Corey Mark

EDU 214
College of Southern Nevada
Dec 06, 2015

Position Paper
If school districts removes technology from the schools and classrooms, they will subsequently
alienate not only the teachers, but also the students. In this day and age technology is too deeply
engrained in the day to day operations of school. And to remove it will would be essentially
deleting 20 years worth of progress over night.
One group of students at would feel the effects of removing technology form school would be
those students with special needs. These students have come to rely on computer based learning
programs such Lexia RAPID Assessment, which monitors and tracks the students reading and
language progress and skill level. By having programs like this in the classroom the teachers can
better prepare a learning plan and it can also help them to critique I.E.Ps. With the removal of
technology, school are essentially denying these students of fair and equal education. Which will
most definitely bring upon legal ramifications from parents and lobbyists for the school districts.
If the school district is calling the effectiveness of technology in schools in to question. There are
several studies that have taken place to reaffirm technologys effectiveness in schools, especially
with students that have special needs. One such study was conducted in 2014 and published by
International Journal of Advanced Networking Applications in the article entitled A Survey
on Effects of Computer Based Technology for Special Needs Learners. These are some of the
results found by (IJANA) in their study.
The study carried out focuses on the survey of various specialized programs such as Math
Explorer, Teach Town: Basics, Animated Pedagogical Agents, to name a few, that have been
used for special needs learners for their social, emotional and cognitive skills. (Mekie, Mehta,
& Sajja, 2014, p. 29)
OBSERVATION FROM THE STUDY:
From the above background study following observations may be done:
1. Learning challenges can be met through audiovisual representation. Learning done in this
manner makes learning simple, easy and has a lasting effect.
2. Learning can be simplified and retention can be made high when variety is added to the
format of learning content.
3. Computer assisted technologies for learning technology are more effective in special
education, although individualized programs have to be catered.
4. A design of interactive and self-regulated learning environment promotes learning and
motivates the learner for learning.
5. Since it is difficult to have individual program for every learner, an adaptive system designed
especially for need based learners will assist the learner to fulfill his learning requirements.
(Mekie, Mehta, & Sajja, 2014, p. 32)
My hope is, that this paper does not fall on deaf ears and illustrates my stance very clearly. That
the removal of any technology from schools would be huge and quite possible irreversible
detriment to teachers and most of the students. We should not be looking at removing
technology, but rather updating it and look for new and unique ways of implementing it.

Position Paper References

Mekie, J., Mehta, D., & Sajja, P. (2014). A Survey on Effects of Computer Based Technology for
Special Needs Learners. International Journal of Advanced Networking Applications,
0975(0290), 29-32.

Identification of Standards
Throughout my research of the National, State and District technology standards, I have found
quite a few similarities in all three levels. Though there are some differences between the levels
as well.
That the National level the standards are laid out in a very straight forward method. Which
makes them very easy to read and comprehend. Although these standards are easy to
comprehend, they could have elaborated further then what is given on the ISTEs website. I do
feel the vagueness of standards was done on purpose, as to let each individual state to elaborate
further as need be. Nevada has taken the ISTEs standards and copied them verbatim, then on to
elaborated on them and made them their own. One the extension of the standards are what and
when a students should competent in in said standard. For instance in ISTEs student
Technology Operations and Concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations. Nevada wants their students to be able to list
examples of technology tools and use proper beginning keyboarding techniques, by grade 2.
And the requirements for this standards become more difficult and require more training and
skills on behalf of the student as they move up in grade. At the district level, CCSD has broken
the standards even further. CCSD lays out exactly what they are expecting from their students to
do to either exceed standards, meet standards, approaches standards or below standards.
Although the ISTEs standards are laid out very clearly, Nevada has taken them and made them
their own. By doing so CCSD was able to look at the Nevada standards are and from that CCSD
put together standards and goals for their teachers and students to meet. By meeting or
exceeding these goals the district and its teachers are giving their students the best set of tools to
help them succeed in the future.
These are the standards that are highlighted in my lesson plan.

CCSD Standards
Geography 6.0 Place & Regions: Students understand the physical and human
features of places and use this information to define and study regions and their
patterns of change.

Geography 8.0 Environment & society: Students understand effects of interactions

between humans and physical systems and the changes in use, distribution, and
importance of resources.

National Standards:

Standard #2 Teachers design, develop, and evaluate authentic learning experiences

and assessments incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and attitudes
identified the knowledge, skills, and attitudes identified in the Standards*S.

Lesson Plan
Corey M.
Grade level: 5th
Length: 60 minutes
Name of lesson: Brazil Lesson Review
Grade Level Appropriateness: 5th Grade
Standards:

CCSD Standards
o Geography 6.0 Place & Regions: Students understand the physical and human
features of places and use this information to define and study regions and their
patterns of change.
o Geography 8.0 Environment & society: Students understand effects of
interactions between humans and physical systems and the changes in use,
distribution, and importance of resources.

National Standards:
Standard #2 Teachers design, develop, and evaluate authentic learning
experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and
attitudes identified the knowledge, skills, and attitudes identified in the
Standards*S.

Objective:

Teach multicultural perspectives to promote positive gender, racial, cultural, class, and
individual identities as well as promote the recognition and acceptance of membership in
many different groups. Encourage social relationships to promote openness and interest
in others differences and a willingness to include other in school and social activities.

Materials:

Pencils
Crossword puzzle
Unit quiz
3.2.1 worksheet
Microsoft Word
Microsoft PowerPoint
F.I.B worksheet
Brazil Word Searches

Region map worksheet

Brazil map label worksheet
Computer
Projector
All quizzes
Connect the dots worksheet
Coloring worksheet

(Lesson plan continues on the next page)

Suggested group size:

Whole class instruction and students may work with a panther on certain assignments.

Instruction:

(10 minutes) "Teacher"

I will give the students a crossword puzzle for the warm up
before the review of the previous days lessons. The student can move around to find a
partner to complete the crossword puzzle with.

"Students"

(20 minutes) "Teacher"

When the students are seated, I will return all of the
worksheets and quizzes to the student, we will review them as a class.

"Students" When called on each student will read aloud a question and the answer
they have for that question. The students will be given the right answers to any they have
missed. This activity will be the review for the lesson quiz.

"Teacher"

(10 minutes)"Students"
The student is to clear their desk of any books and review
materials. Students will complete the quiz individually.

(10 minutes) "Teacher"

After the quiz is completed, I will instruct the students to
trade quizzes with their neighbor. The quizzes will then be graded by their neighbor as we
review the quiz. When the quiz is completely graded it will be handed back to the student
so they can review their score. I will collect the quizzes then to review them and record
the grades. I will hand the student a connect the dots and coloring worksheet for practice
at home.

Students will return to their seats before the lesson review begins.

After the review I will hand out the quiz.

Closure:

(10 minutes)
The unit lesson will concluded with a credit card activity. Students are
given and index card and required to state the lessons objective and if they feel that
objective was met. The students will turn in the cards and credit will be given for
participating.

Assessment:

I will be analyzing the crossword puzzle, quiz, and credit card activity to check for
understanding. Based on the information gathered from these sources, I will reflect on

how effective my lesson plan was. Using this information I will modify my future lesson
plans to better suit the needs of the students within the class.