ABC Community School

May 7th , 2022

Samantha Wasylkowski
May 7th , 2022
I personally believe children throughout their years of school should have access to technology. I

think technology helps children with many different aspects through their school career. The

importance of technology in the classroom is giving children of all ages access to many different

things at their fingertips with search engines to research topics, books to read instantly, apps to

communicate with one another and collaborate with one another, and the use of many different

programs they will need when they choose a career field . We especially saw the importance of

technology when our country experienced a pandemic—our children were able to continue

school from the safety of their homes. If we did not have technology available to our children,

the children would have had to reenter school in an unsafe time to learn, or they would have

missed out on an entire year of learning, causing them harm in the future. If children are out of

school sick for an extended period of time, they would not be able to participate in class,

however with technology, they are able to continue to participate in class. I think it is very

important given the current predicament we are in where we are mandating children to be at

home when they are even only exposed to COVID, they would be missing out on way more if

technology was not at their fingertips. I strongly believe all children should have a Chromebook

or laptop available to them while they are in and out of the school for many different reasons.

When children have access to technology, children are able to collaborate and communicate

outside of school which not only helps them with social interactions but also group projects, or

when one of them need help with homework. In my lesson, children in my class are able to

instantly pick a virtual book to read, have instant access to research topics that they have read

about, or they are interested in, and identify key facts that happened in history. If children did not

have access to technology, they would have to leave their classroom to find a book or research a
topic. Not only is it more convenient and easier, it saves time, giving more time to actual

learning.
The standards from the State of Nevada I used in my project are for second graders, 1.B.2.1:

Creating an original work using a variety of digital tools as a means of personal or group

expression, 2.A.2.1: Work in classroom groups to create and publish digital projects, 2.C.2.1:

Uses digital resources to learn about people, places, celebrations, and maps, 5.B.2.1: Uses

technologies in learning activities. The standards from National are Knowledge Constructor,

1.3.a: Students plan and employ effective research strategies to locate information for creative

and intellectual pursuits. Innovative Designer, 1.4.b: Students select and use digital tools to plan

and manage a design process that considers design constraints. Creative Communicator, 1.6.b:

Students create original works. Global Communicator, 1.7.c: Students contribute constructively

to project teams, assuming various roles and responsibilities to work effectively toward a

common goal. The Nevada State Standards are more specific, detailed, and grouped together by

grade level. The Nevada State Standards are easier to use given their detailed description and the

grade level anticipated whereas the National Standards are more of an overview of what is

expected of students throughout their years in technology. Although, the State Standards I used

to match the National Standards, the Nevada State Standards are more specific in what exactly is

expected of that specific grade level and how you can use the same standard in higher (or lower)

grade levels as well. I think teachers who use technology in their classrooms for lessons can

adjust their assignments based on the current grade level they are teaching—the Nevada State

Standards allow you to view the same standard but modify it for their current, specific grade

level.
• Name of lesson: Magic Tree House Historical Events Book Report
• Grade Level Appropriateness: 2nd
• Technology Content Standard Addressed:
1.B.2.1: Create original work using a variety of digital tools as a means of personal or group
expression.
2.A.2.1: Work in classroom groups to create and publish digital products.
2.C.2.1: Uses digital resources to learn about people, places, celebrations, and maps.
5.B.2.1: Uses technology in learning activities
• Other Content Standard Addressed:
Reading, Literature: Ask and answer who, what, when, where and how questions. Identify how
characters respond to challenges in story. Identify overall structure of story. Read with accuracy
and fluency to support comprehension.
Writing: Write narrative pieces in which recount well elaborated event or short sequence of
event, including details.
Speaking and Listening: Recount experience with appropriate facts and relevant descriptive
details.
Language: Demonstrate command of grade level conventions of English grammar and usage
when writing. Demonstrate command of grade level conventions of capitalization, punctuation,
and spelling when writing.
• Objective: Lesson objectives are the specific outcomes you are hoping to achieve in the lesson
that is being taught at that specific time.
1. To understand and recall what they are reading.
2. To be able to communicate what they read, and their ideas to one another.
3. To be able to re-create the story of the book they read.
4. To be able to use technology to convey a “report” of what they read, showing they understand
what they read.
5. To be able to work together in small groups to achieve a goal.
• Materials needed to facilitate the lesson:
Chrome books/laptops, Google books app to access book chosen, PowerPoint program or Google
slides, Internet with Google.
• Suggested group size: Reading will be done individually. 3 to 4 children will be collaborating
on this project.
• Procedures: (Step by step narrative for implementation of the lesson.)
1. Read the children “summaries” of each of the books to help them decide which book they
want to choose for the assignment.
Books available to use for this project:
Magic Tree House Books by Mary Pope Osbourne
Civil War on Sunday, Thanksgiving on Thursday, Revolutionary War on Wednesday, and
Tonight on the Titanic
2. Have the children choose one of the four books for the assignment.
3. Have the children download the book of their choice from the Google Book App.
4. Give the children time throughout the week to read the book they chose.
5. While the children are reading the book, have them take notes, and recall information from the
book for the assignment. Give them a “book study guide” to fill out while reading.
6. When the children have finished reading the book, give them time to “research” the historic
events that happened in the book to compare and contrast them to what happened in real life.
Have the children use their laptops to research using a search engine.

7. Group the children by which book they read into smaller groups of 3 to 4 children.
8. Give the children an example of PowerPoint or Google Slides of what the “report” should look
like.
9. Tell the children they will have time to collaborate on what they want to include on their
PowerPoint presentation about their book.
10. Give the children a guide on what to include on each slide of their group presentation.
11. Remind children to be creative, add details, and add movement to their PowerPoint
presentation.
12. Give children time to work on their presentations in their small groups.
• Assessment: (Tell how you will specifically grade student work or progress.)
This project will be graded by their understanding of the book they read, their ability to identify
the historic events that happened in the book vs. in real life, their ability to work together with
their peers, their ability to create a PowerPoint presentation as their book report, their ability to
use proper grammar, capitalization, punctuation, and spelling, and their ability to be creative.
 References

How has technology changed education? Purdue University Online. (n.d.). Retrieved May 7,
2022, from https://online.purdue.edu/blog/education/how-has-technology-changed-
education