The Negative Impacts of Technology
7th Grade Social Studies
Dillon Partap
M.S. 137Q America’s School of Heroes
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Introduction |
Technology has become a
critical part of the student learning process. Since the COVID pandemic, the
New York City Department of Education has relied on technology to supplement
and facilitate learning for these students. Over the last four years, there have
been impacts created by the implication of technology in the classroom.
Positive impacts range from student exposure to technology and familiarity
with computer- based programs. Technology in the classroom also has had
negative impacts on the student learning experience as well.
For this unit’s project, you and your classmates are going to answer the question: “How has technology in the classroom hindered my learning experience?”
For those that cannot remember what technology we use in the classroom, click here to learn more. |
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Task |
To fully form an answer to this question, you will have to create a product using one of the options below:
1) The Google Slides Presentation are for groups of four (4). 2) The Flipgrid are for those that choose to work in pairs (2).
At the end of this project, you/your group will be responsible for the following: 1) One completed Student Role sheet (group option only) 2) All outlines for each group member or individual (all options) 3) A completed checklist corresponding with your project type (all options) 4) Your completed project |
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Process/ Resources |
To complete this project,
we are going to work on it in daily phases. The phases are laid out
accordingly with all necessary handouts/ materials:
Day One: Recap/ Intro Goals for today: ❖ Watch a video on the implication of technology in the classroom. ❖ Discuss the the benefits/challenges of classroom technology ❖ How to Analyze the role of Classroom Technology (PPA Steps) ❖ Write a five to eight sentence paragraph answering this question “How does technology act as a benefit or a challenge in the classroom. Make sure to use the information from the video, your notes and your prior knowledge.” Day Two: Starting the Project Goals for today: ❖ As a class, we review the task and all the options students have. ❖ Students are to discuss how they want to complete the project. Those who choose to work in groups are to assign roles and fill in the student role sheet. ❖ Students are introduced to the checklist and the rubric (see below)
Day Three: Research/ Drafting Goals for today: PPA Step One: Identifying the Problem ❖ The question of your research is: How has technology in the classroom hinder my learning experience? Or What are the challenges and benefits of having technology in the classroom?
PPA Step Two: Gathering Research ❖ As a class, we are going to review the appropriate online resources one can use to complete their projects (see below) ❖ Teacher includes a research organizer to organize the research process. ❖ Students start drafting their respective projects. ❖ Here are links that you can use for research: ➢ Pros and Cons of Tech Article
PPA Step Three: Identifying Causes ❖ Along with conducting research, you are going to identify possible causes for the limitations associated with having technology in the classroom. ❖ You are going to choose one limitation and explain what other factors might cause this limitation to exist.
PPA Step Four: Existing Policies on Classroom Tech ❖ One of your slides should be dedicated to explain the policies that are in place concerning classroom technology. ❖ Based on the links below, what is the current policy in our school or in the NYCDOE? Explain. ❖ NYCDOE Digital Learning Policy
PPA Step Five: Possible Solutions ❖ On one slide, answer the following question: Based on the current NYCDOE policy and Cons of Classroom technology what are some possible solutions? Make sure to use evidence from your research organizer.
PPA Step Six: The Best Solution ❖ On the same slide as step five, choose one of the solutions which you think would work best in addressing the cons of classroom technology. Why does this choice stand out amongst the others? Explain.
Day Four: Drafting/ Submission Goals for today: ❖ Class will continue to work on their drafts and later check it follows the checklist mentioned above and the rubric. ❖ Students then are to submit their projects via google classroom.
Resources
How to find Citation Information in Printed Books and other sources
Technology in the Classroom (Ted Talk)
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Evaluation |
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Conclusion |
In this project we have discussed and analyzed the role of technology in the classroom. Technology and its role/ impact was also noted in your project. Your goal was to present research concerning the downsides of technology in the classroom. This was to be done using one of our two choices (google slides presentation or flipgrid recording). After which, you share your findings with the school community and discuss possible steps to address the negative impacts of technology.
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Standards |
ELA
Informative/Explanatory Writing - W6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.
Social Studies (Learning Standard #5: Civics, Citizenship & Gov’t)
4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students: ● show a willingness to consider other points of view before drawing conclusions or making judgments ● participate in activities that focus on a classroom, school, or community issue or problem ● suggest alternative solutions or courses of action to hypothetical or historic problems ● evaluate the consequences for each alternative solution or course of action ● prioritize the solutions based on established criteria ● propose an action plan to address the issue of how to solve the problem. |
