TEACHING AND LEARNING WITH TECHNOLOGY 1

Teaching and Learning with Technology

Teagan Daley

ABC Community School

July 24, 2022

Position Paper

All students at ABC Community School and institutions within Clark County School

District would be deeply hurt by an abandonment of technology inside classrooms. Technology

provides our students an outlet for their creative means, a way to learn more efficiently, and

places them on par with other students nationally. We cannot expect our students to be ready for

the world, if they do not get to learn the benefits of technology and experience it themselves.

As teachers, we are pushed to use collaboration to fuel learning. Collaboration is greatly

heightened through the means of technology. If we were to take away this enabler, we would

have less opportunities for online interaction. Additionally, students can learn through the most

meaningful ways by having access to different sites and platforms online to choose from. This

allows for individuals to succeed. Besides this, by sending out students inexperienced with

technology, we are responsible for a lack of digital citizenship. It is our role to show how to be

safe and respectful to others online. Students need to learn how to properly use the web, while

maintaining personal responsibility for their actions.

As the schools in our district strive to come out on top, we are currently considering a

huge leap backwards. Other school districts in the United States use technology widely to further

learning experiences. For some students, school may be the only place for them to gain access to

technology. As stated by the Urban Institute, “8th graders without computer or internet access

are, on average, 27 months behind their peers who have access.” We cannot allow for our

students to be put in a failing position and made to struggle later on in life. It is time for us as

educators and parents to defend the use of technology in the classroom and to protect the next

generation.
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Position Paper References

Blagg, K., & Leutmer, G. (2020, April 28). Even Before the Pandemic, Students with Limited

Technology Access Lagged Behind Their Peers. Urban Institute. Retrieved July 2022,

from

https://www.urban.org/urban-wire/even-pandemic-students-limited-technology-access-la

gged-behind-their-peers
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Identification of Standards

There are similarities and differences between Nevada Performance Indicators (NPI) and

National Educational Technology Standards. It is noticeable upon first glance within the NPI

document that they are based on National Educational Technology Standards for Students

(NETS-S). With this in mind, we can compare and contrast the two resources.

It is clear that both standards include the process of students creating original works.

However, the NETS-S also wishes for the remixing and reworking of creations. Models are also

pushed for. Examples of this include 1.6.C (NETS-S) and 1.C (NPI). However, the Nevada

standards show a progression of expectations based on grade levels. This allows for the standards

to be added upon and changed depending on age ranges and abilities. As such, these standards

seem to go more in depth. Such an example could be found in 1.C.2.1, as second graders are

expected to have teacher assistance, while the work is independent in 1.C.12.1.

Media formats are often included in both sets of standards and aim to have students be

proficient in different softwares and tools. Both the NETS-S and NPI wish for efforts to be

collaborative and insightful, especially into areas such as different cultures. In 1.7.a, this

connection is meant to foster “mutual understanding and learning.” Meanwhile, 1.7.b focuses on

interactions to show differing views. These two standards are combined in NPI in 2.C, as there is

an equal spotlight on communicating with others of different backgrounds and learning about

cultures different from a student’s own.

Together, these two sets of standards provide educators insight into what/how students

should be learning. While some points may differ slightly, they have very similar focuses. That

being said, 1.7.c will be demonstrated in my lesson plan to promote collaboration.

Lesson Plan

Name of lesson: Your Social/Political Issue Campaign

Grade level appropriateness: 10-12th graders

Technology content standards addressed: 1.7.c; Students contribute constructively to project

teams, assuming various roles and responsibilities to work effectively toward a common goal.

Other content standard addressed: CCSS.ELA-LITERACY.L.9-10.5; Demonstrate understanding

of figurative language, word relationships, and nuances in word meanings.

Objective: Know and use synonyms with different connotations to prove a point.

Materials needed to facilitate this lesson:

- Video editing software (ex: Windows Video Editor)

- YouTube channel

- Camera or webcam

- Downloadable music (typically included in video editor or can be found on YouTube)

- Rubric

Suggested group size: 2-4 people (based on seating groups)

Procedures:

- Hand out rubrics. These will be printed and on my desk with a sticky note saying

“Rubrics!”
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- Instruct students to read rubrics.

- Pull up video “Student Sample” via shared YouTube link:

(https://youtu.be/EVl83cRofq8)

- Play the video on the projector at an appropriate volume, so students can get ideas. After

the video ends, explain how the video must follow the rubric using the following steps.

- Go back to the beginning (0:00 timestamp until 0:25) to show how synonyms with

different connotations are used to describe the chosen issue (bigfoot laws). Then, proceed

to the timestamp 1:15, pointing out the slogan chosen. Unpause the video from 1:15 and

play it until the end to reiterate the importance of a credits screen. Tell the students to

include their group members' names. Point out how I (the teacher) added the names of

two of my friends, but they will have their own names there instead of my “group’s.”

- Inform students to discuss with their table group each person’s role and the general social

issue. This issue can be serious or light hearted.

- Ten minutes before the class ends, have groups write their roles, names, and issues on

sticky notes. Let the students attach the sticky notes to the whiteboard.

- The next day, students can begin their recording/editing if they feel like they are done

brainstorming with their group. If groups are struggling with the video editor on the

classroom laptops from the computer cart, show them how to locate the app (by searching

in the Windows search bar on the bottom left). The tutorial will automatically begin.
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Note: This is an in-class project, outside work is not needed and all software is provided.

- On the third and fourth days, continue to have students finish editing.

- For the fifth day, students will watch the videos and fill out a Google form to vote on

first, second, and third place winners of video editing and diction. The Google form will

be posted on Canvas. However, videos will be played in class, each link being on a

Google document (shared with a substitute if needed). Students can fill out the form on a

computer or phone after the “viewing party.”

Assessment: This project will be graded individually, even though students are in groups. Each

role has different requirements in the rubric to be completed. Based on the student’s role, as

given in the end credits, they will be scored according to their individual rubric section. This will

be on a scale of 1-9. A tenth point will be included for overall cohesion as a group.