ABC

Community
School
Carlos A. Ginez

July 1, 2017
 Final Project: Section 2

Position Paper

Integrating technology into our modern educational structure is vital to the survival and
growth of our future generations, more now than ever before. The world is developing at an
exponential rate; the only way to ensure that the heirs of the new age have a fighting chance is to
teach them what they will need to know then, now. Technology is everywhere, and it is quickly
becoming everything it is continually enlightening the world and shaping the horizon on a fast
approaching epoch where those who cannot keep up become obsolete. We are moving toward a
world where labor jobs are being replaced by machines, the security of future careers is going to
rely heavily upon technological literacy.

Technology has become such an integral part of our everyday lives; its absolutely
ludicrous to believe that it should not be integrated into our education system as well. The
ubiquitous proliferation of technology into all aspects of daily life has created a programming
vacuum that current educational practices cannot fill. (Siegle, 2017). To deny our students this
enriching opportunity to start their technological education with the guidance of a digitally
literate mentor, is to literally doom them to constantly catch up with future generations who
were more fortunate to have a district that saw the importance of technological competency.
Digital assimilation is moving fast, and it is not slowing down if we are forced to abandon
modern technology education, we will be giving up the wheel of our day and age.

The method of instruction that the board is suggesting does not work-- it serves only to
make students good guessers, and does nothing to inspire the pursuit of knowledge. There is
no passion for learning; there is nothing to rouse our students into discovery, and even less to
motivate them to succeed. David Warlick was quoted in Raos article saying, We need
technology in every classroom and in every student and teachers hand, because it is the pen and
paper of our time, and it is the lens through which we experience much of our world. Ladies and
gentlemen of the board, you cannot ask us to abandon technology in todays educational
practices. Not without knowing, and accepting, that you will effectively be wiping out critical
thinking, problem solving, and decision making (Nevada standard #4) in our future generations.
Thank you.
 References

Rao, A. (2016, December 09). 10 Educational Technology Quotes. Retrieved July 03, 2017, from

https://teachbytes.com/2012/03/01/10-educational-technology-quotes/

Siegle, D. (2017). Technology: Encouraging creativity and problem solving through

coding.Gifted Child Today, 40(2), 117-123. doi:10.1177/1076217517690861

 Final Project: Section 3

Identification of Standards

Technology standards across the district, state, and national levels have evolved
tremendously since first being implemented nearly two decades ago! Throughout my research of
the technology standards across these various levels, I also discovered that they will continue to
evolve in order to meet the needs of our pupils and educators. These standards, across all
levels of the establishment, share unity in one main purpose and that is to empower our
students through technology and prepare them for a world that is becoming increasingly more
technology driven. The standards range in all facets of computer literacy; everything from basic
keyboarding to the ethics and moral dilemmas we experience as digital citizens. An interesting
item to point out is the similarity between the standards on a national level (ISTE) and state
level; in fact, the Nevada state standards are almost direct reflections of the national standards.
Even more interesting is the lack of content specific standards, which is not a bad thing. The idea
is that technology should be integrated into all areas of education, and that it should not be
restricted to just one basic course about how to use a computer. Under these technology
standards, educators across all subjects of study are encouraged to have technology incorporated
into their lesson plans. The impact that this proposition has on education is truly remarkable;
instead of the traditional deliver and receive method of educating, teachers now engage their
students in ways that they (the students) are more accustomed to. This also allows educators the
opportunity to mix things up in the classroom, spice up an old boring lesson plan, or just better
hold learner attention by giving them something other than a drool voice to focus on.

Now, one might be inclined to believe that incorporating a technology standard into all
lesson plans is difficult but that is far from the truth. For my U.S. History lesson plan, I have
incorporated Nevada Computer and Technology Standard 1.A.12.1 Apply new and existing
knowledge to independently, or in collaboration with others, generate new ideas, products, or
processes with digital tools. My students will be using tablets to collaborate with each other,
search the web for relevant information, and ultimately posting an informed response to
Edmodo an education driven social media website.
 Final Project: Section 4

Lesson Plan

U.S. History- World War II pt. 2

Carlos A. Ginez
July 1, 2017
[H2. (9-12).11]
Describe the cultural, economic, political, and technological impact of World War II on the
United States.
[1.A.12.1]
Apply new and existing knowledge to independently, or in collaboration with others,
generate new ideas, products, or processes with digital tools.

OBJECTIVE

Students will discuss the impact World War II had on the United States.
Students will identify and categorize Pros and Cons of World War II, and construct
informed ideas.
Students will integrate technology standards by using a digital tablet to post their opinion
to Edmodo.

MATERIALS

[From the Teacher]

Computer, projector, smartboard, digital tablets
PowerPoint for Notes on World War II, and BINGO Review (if theres time)
Desks, textbooks, handouts, pencil sharpener, whiteboard, dry erase markers, extra: pens, pencils,
and paper.
[From the Students]
Pens, pencils, paper, notebooks, backpacks
U.S. History- World War II pt. 2
Carlos A. Ginez
July 1, 2017
[H2. (9-12).11]
Describe the cultural, economic, political, and technological impact of World War II on the
United States.
[1.A.12.1]
Apply new and existing knowledge to independently, or in collaboration with others,
generate new ideas, products, or processes with digital tools.

PROCEDURES

Greet students at the door as they come in; when the bell rings, close the door behind
myself and Welcome the class to my classroom while directing attention to the front of the
room. (a few seconds)
Inform the students that today we will be constructing and sharing informed opinions on
the impacts World War II had on the United States. Also, any student who successfully
posts their response to Edmodo in class will not have to do it as a homework assignment.
(3 minutes)
Take attendance (3 minutes)
Start the PowerPoint on World War II and lead a brief class review about the results of the
War (5 minutes)
I will then begin to ask the students about whether they think these occurrences where
good or bad and begin to guide them toward forming their own opinions (9 minutes)
o I will also be sure to explain at this point that there are no wrong answers as long as you can defend
what you believe using evidence from our notes, the textbook, or facts. (Not the Tablets)
I will number off the students and have them sit in groups of 5 or 6; they will turn their
desks toward each other and as groups become ready for the next part of the lesson I will
call one person from each group to get tablets for everyone in the group. (5 minutes)
Students will use the tablets to gather information and form an educated opinion about
WWII, they will share their opinions with each other and bounce ideas off of one another
and see things from varying view points. Students will model an opinion on three of the
results of the war, and then back up their views with two examples that they have found
from credible sources. They will post their responses to Edmodo using the tablets. I will
facilitate by walking around the room to makes sure students are making proper use of the
tablets. (15 minutes)
Gather the students attention by flickering the lights. Discussion time is over; lead the
students in setting the room back in order. Have the students return the tablets and they
may begin to pack up their materials at this time. (5 minutes)
Walk to the front of the room and get the students attention again, open the floor for any
students to express their opinions about anything that was discussed today. Also, inform
them that anyone who was unable to post their response to Edmodo during class, may
complete the assignment as homework. (9 minutes)
Give a closing to the lesson, say good-bye to the students and wish them luck with the
rest of their day. They may leave when the bell rings (1 minutes)
(55 minutes of class time)
U.S. History- World War II pt. 2
Carlos A. Ginez
July 1, 2017
[H2. (9-12).11]
Describe the cultural, economic, political, and technological impact of World War II on the
United States.
[1.A.12.1]
Apply new and existing knowledge to independently, or in collaboration with others,
generate new ideas, products, or processes with digital tools.

ASSESSMENT

Each student will post, to Edmodo, their opinion about 3 of the Pros or Cons that resulted from
World War II. They will use at least 2 examples from our notes, textbook, class discussions, or
credible sources to validate each of their opinions.

MODIFICATIONS
Non-verbal/ Shy/ Nervous/ Anxious Students may write down their opinions and turn them
into me on a piece of paper
Cognitively challenged students may provide 1 opinion- but must still give 2 examples
Vision restricted students may sit closer to the board during note review
Students who were absent or excused may receive printouts of the powerpoint
Students who dont post to Edmodo during class, must do the assignment from home
ELL Students may write or speak in their native tongue- I will use a translator app
Final Project: Section 5

Student Sample