Teaching and Learning With Tehcnology
Teaching and Learning With Tehcnology
Teaching and Learning With Tehcnology
Nichole Sammy
Professor Saladino
March 1, 2022
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Position Paper
Technology is the language of the future, to deprive a student of teaching and learning
with technology sends them into the world illiterate and unprepared. In current society, people
use technology on a day to day basis. In college, all essays are typed and either submitted online
or printed and handed in. More than half of all jobs in the United States involve working with
computers (U.S. Bureau of Labor Statistics [BLS], 2022). At ABC Community School,
technology has been used with all of our students on a daily basis. Every student attending our
school who proceed to higher education find that they are able to excel in such circumstances.
Teaching and learning with technology helps students succeed in school, in their careers, and in
As technology rapidly advances, its presence is vital in the classroom. Due to the 2020
pandemic, teaching and learning with technology is no longer an option. On the brighter side,
teachers now have a better understanding how they can implement technology in their own
Technology provides many major boosts to not only teacher and student communication through
a program called Canvas, but also teacher and parent communication (Simmons, 2021).
Providing a student access to all their course material inside and outside of the classroom helps
students if they are out sick, as they can access the material from home and never fall behind.
Teachers can communicate with parents daily through a phone app called Class Dojo, which is
already used in many elementary schools. There are also countless projects students can use
technology for. Students can create PowerPoint/ slides presentations where they demonstrate to
their classmates what they have learned (Robinson, 2022). Students can research on the web
about certain topics, compile the information they find, and create a crisp report in word
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processing software. Students can use digital drawing software to creatively demonstrate their
understanding of topics. The entire classroom can work together on a collective Wikipedia page
to create an easily accessible webpage of information involving topics they have learned about
(Lever-Duffy & McDonald, 2018). Not only can students use technology for those purposes, but
countless more projects are possible. Students are not learning technology in a boring class
intended to only teach them how to use technology. Students learn and use technology every day
in the classroom to such an extent that as they graduate high school, they have an endless supply
of technology skills. The potential technology offers to schools is limitless and will help teach
Teaching and learning with technology contributes to a student’s later successes in life.
92% of all households in 2018 had at the minimum, one type of computer while 53% have a
laptop/ desktop computer, smartphone, tablet, and internet connection. (United States Census
Burau, 2021). The majority of students in the public-school system will use technology on a
daily basis. They will use it to connect with their friends, throughout college, and as a
professional. Students must understand technology prior to high school graduation if they want
to succeed in the modern world. Most working professionals in the United States use complex
computer software such as excel on a daily basis (BLS, 2022). How can the school system say
they will prepare students for life outside of high school by providing a pilgrim education in a
futuristic society?
Teaching and learning with technology is a must in the modern classroom if students are
to be prepared for a world post high school graduation. Technology in the classroom is not a
choice, it is a must.
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Identification of Standards
There are many different technology standards spread throughout the country. These
standards work together to help create cohesion in technology curriculum. This impact occurs
across all grade levels, each fully capable of incorporating technology. The degrees of
integration may vary, but at the end of the day both students and teachers of all grade levels
benefit from the use of technology. The state of Nevada’s technology standards and the national
technology standards have several similarities and differences, which impact instructional
The State of Nevada’s technology standards have many similarities with the national
technology standards. Both standards ask that students learn how to remain safe in the digital
world. Privacy invasion and exploitation are serious problems that future graduates need to be
prepared for. Understanding how to safely navigate the digital world is essential as when
students become adults they understand how to protect their privacy and how to properly
communicate with others online. Both standards also ask that students gain an understanding of
creative thinking with technology. They involve concepts such as creating original work with
technology and using digital tools effectively for creative purposes. By learning to use
technology creatively, it helps them master programs they will need throughout their lives. Not
only is there also this similarity, but Nevada’s, “communication and collaboration (Rheault et al.,
2010)” and the national standard, “global collaborator (ISTE 2022)” are incredibly similar in
their goals for the students. Both involve skills that allow the student to work alongside other
collaborators or students in using technology. This can be used in activities such as group
projects revolving around the use of technological programs. The ability to collaborate using
technologies will help students in the workforce greatly, as many office jobs revolve around
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online communication with coworkers and customers with not only email but also efficiency
programs. Another similarity between the two standards is Nevada’s, “Research and
Information Fluency” (Rheault et al., 2010) and the National standard, “Knowledge Constructor”
(ISTE 2022). Both require that students learn how to research and compile information using
digital tools. By understanding how to use digital tools to research and compile information,
they are able to better understand the information they find online. Without this understanding
they might assume everything they see online is a fact, and not consider to cross check their
information. There are many similarities between the two standards, but there are also many
differences.
Nevada’s technology standards and the national technology standards have several
components which set them apart. First off, Nevada has six technology standards that they
believe students should develop, while the national standards have seven. The national learning
standards indicate that students should learn how to use technology to organize their own
information. According to the national technology standards, students should learn how to build
their own networks and use technology to provide them with useful feedback (ISTE 2022). No
portion of Nevada’s standards indicates this goal. Another difference is how Nevada’s
standards indicate that students should have keyboard skills while the national standards do not
These standards impact instruction across all grade levels. No matter the grade level,
technology needs to be incorporated into instruction. It is more efficient to teach a student how
to research by providing them a research report rather than explain to them how to research
(Rheault et al., 2010). By creating lesson plans and providing instruction that appeals to
technology standards, students are able to learn how to use technology more efficiently and more
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long-term. Both Nevada’s technology standards and the national technology standards are
essential to the functioning of the future generation and are a must. Each grade level
incorporates these standards differently. While having students write a five-source essay on the
economy during the Great Depression might appeal to a high school English class might not
apply to an elementary school classroom. In the elementary school classroom, students could
research African American art and try to recreate it using a drawing technology on their devices.
Each grade level incorporates these skills in their own ways, working together to provide
The following lesson plan appeals to the following standards: Nevada’s technology
standards, “1.B.5.1 Create an original, digital work as a form of personal or group expression
with minimal teacher support.” and “3.B.5.1 Use keywords to search, organize, locate, and
synthesize information in multiple sources to create an original product.” (Rheault et al., 2010)
and the national standards, “1.3.a. Students plan and employ effective research strategies to
locate information and other resources for their intellectual or creative pursuits.” and
“1.6.c. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models, or simulations.” (ISTE, 2022). The
lesson plan involves having students research a war between the years of 1700 and 1865. They
will compile the information they find with a minimum of two sources into a PowerPoint
presentation (Nevada standard 3.B.5.1 and National Standard 1.3.a). They will then take their
information and create a propaganda poster encouraging citizens of the time to fight in the war
(Nevada standard 1.B.5.1 and national standard 1.6.c). Although a seemingly simple project, the
Lesson Plan
ISTE Standard:
“1.6.c. Students communicate complex ideas clearly and effectively by creating or using a
“1.3.a. Students plan and employ effective research strategies to locate information and other
“1.B.5.1 Create an original, digital work as a form of personal or group expression with
“3.B.5.1 Use keywords to search, organize, locate, and synthesize information in multiple
“2.0 History Skills – Students will use social studies vocabulary and concepts to engage in
inquiry, in research, in analysis, and in decision making” (Clark County School District
[CCSD], 2006)
“6.0 1700 to 1865 – Students understand the people, events, ideas, and conflicts that lead to the
Objective: The student will be capable of using a computer drawing program and a slideshow
presentation program. They will be able to effectively communicate a message using such tools.
Students will have a deeper understanding of U.S. history and its wars.
Materials:
- Power point
- Microsoft Paint
- Search Engine
- Color printer
- Canvas
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Procedures: Students are to research a war during U.S history and create a propaganda poster
intended to encourage citizens to fight in the war. The assignment must two slides (poster and
references). The poster must have four facts, a Microsoft paint drawing, and a catchy slogan all
with the learn intention to persuade a citizen of the United States to fight in the chosen war.
1. Create a new PowerPoint presentation. On it, have two slides. On the second slide label
it, “references.” Orient the first slide so it looks like a poster by:
2. Click on “Slide Size.” The icon looks like a box with arrows on
4. Adjust the width to 8.5 inches and height to 11 inches. This allows
us to print your poster and post to our wall. Adjusting the first
2. Research and decide on a war during U.S. history. It cannot be a world war. The war
must take place between 1700 and 1865. Once deciding the war, research four facts that
would encourage a citizen to want to fight. Any research the student uses, copy and paste
the link to it on the reference slide. If the student references a book, type in the title and
author. Number each reference 1 through however many references there are. After you
use the reference, next to it write which link you referenced it from. At the end, student
should have two or more references. Refer to student example for an example.
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3. Using Microsoft paint, draw an image encouraging the citizens to fight in the war. It can
4. On the poster slide, place the Microsoft paint image and type out your four facts. The
poster should contain at least one drawing, the four facts, and a catchy slogan
encouraging citizens to fight in the war. Additional images found using a search engine
Assessment:
10 points – Student has four facts and a Microsoft drawing. All facts are relevant and student
clearly put effort into drawing. The slogan is relevant and adds to the overall appeal to the
poster. Poster appears well put together and effectively communicates the student’s message.
Reference page is present and contains at least two references. All references are properly cited
9 points – One element of the assignment is missing. Assignment generally appears to have
effort put into it. Student may be missing a single fact while the rest of the assignment
effectively communicates the student’s message. All references are properly cited to their source
material.
8 points – More than one element of the assignment is missing. Student may be missing a
reference on their reference page or a fact or two. The assignment overall appears to have an
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appropriate amount of effort placed into it. Overall, the assignment is mostly able to
communicate its message. The references are mostly properly cited to their source material.
7 points – Student has some facts that are generally relevant. Drawing has some effort placed
into it. The slogan is generally relevant. Poster is missing elements key to the assignment. At
least half required elements are present. War chosen is not entirely relevant to the timeline or
country. The references are mostly not properly cited to their source material.
6 points or less – Student has few or irrelevant facts. Drawing is not present or has no effort put
in. Slogan is not present or is irrelevant to the war. Student has chosen a war not pertaining to
the U.S. Poster does not appear relevant to the assignment and/ or is not completed and is
missing more than half of required elements. War chosen is not relevant to the timeline or
country. The more elements missing or incorrect the lower the score will be. No eferences are
Student Example
References
Robinson, A. (2022, January 21). Effective uses of technology in elementary school. Edutopia.
https://www.edutopia.org/article/effective-uses-technology-elementary-school
Simmons, A. (2021, September 28). Tech-centric, but not remote: teaching in the classroom
classroom-year
Leung, R. (2022, January 25). Encouraging students to take creative risks with technology.
Edutopia. https://www.edutopia.org/article/encouraging-students-take-creative-risks-
technology
Rheault, K. Dopf, G. Crothers, C. Vidoni, K. (2010, May 14). Nevada computer and technology
standards classroom technology integration for the 21st Century. Nevada Department of
Education.
U.S. Bureau of Labor Statistics. (2022, January 20). Labor force statistics from the current
United States Census Bureau. (2021, April 21). Computer and internet use in the United States:
2018. https://www.census.gov/newsroom/press-releases/2021/computer-internet-use.html