to comprehend new words
encountered in text.
10.0 Students participate in discussions to offer information, clarify ideas and support a position
(K)1.16 Describe common objects and events in bot general and specific language
(K) 4.2 Recall information from texts, pictures, and graphs [NS/PS 4.K.2]
(K) 5.2 Respond to information by drawing and writing with teacher assistance [NS/PS 5.K.4]
(K) 8.1 Listen for a variety of purposes (to obtain information, to solve problems or enjoyment)
[NS/PS 8.K.1]
(K) 9.1 Use and explain vocabulary to communicate ideas [NS/PS 9.K.1]
4.0 To solve problems, communicate, reason, and make connections within and beyond the field
(K) 3.1 Compare and order objects by size communicating their similarities and differences
[NS/PS 3.K.1]
(K)7.4 Use physical materials, models, pictures, or writing to represent and communicate
Smartboard
PowerPoint software
iClickers
Headphones (Optional)
iPad
• Suggested group size: 20 students in the classroom. Three out of these students come from a
special education class setting and spend 1 hour a day in a regular classroom. Some
accommodations to their learning needs are mentioned throughout the lesson for them to be
• Procedures:
STEP 1: Teacher will ask the classroom to come to circle time. All students sit on the floor
forming a half of circle around the teacher. During circle time, the students say the days of the
week, count the numbers up to 30, mention their seasons, say their months of the year and last,
they are introduced to the “Mystery Concept”. The Mystery Concept is a name for what they will
be learning today. All the students are to remain seated while the teacher shows a PowerPoint
presentation, as a guide to the lesson. Students are to interact with this PowerPoint since it
includes videos and a brief introduction to length and height. (Accommodations will be made for
students with blurred vision by seating them in the front and for those who have a hard time
hearing they will have the option to use headphones to customize the volume.)
Time: 25 Minutes
STEP 2: Next students are to answer some questions as a class. The teacher will now use the
Spinning wheel to select students to the smart board. Spinning the wheel makes it fair for
everyone because they won’t know who is going to get called on. This method serves as a way to
balance participation within the students. Also, this spinning wheel enables the students who are
on the Autism Spectrum to work on their motor skills. The persons whose name comes up must
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Running head: Final Project
go to the smartboard and select the marker and circle the correct answer to the question.
Time: 15 minutes
STEP 3: Students will now return to their desk and take out their iPad. Now they have to go to
their Kids Drawing application. (Down below is a picture of how the application looks like and
keep in mind they are kindergarten. Therefore, the teacher will walk around and make sure
everyone is on the same application before proceeding). Next students are to select the marker
and stay ready for the next direction. Now after all students are ready the teacher will instruct
Student Sample:
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Running head: Final Project
Next when the students are done, they must quietly raise their hand for the teacher to walk
Time: 20 minutes
STEP 3:
Students will get the opportunity to practice what they just learned. Each student will be in
groups of 2. Both students will share a computer and take turns playing games. To access the
games the students, have to open the word processor document “Game launchpad” provided by
their teacher and click on either concept. Click on Length or Height and this link will direct them
to a website without having them to type such a long website address. Teacher will walk around
to guide students and to answer their questions. (Microsoft word Launchpad attached)
Time: 30 minutes
• Assessment:
There will be two types of Assessments. A quiz during class by using iclickers. iclickers are
devices that let students select an answer on a question or survey. For example, I am going to
create a PowerPoint and have 10 questions. Students are to Answer by clicking on the correct
answer by the designated letter on the iclickers . Once the quiz is done, teachers will see the
results and determine if the students have mastered the concept or need more practice.
(PowerPoint quiz for clickers attached, However I did not have the receiver iclicker to connect to
PowerPoint therefore I could do a demonstration, but I tried my best to explain how it would
Time: 20 minutes
The next assessment will be sent as homework, Thru our Dojo application. The Dojo application
is easier, quick and effective. For students who do not have access to a computer, a smartphone
or tablet the teacher will accommodate students by printing out work. (File attached as
Homework assessment) For those who have access at home, the homework will be uploaded into