ABC Community School

July 25, 2014

AB
Lora Hazen

Technology is a very important part of our daily lives as

teachers and citizens of our communities. Technology is present

in every aspect of our daily lives and it is important that our

children learn to use and embrace this ever-present technology.
Students today will be faced with the rapid progression of
technology that will influence their future daily lives and careers.
It is important for us, as educators, to prepare them for the
future.
Technology motivates students and boosts self-esteem.
Students can be motivated to complete tasks and learn material
through doing something they enjoy. Students enjoy interacting
through technology. It is easy to get a student motivated to
complete a project if it is through a delivery source they are
interested in. Students also feel self-pride when they complete
projects through technology. They have a finished product they
can be proud to present to their fellow peers and parents.
Technology also allows students from a wider range of levels
to excel. Students can utilize the resources available through
technology, such as, spell check and online research to present a
superior finished product they can be proud of. Technology may
play an important role in closing the achievement gap. Students
who have fewer experiences are able to explore concepts and
landmarks foreign to them. In just a few clicks, students can go
on a virtual fieldtrip and then educate their peers on their
findings.
Technology fosters more positive collaboration with peers.
By utilizing technology in the classroom, teachers spend less time
lecturing and more time having students work in cooperative
groups. Projects involving technology are often assigned to
partners or small groups. This allows students to enhance their
teambuilding skills and social skills. Students are more likely to
ask each other for help when working on computers. Technology
based projects often require a lot of steps, leading to students
helping one another to complete an assignment. This leads to
peer tutoring. Those students who have had previous outside
exposure to the programs jump at the chance to help those who
may be new to that program.
Technology allows for improved design skills and
emphasizes attention to your audience. Assignments involving
technology often focus on a presentation-ready finished product.
Technology allows students to develop more eye appealing
projects. Students are able to present interesting and attention
capturing finished products to their peers. This allows for further
education through collaboration.

I believe technology is very important for ours schools.

Students need to become accustomed and comfortable to
working with technology in all aspects and on a daily basis.
According to research, "Students from computer-rich classrooms
show better behavior, lower school absentee rates, lower dropout rates, earn more college scholarships, and attend college in
greater numbers than do students from non-computer
classrooms" (Stratham). We would be doing our students a
disservice by taking technology out of our classrooms.
Reference:
Stratham, D. S., & Torell, C. R. (1996). Computers in the
classroom: The impact of technology on student learning. Boise,
ID: Army Research
Institute.

Name of lesson: Drawing Equivalent Fractions

Grade Level Appropriateness: 3rd Grade
Technology Content Standard Addressed: State of Nevada,
Department of Education, Computer and Technology Standard
2.A.2.1: Work in classroom groups to create and publish digital
products.
Clark County School District Standard 4.0, Tools and Processes:
Students will identify, apply concepts, and manage various tools
and resources to evaluate their accuracy and appropriateness in
solving problems and making decisions.
Other Content Standard Addressed: State of Nevada,
Department of Education, Mathematics Standard:
3.NF.B Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size.
3.NF.B.3a Understand two fractions as equivalent (equal) if they
are the same size, or the same point on a number line.
3.NF.B.3b Recognize and generate simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are
equivalent, e.g., by using a visual fraction model.
Objective: Students will use the computer to draw diagrams
showing equal value of 4 fractions, demonstrating knowledge of
simple equivalent fractions.
Materials needed to facilitate the lesson:
Computer with Paintbrush program
Printer with paper
Suggested group size: Students will work in groups of 2.
Procedures: (Step by step narrative for implementation of the
lesson.)
Review this week's lesson on fractions with students.
Group students by 2's within their pod seating.
Instruct students to open the Paintbrush program on their
computers.
Students will choose one of the following fractions: 1/4, 1/2,

or 1/3.
Students will use the Paintbrush program to show 4
rectangles divided to represent 3 fractions in addition to the
original chosen fraction that have the same value. Ex: 1/2,
2/4, 3/6, and 4/8.
Students will then fill in the appropriate portion of the
rectangle that equals each fraction.
After completion, students will save the file using
Lastname1_Lastname2.Fraction Drawing. Students will also
print drawings and turn-in.
Assessment: This assignment will be used to measure
knowledge of the equivalency of fractions. To receive full credit,
student's drawing must show four rectangles, each divided to
represent an equivalent fraction. Each rectangle must also show
the appropriate portions colored in to represent the associated
fraction. This assignment will be loaded to student's portfolio to
show competency for this unit.

The technology standards set for Clark County School

District, the state of Nevada, worldwide have many similar
aspects. They all provide teachers with a resource to plan
lessons to ensure students are progressing and meeting
standards. It is important that teachers are aware of the
standards for their students and of ways to implement these
standards in the classroom.
In my opinion, the Clark County School District standards
document was easiest to navigate. It had standards listed for
each grade and at what level those standards corresponded to.
Teachers can easily identify at what level any student is at by
knowing what tasks they are able to accomplish. This format
makes them aware of exactly how much work needs to be done
to bring them up to an acceptable level of progression. Before
each section of standards, this document also lists what forms of
technology and programs a student should be able to navigate.
This section allows teachers to easily identify what software and
hardware should be incorporated in their lesson planning.
The State of Nevada standards were similar to CCSD
standards because it also listed grade levels associated with
particular standards. This document shows standards for grades
2, 5, 8 and 12. These standards are listed side-by-side as
opposed to separate categories like CCSD's document. This could
be beneficial for quickly recognizing what standards teachers
need to prepare students for to benefit them in upcoming years.
I could see how this could be beneficial in allowing a longer
length of time for students to learn tasks, but I also see how
students could get lost in the years in between.
The international standards document is based on a broader
scope. This identifies standards that should be met by the time
students exit the traditional schooling period, K-12. While this
document does not give teachers a step-by-step progression
guide like the others, teachers are able to see what the end goal
is. They are able to incorporate these standards into lessons at
any grade level and at a range of difficulty levels. This allows for
learning through repetition throughout their school career. They

are learning skills that progressively get more complex as they

progress through grade levels.
In my planned lesson, Drawing Equivalent Fractions, I am
incorporating CCSD Standard 4.0 at the 3rd grade level which
states the following: Tools and Processes: Students will identify,
apply concepts, and manage various tools and resources to
evaluate their accuracy and appropriateness in solving problems
and making decisions. Students will demonstrate proficiency of
this standard by proving the concept of equivalent fractions
through using tools on the paint program. Students will also be
working collaboratively, which falls under State of Nevada
Standard 2.A.2.1 that states the following: [Students] work in
classroom groups to create and publish digital products.

Student Sample: