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Teaching and Learning with Tehcnology

Nichole Sammy

College of Southern Nevada

EDU 214: Preparing Teachers to Use Technology

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

life. To take this away sets them up for failure.

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

classrooms. Post-pandemic technology will still remain a necessity in the classroom.

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

students to succeed both in life and in their future careers.

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

choices at all grade levels.

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

indicate a similar skill.

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

students with the skills they need to succeed in life.

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

students are able to learn multiple standards at once.

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Lesson Plan

Name of Lesson: Revolutionary Propaganda

Grade Level Appropriateness: 4th grade

Technology Content Standard Addressed:

ISTE Standard:

“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)

“1.3.a. Students plan and employ effective research strategies to locate information and other

resources for their intellectual or creative pursuits.” (ISTE, 2022)

Nevada Computer and Technology Standards (2010):

“1.B.5.1 Create an original, digital work as a form of personal or group expression with

minimal teacher support.” (Rheault et al., 2010)

“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)

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Other Content Standard addressed:

Social Studies Content Standards:

Fourth grade history:

“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

creation of new nations and distinct cultures.” (CCSD, 2006)

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:

- One computer per student

- Power point

- Microsoft Paint

- Search Engine

- Color printer

- Canvas
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Suggested Group Size: One or two students.

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.

Steps for the students to follow:

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:

1. Go to the, “Design” tab.

2. Click on “Slide Size.” The icon looks like a box with arrows on

top and on the left.

3. Select, “page setup”

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

slide will also adjust the reference slide.

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

be any image you would like.

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

may also be included.

5. Students submit the project on Canvas. It is a project titled, “Revolutionary Propaganda,”

located in the modules tab.

Assessment:

The assignment will be graded out of 10 points.

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

to their source material.

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

properly cited to their source material.

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Student Example

Sample Slide 1 Sample Slide 2

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References

Lever-Duffy, J. McDonald, J. (2018). Teaching and learning with technology. Pearson.

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

this year. Edutopia. https://www.edutopia.org/article/tech-centric-not-remote-teaching-

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

ISTE. (2022). ISTE standards: students. ISTE. https://tinyurl.com/4ydtsk6b

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

population survey. https://www.bls.gov/cps/cpsaat11b.htm

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

Clark County School District. (2006). Grade 4. 2006. https://tinyurl.com/4eh6fsrn

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