Technology Report
Kiymara Van Duyne
PS 194 Countee Cullen
Introduction
The society we live in depends heavily on technology. The way the we communicate in school and at home. It is easy to think that everyone has access to technology all the time. However, we know that this is not always true. There are plenty of schools and homes that not have adequate access to technology.
Task
You and your classmates are a part of a Technology Crew! Each Technology Crew has four members. Your job is to research the reasons why technology is not accessible to all scholars and brainstorm one way that technology could be more easily accessible between home and school.
· You will define what is considered as technology.
· You will take a school wide survey grades (2-5 only) to find out what kinds of technology are available to the scholars in your school and at home.
· Create a graph or chart to represent the data of your research findings.
· Write a four paragraph essay introducing the topic, describing the problem, identifying one solution to the problem and a concluding paragraph.
· You will present your findings and solution to the class.
Process
Use the 6 Steps of the Public Policy Analyst (PPA) to guide your thinking.
4. Evaluate an Existing Policy
Resources
· Bergen, D. (March 07, 2000). Technology in the Classroom. Childhood Education, 76, 2, 116-18.
· http://www.c2sdk.org/services_techaccess.html
· http://neatoday.org/2016/04/20/the-homework-gap/
Evaluation
Conclusion
Following the steps of the PPA, you will create a written report with an oral presentation. The report will have data regarding the accessibility of technology at school and at home based on the demographics of your school. The report will be an equal collaboration of all four crew members. Use the rubric to evaluate yourselves to ensure that you have met all the requirements to achieve the best grade.
Standards
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.1.A
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.5.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.1.C
Pose and respond to specific questions by making comments that contribute to
the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D
Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and
using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation. (See grade 5 Language standards 1 and
3 here for specific expectations.)