ABC Community School

March 9th, 2019

Bernarda Diaz Salgado March 9, 2019

 Our world is changing, shouldn’t our schools change as well? As the years go on,
technology will keep advancing more and more. If technology advances, we incorporate it into
our daily lives. You walk down the street and see the traffic lights, cars, street lights, and
billboards. Technology is all around us, it makes us who we are. It evolves us as a human race. To
create a promising future, we have to help our students get used to knowing how to handle
technology. A student grows up and will soon need a job, most applications are done online
nowadays. There are some students who don’t get the same chance as students who have had
technology in their schools. Our students need to have technology incorporated in the schools, it
helps the teachers with assistive teaching and the students can receive a better sense of learning.
Technology isn’t just using tablets or computers to help us advance in our learning. It is
also used to help the ones with disabilities of sorts. When a student thinks of a test coming up,
they immediately stress out about it. I have seen students try to study with the use of notes and
in the end, they add too much pressure on themselves. Adding that amount of pressure can make
the child sleep deprived. As someone who went through standardized tests and have had peers
who have, it was incredibly tough. There was a lot of information to cover and there were times
when I had no time to study due to the hours I spent on homework and in school. Students have
to get a good amount of sleep so they can be able to go to school the following morning.
Students who have received low scores tend to not care about school anymore because
they have the feeling that they won’t get better. However, there are students who take the
information and better themselves. Standardized tests also add pressure to the teachers, instead
of teaching until a student learns, they have to teach and move on even though some students
may not understand. According to ‘A blog by Concordia University-Portland,’ they add support to
my statement, “Some observers have found that teaching informed by the test focuses the
curriculum on essential content and skills, eliminates activities that don’t produce learning gains,
and motivates teachers and students to exert more effort.” This shows how teachers focus on
teaching what is on the test instead of what the students may need for future applications such as
college entry exams.
According to the U.S Department of Education, “open educational resources are teaching,
learning, and research resources that reside in the public domain and are freely available to
anyone over the Web. They are an important element of an infrastructure for learning and range
from podcasts to digital libraries to textbooks and games. It is critical to ensure that open
educational resources meet standards of quality, integrity, and accuracy—as with any other
educational resource—and that they are accessible to students with disabilities.” We need to help
our students, not drag them down because we chose to test them on their abilities with a big test.
We need to help them evolve into their best potential with the use of technology. We need to be
there for the students’ future, guide them to where they need to be. The use of technology will
make some weight off the teachers with teaching and will give them more time to teach the
things that children have to learn for their careers.

Use of Technology in Teaching and Learning. (n.d.). Retrieved March 10, 2019, from
https://www.ed.gov/oii-news/use-technology-teaching-and-learning
Do Standardized Tests Accurately Show Students' Abilities? (2018, May 05). Retrieved March
10, 2019, from https://education.cu-portland.edu/blog/news/do-standardized-test-
show-an-accurate-view-of-students-abilities/
 For starters, I expect a decent amount of differences and similarities between state and

national standards. State and national compare in being specific on what they want the students to

achieve at the end or throughout an activity. Each standard is designated for the students end goal,

they are numbered a specific way as well. Throughout comparing the two, I also noticed that they

have either one or more than two standards for each one. Every standard is located under the same

overall standard in a way. There is the standard, and there are sub standards that add more detail

to what is expected of that particular standard. In the two documents, it is also quite easy to

understand and know which standard is easy for a student to complete. The sub standards just go

more into deep on a standard that is considered the overall.

I found a bit more differences than similarities. In the state standards, it mentions a

standard indicator for each grade not just for the students in general. As the grade goes up, the

standard becomes more specific for the grade level. The number of sub standards ranges

throughout the different standards. There are more sub standards in the international. The only

main difference I see is how the state standards mention the grades and not just for the overall

student like in the international standards. In the state standard document, there is a national

indicator which could be the international indicator which is basically the overall standard and

then it goes into the state standard mentioning the grades 2nd, 5th, 8th, and 12th. Which is quite

informative because each grade is either in an elementary, middle, and high school environment.

Meaning it is the standard the students should have to meet in that school.

In my Section 4, I will be including the standards; 1.A8.1 and 1.C.8.1. Which are “Apply

existing knowledge to independently generate new ideas, products, or processes with digital tools.”

The second standard states, “Use digital models and simulations to answer questions or to solve

problems.”
 Create Your Own Math Game

Grade Level: 8th grade

Technology Content Standard Addressed

• Standard 1.A.8.1

Apply existing knowledge to independently generate new ideas, products,

or processes with digital tools.

• Standard 1.C.8.1

Use digital models and simulations to answer questions or to solve

problems

Other Content Standard Addressed

• Standard 5b

Students break problems into component parts, extract key information,

and develop descriptive models to understand complex systems or
facilitate problem-solving.

Objective:

Students will understand how to use their computer to create a game

outline that they would like. The outline will include problem solving

with previous lessons learned in class. They will take their notes to create

a question and answer game, which could be used to help the students’

study for tests/quizzes.

Materials:

Microsoft Word

Chrome Laptop
Line Paper

Writing Utensils

Suggested Group Size:

4-6 students per group

Procedures:

1. Have students get into a group of 4-6 people. Write down who is in

each group.

2. Hand out the instructions to the students

3. Hand out the laptops to each group, just 2 per group.

4. Have students choose a lesson topic that we have gone over in the last

two weeks that will be shown in the test.

5. Students should have lesson notes, use the lesson notes to create a

game outline to create a question and answer game

6. Some examples can include, Bingo & Jeopardy.

7. Have students give you their topic on a lined piece of paper

8. Give students about 30 minutes to write down problems and answers

to add into their game

9. Give students about 40 minutes to create the game and send the

rough draft of the game to the teacher’s email

10. Go over the problems and answers and see if they meet up to the

lesson topic and think if it would help a student ace a test.

Assessment:
The project will be graded on how much students contributed to the

Game and how well the final result is. Each game will be played to test

out its use.

 Student Sample

SOLVING FOR X BINGO

The answer will be called out, find the problem to the answer

5x=10
2x+4=8 20x+8=14
X=?
X=? X=?

10x^2=40 6x-3+21 16x^2=64

X=? X=? X=?

3x+5=35 200x-300=900 7x-9=47

X=? X=? X=?