ABC Community School

June 28, 2019

Robert Pressman
Class sizes have increased at ABC Community School, but we have maintained a ratio
of 2:1 of students to computers at our school. Technology allows those who can work
independently at their own pace to do so and provides teachers more time to work with
students individually when they need attention.

Educational technologies can improve achievement is the conclusion of research briefs

and studies. Two are by t​he ​Appalachia Regional Comprehensive Center​ Technology
and the ​Stanford Graduate School of Education​. Studies show that technology literacy
and the use of technology for student learning are important skills for students.
Technology is already integral to almost everything we do. Students need to be
proficient in their use of technology​ ​to be successful in society and their future careers.

Students are using some technology already with smartphones and online apps to
communicate with others, to play games, and to search for information they want to
know. Even the use of online games that has some relation to a subject increases
understanding. We are leveraging those usages in the classroom to increase their
learning.

This style of learning which incorporates computers and the web is also a shift from
passive learning to more effective active learning. Active learning consists of making
choices concerning information, how it is obtained, manipulated and displayed.
Students are more motivated and learn better when they have learning tools they can
manage themselves. Every student learns at their own pace, and technology allows
them to succeed in this endeavor.

We need to continue the use of electronic technology and even increase its use to
prepare our students for future success. Technology-based tools, such as Google
Classroom and Microsoft Office 360, help students learn to work in groups while using
new means of working collaboratively. The web puts a wide variety of information at
their literal fingertips.
 Citations

Research Brief: Does Educational Technology Improve Student Learning Outcomes?

Appalachia Regional Comprehensive Center Technology Retrieved from
https://www.arccta.org/sites/default/files/general_uploads/Research%20Brief%20Does%20Ed%
20Tech%20Improve%20Student%20Learning.pdf

Technology can close achievement gaps, improve learning (2014, Sept. 10) Stanford Graduate
School of Education Retrieved from
https://ed.stanford.edu/news/technology-can-close-achievement-gaps-and-improve-learning-out
comes

HOW HAS TECHNOLOGY CHANGED EDUCATION? Purdue Univerisity Online Retreived from
https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-change
d-education

Marcinek, Andrew Technology and Teaching: Finding a Balance (2014 March 11) George Lucas
Educational Foundation Edutopia Retreived from
https://www.edutopia.org/blog/technology-and-teaching-finding-balance-andrew-marcinek

Effects of Technology on Classrooms and Students, A Research Project Sponsored by the

Office of Educational Research and Improvement, U.S. Department of Education, Conducted by
SRI International Retrieved from
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html​l
 Performance Indicators and National Technology Standards

Nevada has​ Academic Content Standards​ for Math are listed by grade level, the
and Standards for English Language Arts are also by grade levels with division into K-5 and
6-12 grades, and Literacy in History/Social Studies, Science, and Technical Subjects is listed as
separate standards.

Nevada Standards for reading (this page) and writing (next page) in 6 - 8 History/Social Studies
are:
from​ Nevada Academic Core Standards
These standards are related to research/reading and writing no matter how the information is
gathered or what technology is used it written. Whether in pencil/paper or electronic technology
doesn’t change the standards. It is concerned about what is taught and learned, not how, and
also not whether learned passively or actively.

ISTE National Educational Technology Standards for Students​ is about usage of

technology in taking an active role in learning, communicate and collaborate in learning. It is in
7 areas.

1 ​Empowered Learner​ - Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
2 ​Digital Citizen​ - Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in ways that are
safe, legal and ethical.
3 ​Knowledge Constructor​ - Students critically curate a variety of resources using digital tools
to construct knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
4 ​Innovative Designer​ - Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.
5 ​Computational Thinker​ - Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop and test
solutions.
6 ​Creative Communicator​ - Students communicate clearly and express themselves creatively
for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate
to their goals.
7 ​Global Collaborator​ - Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.

Similarities are that both set standards about learning, but the state standards are tied to subject
area and are definitive by grade and the ISTE National Educational Technology Standards are
not tied to grade level.

These are the Nevada state standards for the lesson plan in Geography shown in the next
section.
Nevada State Standards for 6 - 8 History/Social Studies
Reading
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing
1. Cite specific textual evidence to support analysis of science and technical texts.

These are the technology standards for the lesson plan in Geography shown in the next section.
ISTE National Educational Technology Standards for Students
1 ​Empowered Learner​ -
1a Students articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning outcomes.
1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
1d Students understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies.
2 ​Digital Citizen​ -
2a Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
2b Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.
3 ​Knowledge Constructor​ -
3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
3c Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
4 ​Innovative Designer​ -
4a Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
4b Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
4c Students develop, test and refine prototypes as part of a cyclical design process.
4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.
5 ​Computational Thinker​ -
5a Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5c Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
6 ​Creative Communicator​ -
6b Students create original works or responsibly repurpose or remix digital resources into new
creations.
6d Students publish or present content that customizes the message and medium for their
intended audiences.
7 ​Global Collaborator​ -
7c Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.
 LESSON PLAN

• Name of lesson:​ Create a Nevada Geography Quiz

• Grade Level Appropriateness​: Grade 8

• Technology Content Standard Addressed:

1 ​Empowered Learner​ -

1a Students articulate and set personal learning goals, develop strategies leveraging technology
to achieve them and reflect on the learning process itself to improve learning outcomes.
1c Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
1d Students understand the fundamental concepts of technology operations, demonstrate the
ability to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies.
2 ​Digital Citizen​ -
2a Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
2b Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
2c Students demonstrate an understanding of and respect for the rights and obligations of using
and sharing intellectual property.
3 ​Knowledge Constructor​ -
3a Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media,
data or other resources.
3c Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
4 ​Innovative Designer​ -
4a Students know and use a deliberate design process for generating ideas, testing theories,
creating innovative artifacts or solving authentic problems.
4b Students select and use digital tools to plan and manage a design process that considers
design constraints and calculated risks.
4c Students develop, test and refine prototypes as part of a cyclical design process.
4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with
open-ended problems.
5 ​Computational Thinker​ -
5a Students formulate problem definitions suited for technology-assisted methods such as data
analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5c Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
6 ​Creative Communicator​ -
6b Students create original works or responsibly repurpose or remix digital resources into new
creations.
6d Students publish or present content that customizes the message and medium for their
intended audiences.
7 ​Global Collaborator​ -
7c Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

• Other Content Standard Addressed:

Nevada State Standards for 6 - 8 History/Social Studies

Reading
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing
1. Cite specific textual evidence to support analysis of science and technical texts.

• Objective:​ Student will be able to create a 10 question quiz on Nevada Geography

The student will understand how to use their computer to do research, use writing tools
to create and document source of information, cooperate with a partner and others in
the classroom to develop unique set of questions and answers. They will share their
quiz with at least two other groups who will take their quiz.

• Materials needed to facilitate the lesson:​ iPad or Chromebook for at least every 2
students, access to Google Classroom and the net for research for questions and
answers.
• Suggested group size​: One student for question list and groups of 3 to 4 for quiz
creation.

• Procedures:
For teacher: ​Show the sample question list and quiz which is similar to what they will
make, but example is about Alaska. Explain that the procedures are posted in Google
Classroom for the students. Monitor progress and assist students as needed. You may
need to help students find procedure in Google Classroom.

For students​: Step by step document posted in Google Classroom

You will individually research at least 10 geographic features of Nevada.

1 QUESTIONS AND ANSWERS

Write your questions for 10 places or features of Nevada with at least 4 answers for
each (one correct) with each answer a name of a similar place (it can be in Nevada or
elsewhere in the United States) in a document that you save in Google Docs. You must
also show at the bottom of the questions, links to where you found the information. You
attach this document to your response for this assignment in Google Classroom​. ​DO
NOT SUBMIT/TURN IN​ ANY DOCUMENTS AND QUIZ UNTIL EVERY PART OF
ASSIGNMENT HAS BEEN COMPLETED or on Friday July 12 at the latest (last day to
submit).

2 COMPARE QUESTION LISTS

You will then compare your list to everyone else in your group. You will make a second
document as a group with the ten questions and 4 answers selected from all the
questions and answers from the individual lists. Each student will ​attach this document
to your response for this assignment in Google Classroom​.

3 MAKE A QUIZ
Each group follows these procedures to make a 10 question quiz.
(You can find more instructions and information at ​Create & grade quizzes with Google 
Forms​) 

Make a new quiz & answer key with Google Forms

a. In ​Google Forms​, click Plus

b. At the top right, click Settings .

c. Click Quizzes Make this a quiz

.
d. Select multiple choice
  
Chose these settings. 
 
e. Click Save. 

1. To add a question, click Add question .

2. Fill out your question and answers.
3. Click the X for ​Other…​ choice to remove it if it is on page.
4. In the bottom left of the question, click Answer key, select the correct answer and
make question worth one point (upper right corner), then click ANSWER KEY
again to close window.
5. Select Required and Check Shuffle Option order

6. Go back to step 1 and use the to add a question. REPEAT until you have 10
questions, then go to 7.
 7. Use preview to see how your quiz looks to others and select the correct
answers.

To see quiz results:

a. In ​Google Forms​, open a quiz.
b. At the top, click Responses.
c. Click Summary.

When done, attach link to this quiz to your response for this assignment in Google
Classroom.

TAKE OTHERS QUIZZES

Each group will share their quiz with everyone else in the class. You need to take the
quiz made by two other groups. All quizzes can be retaken until you get all the answers
correct.

ASSESSMENT FORM
Each individual student will attach a document to your response for this assignment in
Google Classroom with a table similar to this one. Put an X in every item you complete.

Individual Group
Take at least
Questions Questions Complete
X in each Group Quiz 2 other
and and Assessment
completed Completed quizzes until
Answers Answers Form
100%
Doc Doc

Completed?

Attached to
X
Assignment?

Remember to ​SUBMIT Assignment​ after you complete and attach all the parts of the
assignment.
 ASSESSMENT

There are 5 assessment areas for each student. The students provide a self-evaluation for the
completion of each goal. Each area is worth 20 points of the total 100 points for a project grade.
Grading is done on completion or partial credit for less than full completion.

1 Individual Questions and Answers Doc

2 Group Questions and Answers Doc
3 Group Quiz Completed
4 Take at least 2 other quizzes until 100%
5 Complete Assessment Form

All five are attachments to the Assignment. Half of the grade is the student completed
assessment form and the other half is teacher review of the turned in parts of the assignment.
 STUDENT SAMPLE

ALASKA

1. What is Alaska's state mineral?

marble
silver
feldspar
*gold

2. What are the divisions that are called counties in most other states?

nothing
regions
*boroughs
parishes

3. Alaska is the largest of the states; how much of the total United States land area does it
represent?

half
*one-fifth
ten percent
most of it

4. What is Alaska's state gemstone?

*jade
garnet
gold
opal
aquamarine

5. What is the name of the tallest mountain in North America, which is located in Alaska?

*Denali
Pico Peak
Mt. Hood
Mt. Whitney
6. If you were to visit during the winter, which of these animals that live in Alaska would you be
LEAST likely to see?

fox
polar bear
*grizzly bear
wolf

7. Alaska has coastline on how many oceans?

*three
one
four
two

8. What is the one place in Alaska where you can see Russia?

Aleutian Islands
Alaskan Peninsula
Seward Peninsula
*Little Diomede Island

9. Which of these can Alaska not be called?

*driest state in the US

westernmost state in the US
coldest state in the US
easternmost state in the US

10. A volcano called Novarupta erupted June 6, 1912 causing the most powerful eruption of the
20th century. The volcano formed the Valley of ______.

Death
Black Sky
the Supervolcano
*Ten Thousand Smokes

Retrieved from ​https://www.alaskacenters.gov/

Retrieved from ​https://www.50states.com/facts/alaska.htm

Retrieved from ​https://www.graylinealaska.com/blog/49-things-you-didnt-know-about-alaska/

 USE THIS LINK TO VIEW A SAMPLE QUIZ

https://docs.google.com/forms/d/e/1FAIpQLSdpK1S8tp9lSFMPQeMWXkYEmk_a2YZo-4MQpno
lR4sSRbUuNQ/viewform?usp=sf_link