EDU 214-1005

College of Southern Nevada

Final Project

Sarah Rose
July 26, 2020
Position Paper

Thinking back to when you were in school, even as an elementary student, did

standardized tests scare you? Did you ever feel like the results were not fair or correct in

portraying your actual knowledge? When I was in elementary school, I dreaded those yearly

lengthy exams. My results varied constantly, and I never understood why the score I received

was based on a comparison to other students. Why do school districts enforce these outdated,

and expensive tests simply because it is a “standard” that is based on test taking skills and “book

smart” facts rather than a student’s individual subject progress? By cutting technology resources

out of schools for budgetary purposes rather than championing them, the school district is

ultimately eliminating an innovative opportunity. Technology in the classroom is a solution to

meticulously and affectively teach curriculum while reporting students’ progression and

knowledge.

In 2019, Dipti Pawade reported on a case study for the i-Management Journal of

Educational Technology. He focused on Learning Management Systems that have been

developed to assess students’ knowledge by tracking their progress through the use of

technology and by providing a new way for the information to be taught (similar to online

courses used today in colleges and universities all over the country). Just like the standardized

tests, the Learning Management Systems tests do not affect a student’s grade in a subject. The

technological activities available are vast and are considered a different form of “hands on”

learning from traditional handouts and are proving to be more engaging. Pawade concluded in

his study “It can be concluded that the user-friendly online learning management system
platforms, better learners' engagement, and enough opportunities to resolve the queries, makes

learning deep and more assimilative.”

By discontinuing technology resources in the classroom to inadvertently go backwards in

learning, the school district is performing an injustice to their students. They are continuing with

a mindset and tradition that does not represent the current and future generations in which it

ultimately wants to advance in education. With technology resources readily available like the

Learning Management Systems, the school district can connect with the future of learning and

accurately identify the progress of their students. It’s time to stop terrorizing students and

judging them based on a standard established by an “educational agency” rather than the

student’s actual knowledge.

Resource:

Pawade, D. (2019). The Case Study on the Effectiveness of Online Learning Management System to Impart the
Knowledge of Advance Course. I-Manager’s Journal of Educational Technoloy, 15(4), 40-47.
doi:http://dx.doi.org.ezproxy.library.csn.edu/10.26634/jet.15.4.15269
Standards Comparison

Technology usage in the classroom has become a standard that is understood worldwide.

Understanding how technology is integrated into our everyday lives as well as its appropriate

usage, has become a standard in education and learning. NEST standards (National Educational

Technology Standards) has addressed and identified 7 technology standards for students and

teachers through the International Education Technology Standards (ISTE). These standards

include Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer,

Computational Thinker, Creative Communicator, and Global Collaborator. These standards are

a basic in the fact that they are the same for every grade level.

The Nevada Computer and Technology Standards go a step further in implementing

national standards and organizes them into category goals based on grade level completion. This

type of enlightenment of the national standard levels also allows for multiple standards to be

used when teaching a subject. Nevada breaks down material indicators in which the digital

tools/material should be mastered in four different grade levels which are 2nd, 5th, 8th, and 12th and

the indicators are specialized for appropriateness. Examples for indicator specifications for 2nd

grade are a student will list examples, use procedures, and beginning skills. By 8th grade students

will be able to explain, apply, or use tools for original purposes. Then, by 12th grade students

will have mastered how to use technology resources to model, critique, and analyze complex

ideas and research.

In the lesson I created, I will be applying the ISTE-S standard #6 which is Creative

Communicator and the standard states “Students will select/justify the use of digital tools and

resources to accomplish a variety of tasks”.

Lesson Plan
 Name of lesson: Oh The Places I’ll Go
 Grade Level: 8th Grade Geography
 Technology Content Standard Addressed: ISTE-S Creative Communicator 6b.
Students create original works or responsibly repurpose or remix digital resources into
new creations.
 Content Standard Addressed: World Geography standard (social studies): use
information, media, and technology literacy skills necessary to research, communicate,
 and demonstrate critical thinking.
 Objective: Students will create a Google Earth presentation to creatively match actual
places in the world to represent the figurative places in Dr. Seuss’ Oh The Places You’ll
Go!
 Materials: 1 computer with internet access, google classroom account, handout, & a
pencil
 Suggested Group Size: Individual work
 Procedures: Teacher will parallel sign-in and procedure steps 1-6 on the Smart Board
and assist students in brainstorming locations or additional help as needed
o Step 1: Students sign into their Google Classroom accounts and then into Google
Earth
o Step 2: Once in Google Earth, students will select the “project” icon in the menu
bar on the right side of screen and then select the “New Project” bar at the top of
the page. They will then select “Create Project In Google Drive”

o
o Step 3: Students will need to change the title of the project to “Oh the Places I’ll
Go” and then select “New Feature” and search for the city they were born in for
the first location feature (To add a new location, add a New Feature. There will
be 15 features total for final project).
o
o Step 4: Once the program locates the location, they will need to click the “Add to
Project” button found under the location’s description. Then select “Edit Place”
o Step 5: Students will then click on the “Replace” button in the top box and that
will take them to a new screen so they can add an image. They will then click on
the camera icon, and finally do a Google Image Search to find a picture that
represents their chosen location & storyline text.

o
o Step 6: After they select an image, students will then type the matching story text
that is associated with the location into the text box under the location’s name.
Once they have their text written, they will click on the left pointing arrow at the
top to take them back to the Step 3 screen.
 o
o Step 7: Students will repeat steps 3-6 for all locations in order to the story.
(Students will reference the handout for order locations should be represented).
o Step 8: Once the student finishes locating and adding all their 15 locations (new
features) to their presentation, they will go back to the screen from Step 3 and
click on the “Present” button to view finalized presentation. The arrows at the
bottom left hand corner next to the table of contents will present the “features”
in corresponding order they were inputted. The project automatically saves to
their google drive account.
 Assessment: Students will be graded on their application of skills learned to create a
project in Google Earth based on the project requirements. Attention to detail while
adding matching text, as well as accurately representing corresponding fictional locations
to real ones, will be a factor in the grading scale.

 Student Example:
https://earth.google.com/web/data=Mj8KPQo7CiExd0tkSjZPOWRaNG92aUlmZW
s1bGgwYVM0VmNuOE5uVGQSFgoUMEIyMkRDMUIzMDE0Qjg4NDY1MkQ
Oh the Places I’ll Go - Handout
Location Type – Story Line Text And you may not find any
Association you'll want to go down.
(You may use a google search to research In that case, of course,
places in the world to fulfill each location-
you'll head straight out of town.
unless otherwise specified. You must
work in order!) 4. A State Park
It's opener there

in the wide open air.

1. Location Of Your Birth or Home
Town
Congratulations! Out there things can happen

Today is your day. and frequently do

You're off to Great Places! to people as brainy

You're off and away! and footsy as you.

2. College or University You Want

To Attend And then things start to happen,
You have brains in your head. don't worry. Don't stew.
You have feet in your shoes. Just go right along.
You can steer yourself You'll start happening too.
any direction you choose. 5. A Skyscraper Building
You're on your own. And you know what
OH!
you know.
THE PLACES YOU'LL GO!
And YOU are the guy who'll decide where to
go.

3. A Busy/Crowded City You'll be on y our way up!

You'll look up and down streets. Look 'em You'll be seeing great sights!
over with care.
You'll join the high fliers
About some you will say, "I don't choose to
who soar to high heights.
go there."

With your head full of brains and your shoes

full of feet, You won't lag behind, because you'll have
the speed.
you're too smart to go down any not-so-
good street. You'll pass the whole gang and you'll soon
take the lead.

Wherever you fly, you'll be best of the best.

 Wherever you go, you will top all the rest. Do you dare to stay out? Do you dare to go
in?
6. A Town in the Desert
How much can you lose? How much can
Except when you don't. you win?
Because, sometimes, you won't.

And IF you go in, should you turn left or

right...
I'm sorry to say so
or right-and-three-quarters? Or, maybe, not
but, sadly, it's true
quite?
that Bang-ups
Or go around back and sneak in from
and Hang-ups behind?

can happen to you. Simple it's not, I'm afraid you will find,

for a mind-maker-upper to make up his

mind.
You can get all hung up
8. A Racetrack or Motor Speedway
in a prickle-ly perch.
You can get so confused
And your gang will fly on.
that you'll start in to race
You'll be left in a Lurch.
down long wiggled roads at a break-necking
pace
You'll come down from the Lurch
and grind on for miles cross weirdish wild
with an unpleasant bump. space,

And the chances are, then, headed, I fear, toward a most useless place.

that you'll be in a Slump. The Waiting Place...

9. A Place Where People Wait

(Think Outside the Box)
And when you're in a Slump,
...for people just waiting.
you're not in for much fun.
Waiting for a train to go
Un-slumping yourself
or a bus to come, or a plane to go
is not easily done.
or the mail to come, or the rain to go
7. A Cave or Cavern
or the phone to ring, or the snow to snow
You will come to a place where the streets
are not marked. or the waiting around for a Yes or No

Some windows are lighted. But mostly or waiting for their hair to grow.
they're darked.
Everyone is just waiting.
A place you could sprain both your elbow
and chin!
Waiting for the fish to bite
 or waiting for the wind to fly a kite 12. An Abandoned Place
or waiting around for Friday night Except when they don't
or waiting, perhaps, for their Uncle Jake Because, sometimes they won't.
or a pot to boil, or a Better Break

or a string of pearls, or a pair of pants I'm afraid that sometimes

or a wig with curls, or Another Chance. you'll play lonely games too.
Everyone is just waiting. Games you can't win
10. A City with Music History 'cause you'll play against you.

NO!

That's not for you! All Alone!

Whether you like it or not,

Somehow you'll escape Alone will be something

all that waiting and staying you'll be quite a lot.

You'll find the bright places 13. A Scary or Haunted Place

where Boom Bands are playing. And when you're alone, there's a very good
chance

you'll meet things that scare you right out of

With banner flip-flapping,
your pants.
once more you'll ride high!
There are some, down the road between
Ready for anything under the sky. hither and yon,

Ready because you're that kind of a guy! that can scare you so much you won't want
to go on.
11. A Sports Stadium
14. Someplace You Can Hike
Oh, the places you'll go! There is fun to be
done! But on you will go

There are points to be scored. There are though the weather be foul.
games to be won.
On you will go
And the magical things you can do with that
though your enemies prowl.
ball
On you will go
will make you the winning-est winner of all.
though the Hakken-Kraks howl.
Fame! You'll be as famous as famous can
be, Onward up many
with the whole wide world watching you win a frightening creek,
on TV.

though your arms may get sore

 and your sneakers may leak.

On and on you will hike,

And I know you'll hike far

and face up to your problems

whatever they are.

You'll get mixed up, of course,

as you already know.

You'll get mixed up

with many strange birds as you go.

So be sure when you step.

Step with care and great tact

and remember that Life's

a Great Balancing Act.

Just never foget to be dexterous and deft.

And never mix up your right foot with your left.

15. Your Favorite Place or Somewhere You’d Love To Go

And will you succeed?
Yes! You will, indeed!
(98 and 3/4 percent guaranteed.)

KID, YOU'LL MOVE MOUNTAINS!

So...
be your name Buxbaum or Bixby or Bray
or Mordecai Ali Van Allen O'Shea,
You're off the Great Places!
Today is your day!
Your mountain is waiting.
So...get on your way!