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ABC Community School

July 2, 2017
Anna Bernauer
College of Southern Nevada
EDU 214
Steve Saladino
Position Paper-Teaching and Learning with Technology

As we progress as a society we come into more and more contact with technology. As the

generations go on society uses more technology. This said, it is very important for us as teachers,

to help fit the needs of these technological children. These students will be our future and so is

technology. As teachers it is important to incorporate and help students master this technology so

that they can exceed in the future. Technology is going to be the answer to most of our problems.

Expelling it from our classrooms would be a mistake.

First and foremost, as we enter the 21 st century technology is becoming more and more

advanced and beginning to become a part of our everyday life. With technology we are able to

cure diseases and make new discoveries. Then why would be deprive our students this

equipment that has such immense power? By using technology in the classroom students can

begin to master and understand it. It can be used a supplement instead of an entrée. By using

critical thinking skills and problem solving it does not distract students but engages them.

One study conducted by The Internation Journal of Research in Education and Science

reported in one study that there was a significant difference in the tradition textile curriculum and

in the technological curriculum (Autio). It showed that on a basis of attitude and technological

knowledge that students using technology based curriculum were more prepared (Autio). With

this preparation students would be more prepared to work in a growing technology based

industry. Why would we abandon this preparation? Why would we exterminate all ties with

technology?
As a future teacher I can think of nothing better than preparing my students for the future.

Eliminating the technology we use in the classroom would only diminish the quality of the

education we are giving our students. As a future teacher I plead with you to support the

preparation that we can give our students. Why look back to the past when we should be set on

the future? Technology is the future so let's set our scopes and set out.

References

Autio, O. (2016). Traditional Craft or Technology Education: Development of Students'


Technical Abilities in Finnish Comprehensive School. International Journal Of Research
In Education And Science, 2(1), 75-84.
Identification Standards Summary

As early on as third grade students are expected to have mastered quite a few skills.

Particularly for content standard 4.0 CCSD requires students to master a few specific skills as

well as national standards. Content standard number 4.0 is defined on the district level as

Students will identify, apply concepts, and manage various tools and resources to evaluate their

accuracy and appropriateness in solving problems and making decisions. On a national level it is

defined as; students use critical thinking skills to plan and conduct research, manage projects,

solve problems, and make informed decisions using appropriate digital tools and resources.

According to ISTE standards it is defined as; students use a variety of technologies within a

design process to identify and solve problems by creating new, useful or imaginative solutions.

The main thing that all these standards have in common is critical thinking, decision making, and

problem solving.

Students are expected on a district level at this content standard to be able to use

computer tools successfully. They should also be able to model safety and responsibility at this

level while using technology. During this content standard students should also be able to use

computer resources and technology to solve any difficulties. On a national level students indicate

meeting this standard by using digital resources to identify and investigate the problem. They

should also be able to use a digital planning tool and explore alternative solutions to the problem.

ISTE indicates meeting this standard by using specific design tools to solve or identify problems.

Indicators also include using a design process and identifying a solution.


Lesson Plan

Name of Lesson: Zombie Apocalypse Starter Pack

Grade Level Appropriateness: 5

Technology Content Standard Addressed: Standard #4 Students use a variety of technologies

within a design process to identify and solve problems by creating new, useful or imaginative

solutions.

Other Content Standard Addressed: CCSS.ELA-LITERACY.W.5.1.B

Provide logically ordered reasons that are supported by facts and details.

Objective: The students will understand how to use their computer assisted mapping as a source

for creating a solution to a problem and write about it.

Materials needed to facilitate the lesson: Computer, Microsoft word processor, inspiration 9, and

a printer.

Suggested group size: groups of 2

Procedures: 1. have students pair off into groups of two and get a laptop or sit at a desktop.

2. have students open inspiration 9.

3. Students should use the rapid fire tool to start a bubble map.

4. The first bubble should be labeled "Zombie Apocalypse Starter Pack"

5. Students should then use the rapid fire tool to create 5 more bubbles.
6. Each bubble should contain one item they would take with them during a zombie apocalypse.

These items must be school appropriate no weapons, or anything violent. The goal is not to kill

zombies but to survive.

7. Have students use the symbols library to attach images to each bubble. Simply type in a word

press enter and select the picture. Students should connect the images with arrows to their

appropriate bubbles.

8. Once students are finished with their bubble map they will need to write a short description of

how they will use each item in Microsoft word and why they chose that item specifically. Each

item should have at least a five sentence description.

9. Once students are done they should save to their folder and print out bubble map and

Microsoft word document and submit to teacher.

Assessment: Students work should have a complete five item bubble map with pictures for each

item. Each item missing will be 1 points taken off, image missing will be 1 taken off, and the

assignment will total 10 points. For the word document it will be the same if they do not give

details subtract 1 point and word document is worth 10 for a total of 20 points.

Student Sample:

(bubble map attached)

Description of Five Items

The first item I would take is seeds. If I had seeds after creating a shelter or finding

somewhere to stay I could plant them. This way we could start to grow and rebuild. The seeds
would also help to feed us. Eventually this would help to rebuild and I could have food for a long

time.

The second item I would take is flint and wool. This would help me to create fire. I could

cook food, boil water, and keep warm. This is one of the basic necessities of life and would help

me survive in the long run. I could also use this to cook any animals we found.

The third item I would take is a water filter. I would take a water filter because it would

be very convenient. Although I could boil the water it would take a long time. If I had a water

filter I could drink it almost immediately especially if I was on the run. Even after boiling water

it is always a good idea to filter it and get everything out.

The fourth item I would take is a pan. I could heat my water with it. Also I could cook

food in the pan. It would also be useful in banging metal like a hammer and I could potentially

use it as a tool. It would help me to survive because I could cook and eat.

The fifth item I would take is rope. I could use this rope in many different ways. I could

use it to create shelter. I could also use it to create a boat if I needed to sail. I could also use rope

to scale walls or something if I needed to get away from the zombies.

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