Despite the heavy shift and emphasis on technology in today鈥檚 world, students know very little about educational technological resources. This problem has negatively impacted ELA students competency in the Common Core State Standards, such as CCSS W.7.6, 鈥淯se technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources; [and] Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points,鈥 or standard CCSS SL.7.5, 鈥淚nclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points鈥 (鈥淚daho State,鈥 n.d.). In order to accomplish these standards, students must have access to devices to research, draft, edit and publish papers and presentations. With a significant lack of devices, it is difficult to gain access to tech that can more efficiently teach these standards, and help to prepare our students for their future endeavors in college or the workforce.
Additionally, there are many technological resources available for students to help with other curriculum based content, such as Vocabulary.com or Quill.org, that cannot be accessed by our students and teachers due to a significant need for additional devices. These sites provide students with diagnostics and personalized/differentiated lessons to aid them with vocabulary and grammar, in conjunction with provided instructors with data and suggestions to best help student learning and growth. These sites do not work effectively unless used consistently, and with a lack of access to technology in our building it is difficult to incorporate these programs.
About my class
Despite the heavy shift and emphasis on technology in today鈥檚 world, students know very little about educational technological resources. This problem has negatively impacted ELA students competency in the Common Core State Standards, such as CCSS W.7.6, 鈥淯se technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources; [and] Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points,鈥 or standard CCSS SL.7.5, 鈥淚nclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points鈥 (鈥淚daho State,鈥 n.d.). In order to accomplish these standards, students must have access to devices to research, draft, edit and publish papers and presentations. With a significant lack of devices, it is difficult to gain access to tech that can more efficiently teach these standards, and help to prepare our students for their future endeavors in college or the workforce.
Additionally, there are many technological resources available for students to help with other curriculum based content, such as Vocabulary.com or Quill.org, that cannot be accessed by our students and teachers due to a significant need for additional devices. These sites provide students with diagnostics and personalized/differentiated lessons to aid them with vocabulary and grammar, in conjunction with provided instructors with data and suggestions to best help student learning and growth. These sites do not work effectively unless used consistently, and with a lack of access to technology in our building it is difficult to incorporate these programs.
Read more