Synnamin Finley

College of Southern Nevada

8 May 2019
 ABC Community School Position Statement:
Technology’s Role in the Classroom

The role of the teacher is to guide their students into becoming knowledgeable,
well-prepared, well prepared members of society. The often unthought of truth is that we are not
preparing them for our present society; we are preparing them, to the best of our ability, for the
future. We cannot guarantee what the technological requirements our students will face, but we
know that technology will continue to develop at an exponential rate. At ABC Community
School, our educators assume the whole role of the teacher, which includes the utilization of
technology in our school to equip students to succeed in their future society.
Some argue that technology does little more than serve as an expensive distraction in the
classroom when the main focus should be on traditional topics. While it is true that in some
schools, technology is misused or overused, this is the case when computers are used as a mere
replacement to paper and books. When used as a tool to engage students in meaningful and
interesting learning discoveries, there has been “a clear link between technology, achievement,
motivation... [and] higher quality work” (NEA, 2008). The concepts required for standardized
testing purposes should guide the lessons in which devices are used. The investment in the
hardware, software, and maintenance of educational technology has shown to improve
performance exam scores as well as essential problem-solving skills.
Students enter school with varying experience and background with technology. Some
children will have had access to tablets, cellphones, and computers at home for their entire lives,
whereas others may have had no access to internet and little to no background with any devices.
By giving all children at ABC Community School equal opportunity to resources and support to
build skills, we begin to lessen the technology gap. Addressing the digital divide is a major step
in closing the poverty gap. It is impossible to ignore the reality of the increasing presence of
technology in the workforce, especially while you are receiving this word processed statement
electronically. We want our students to be well-prepared to enter college and the workforce,
which cannot be done without the tools commonly used in those environments.
 Works Cited
NEA. (2008). Technology in Schools: The Ongoing Challenge of Access, Adequacy and Equity.
Retrieved May 7, 2019, from ​http://www.nea.org/assets/docs/PB19_Technology08.pdf

 
  
Identification of National And Nevada
Technology Standards
 
The concepts listed in Nevada’s Computer and Technology Standards are based upon

those from the National Education Technology Standards for students, but further expand upon

them to pace the ideal development of specific skills throughout primary and secondary grades.

As students gain ability in target standards, the lesson plans associated with teaching them

should adapt to further challenge and guide students toward self-directed as well as peer

collaboration experiences. Because technology is ever-changing and the equipment available

varies among different schools, the standards do not focus on any specific components, instead

they zone in on the process of integration and the desired outcomes of lessons that utilize

technology.

Both Nevada’s and the national standards for technology include not only the basic

ability to use equipment and softwares, but also the responsible and efficient use of such

resources. Both sets of standards are meant to prepare students to safely contribute and

participate in the digital world, both in an academic setting as well as general awareness.

In my lesson plan, I demonstrate how technology can be utilized to promote

communication and collaboration. Students are to work with peers to create media that will relay

research information using digital text and images.

 
 
 
 
 
 
 
 
 
  
• Name of lesson:​ Our Environment (Mojave Desert) 
• Grade Level Appropriateness​: 3 
• Technology Content Standard Addressed: 2. Communication and Collaboration 
B. Communicate information and ideas effectively to multiple audiences using a variety of 
media and formats.  
2.B.2.1 Communicate information and ideas to peers and parents using digital text and 
illustrations.  
• Other Content Standard Addressed:​ Science  
• Objective:​ Use computer assisted drawing tools to organize digital media and to 
identify common organisms and their roles in the Mojave Desert ecosystem.  
• Materials needed to facilitate the lesson:​ (List should include hardware, software, and 
all​other hands-on instructional materials needed) 
Microsoft powerpoint 
“Who Eats What?” ​By Patricia Lauber 
Provided worksheet 
• Suggested group size​: Pairs or groups of 3 
• Procedures:​ (Step by step narrative for implementation of the lesson.) 
1. Introduce topic by reading “​Who Eats What?” a ​ t the storytime rug.  
2. Ask the students to think of some plants and animals that could be found in the 
desert and write them on the whiteboard.  
3. Back in desks, pass out a definition sheet, which includes instructions and the 
definition of all the words required to be in their presentation. Ask students to read 
definitions aloud definitions.  
4. Use a map to outline the boundaries of the mojave desert, and mark where Las 
Vegas is within it  
5. On the board, create a simple food web, using organisms not found in a desert 
6. Group students into pairs or groups of 3. Explain the assignment. (ex. You will be 
working in groups to create a food web using the computer. You will have to search 
for plants and animals found in the Mojave desert, and use arrows to show who 
eats who.)  
7. While students are in their groups at computers, use the smartboard/projector to 
show how to open Google as well as microsoft word. Show how to copy and paste 
an image, how to insert a text box, and how to create arrows and adjust their 
thickness.  
 8. As students begin working, check on groups to ensure they understand how to use 
the software to fulfill requirements & demonstrate for individual groups if 
necessary 
• Assessment:​ This lesson will be graded using a holistic rubric, on a 1 to 4 scale, 
considering the completion of the assignment requirements . 
● Minimum of 10 organisms’ images 
● All images labeled 
● Trophic levels labeled 
● Arrows indicating energy flow (4-6 pt. thickness)