**Technology Based Classrooms**

Brooke Williams

Arthur Tappan MS 46

** **

** **

**INTRODUCTION**:

In today’s society, having access to technology in the classroom is essential. Students are surrounded by technology at young ages via apps, tablets, smart phones, and video games. “The use of technology is a pivotal factor in today’s classrooms. Students are expected to proficiently access, analyze, and create using digital tools, even at the middle school level” (Taylor). As productive members of MS 46, you are being tasked with analyzing the impact of student understanding without the use of consistent technology in our math classroom at MS 46 in order to address the problem of the lack of technology in MS 46.

** **

Through the use of assessments, students will collect data of their understanding of a topic. Then students will be provided with access to technology to help further their understanding of the same topic. Students will then research the pros and cons of using technology in the classroom. Students will then compare their assessment results prior to using technology and after using technology to see how much their level of understanding was impacted by the use of technology. Students will present a Google Slides presentation of their results to their teacher and administration.

** **

**TASK**

Student will use the PPA steps to determine the impact of the lack of consistent use of technology in the math classroom. By the end of this analysis, you students will create the following:

1. Three graphs that detail the data collected in your classrooms

2. Students will research the pros and cons of using technology in the classroom to be included in their final presentation.

3. Students will create a Google Slides presentation detailing their research, findings, and possible solutions on how their learning is impacted by the lack of consistent technology in math class.

**PROCESS/
RESOURCES**

Your teacher will assign you into four groups of three. You will be graded for your individual contributions and as a whole group.

Students will use the scores from three assessments in math class as their data for your graphs. Your three graphs will detail the following information:

a. 1^{st} graph –
Student assessment scores from their lesson taught without the use of
technology.

b. 2^{nd} graph –
Student assessment scores after the same lesson is taught with the use of
technology.

c. 3^{rd} graph –
Student assessment scores after a new lesson is taught with the use of
technology.

For the research portion of your presentation, student groups will research the pros and cons of using technology in the classroom. You will use MLA style to format your citations and references.

For your Google Slides presentation, each student will have a speaking part. Your presentation is required to be a maximum of 10 pages including your reference page. Each group will have a total of 10 minutes to present.

· Page 1 – Title page

· Page 2 – The problem

· Page 3 – The Evidence (first graph)

· Page 4 – Evidence (second graph)

· Page 5 – Identify Causes / Review existing policy

· Page 6 – Research (Use articles provided under reference.)

· Page 7 – Evidence (third graph)

· Page 8 – Conclusion and best solution

· Page 9 – References

§ Article: Integrating Technology in the Classroom: Middle School

§ Article: Technology and its impact in the classroom

§ Article: School district thinks iPads improve students' learning; parents not sure

**EVALUATION**

This project is worth 20% of your first marking period grade.

Students will be graded on your individual contributions to the project and as a whole group. Two Rubrics will be used to assess students.

2. Individual Contribution Rubric

**CONCLUSION**

Students will complete a survey based on their understanding of how technology impacts your research.

**STANDARDS**

CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step "how many more" and
"how many less" problems using information presented in scaled bar
graphs. *For example, draw a bar graph in which each square in the bar
graph might represent 5 pets*.

CCSS.ELA-LITERACY.W.8.7

Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.W.8.8

Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.8.9

Draw evidence from literary or informational texts to support analysis,
reflection, and research.