ABC Community School

December 5, 2018

Kelli Robinson
 A Case for Technology

Technology plays a vital role in teaching students in ABC Community School. Students

spend one hour a day in class practicing learned principals through educational websites and

games. This process helps to cement new principles into their cognitive processes. The most

important reason that technology is vital is because of the extra time returned to the teacher.

Prete (1991) wrote, quoting the Equity and Excellence in Education Act of 1990

, "With computers, teachers have greater flexibility--they can work with more students or spend

more time with individuals” (p. 20). Technology is an aide that teachers that makes them more

effective in ensuring the proper education of all students especially in our time of fiscal

constraint and growing classrooms. Technology provides free tools to help students practice

learned skills and give teachers more time to spend with struggling students. In addition,

technology links students to each other through social networking. Lastly, technology ensures

that the most current tools are available for students and teachers. These tools provide relevant

learning so students are successful in the future as compared to peers in other locations and

teachers have the most current techniques and products to enhance their instruction and elevate

student learning. Removing technology from our classrooms would greatly diminish the

advancement of learning for all students and become crippling for those students who struggle to

learn educational concepts. Providing a Free Appropriate Public Education (FAPE) for all

students depends on our ability to use and implement technology effectively in the classroom

because of the growing class sizes and reduction of budgets and resources available to educators.

Reference:

Prete, Barbara (1991, December 13). Technology and learning: computers and various electronic

information systems lend a hand in the struggle for literacy. Publishers Weekley, 238(54).
 Identification of Standards

The National Educational Technology Standard or ISTE include the following standard for

technology education: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative

Designer, Computational Thinker, Creative Communicator and Global Collaborator. The focus

of educators under the National Standards is to use technology to empower learners. Educators

should be collaborators, designers, facilitators, and analysts, according to these standards. In

these roles, they are expected to collaborate with other educators as well as students. They design

and facilitate student-centered learning opportunities, and as analysts, collect and use data to

inform instruction and assessment. Some of the reasons the ISTE standards are important for

teachers to adapt in the classroom include the following: To help improve students’ critical

thinking abilities, problem solving skills and creativity. Prepare students to compete in a global

market that is increasingly dependent on technology. To help students learn to design student-

centered projects and interact in various learning environments. Educators can help schools

incorporate digital learning, and to encourage the use of technology in the digital age for

collaborative work and decision making.

Nevada Computer and Technology Standards are different in the sense that they are not

content standards, they are just standards. Because of this the set of technology standards that

were created can easily be integrated and incorporated into any of the content standard for any

subject. Nevada standards are meant to be integrated into existing curriculum, just as computer

science is integrated in just about everything we do in the world today. The Nevada standards

are important because they assist school staff in developing curriculum that will help their

students adapt to changes and be successful, engaged, classroom learners. The following are the

Nevada Computer and Technology Standard in order: Creativity and Innovation, Communication
and Collaboration, Research and Information Fluency, Critical Thinking, Problem Solving and

Decision Making, Digital Citizenship, and Technology Operations and Concepts.

My lesson plan in section 4 will focus on sentence structure. The Nevada Standard I will

be meeting within Section 4 of my project will be number 1. Creativity and Innovation: students

demonstrate creative thinking, construct knowledge, and develop innovative products and

processes using technology. I will be using digital models and simulation to answer question or

to solve problems. The ISTE standard I will be meeting is number 5 Computational Thinker.

My students will develop and employ strategies for understanding and solving problems in ways

that leverage the power of technological methods to develop and test solutions.
 LESSON PLAN

Name of Lesson: Identifying basic sentence structure

Grade Level: 1st Grade

Technology Content Standard Addressed: Nevada Computer and Technology Standard:

Creativity and Innovation; ISTE Standard Number 5: Computational Thinker

Other Content Standard: Nevada Language Standard 5 paragraph b. Define words by category.

Objective: Students will demonstrate the use of technology to identify basic sentence structure.

Materials: One tablet per a student, whiteboard, and signs (Subject, Verb, Object)

Suggested Group Size: No more than 25 students for Sections 1 and 2 and independent (One

student) for Section 3.

Procedures:

Section 1: (20 Min) The lesson will begin with basic instruction about sentence structure using

the whiteboard. The teacher will write a simple sentence on the board and identify the subject,

verb, and object of the sentence. Four examples of this process will be used on the whiteboard to

introduce the concept.

Section 2: (30 min) The teacher will use the three signs and use students to represent the three

parts of a sentence. The students in the class will have to identify which student is the subject,

verb, and object. The teacher will write sentence on the board and assign the three students to act

out their part of the sentence. The remaining students will guess what part of the sentence they

are representing. This will be repeated until every student has had an opportunity to act out a

part.

Section 3: (10 min) The teacher will distribute the tablets with a preloaded linked app on

sentence structure. The app will provide students with pictures representing the subject, verb, and
object of the provided sentence. Using the tablet, students will arrange the pictures into the

correct order and label then correctly as subject, verb, or object. Once they think they have the

correct order, the will use the app to move to a new problem. Three picture matching problems

will be provided by the app for students to complete individually. The teacher will monitor their

progress via her linked tablet and give assistance to those having difficulties.

Assessment: Students will be evaluated on their ability to correctly arrange the pictures to

represent the subject, verb, and object of the provided sentence.