Lizbeth Gutierrez Juarez

College of Southern Nevada

July 27, 2022

Over the years, technology has grown and improved significantly. It has become a part of

our every day lives. From something as simple as setting an alarm on our phones to wake up in

the morning, to eSigning important documents for a deal you are closing. Most of our tasks can

be completed on a computer or on a smartphone.

With new an advanced programs and devices, it has become easier for students to access

their learning materials along with additional resources to complete their assignments. By being

able to access their textbooks on their phones and computers, they can study anywhere at their

convenience. Based on a survey completed by McGraw Hill education, 82 percent of students

say digital technology allows them to spend more time studying through increased accessibility

(New Survey Data: Four Out of Five College Students Say Digital Learning Technology Helps

Improve Their Grades, 2016). Not only is it easier for them to fit some study time in between

tasks or on their break at work, but they also do not have to rely on materials that they can only

use at school such as encyclopedias or other books that are not allowed to be checked out.

The use of technology is not going to decrease, if anything, we are coming to a life where

computers and cell phones are no longer a luxury, but a necessity. Most jobs rely on it to

complete simple tasks. For example, insurance agencies use it to for everything; to email clients,

take and keep track of payments, give quotes, etc. An individual who knows how to use

technology and can easily adapt to a company’s programs, would be seen as more fit for a job

than someone who has little experience using technology. According to McGraw Hill, “85

percent of college students feel having used tech in classes or to study has helped to make them a

better job candidate (New Survey Data: Four Out of Five College Students Say Digital Learning

Technology Helps Improve Their Grades, 2016).”

also learn to adapt and learn skills that they may use for their career lives.
 Works Cited

New Survey Data: Four Out of Five College Students Say Digital Learning Technology Helps
Improve Their Grades. (2016, October 17). New York, New York. Retrieved from
https://www.mheducation.com/news-media/press-releases/2016-digital-study-trends-
survey.html#:~:text=Digital%20learning%20technology%20leads%20not,feel%20better
%20prepared%20for%20class.
 Section 3

Both the Nevada and National Standards for technology go into detail on what is

expected for the students. However, I found that the Nevada Standards goes into further detail.

While the National Standards list the standard explanation and an indicator, the Nevada

Standards also specify the grade level in which the students are expected to have learned the

material by.

An example would be how in the nation standard 1.2, Digital Citizen, there are four

indicators to the standard for students to learn. Indicator 1.2.b states that students use networked

devices and technology online to engage in positive, safe, legal and ethical behavior. The

equivalent to it in the Nevada Standards is 5.A. However, the Nevada standard specifies how

from second through twelfth grade, the students learn more skills that fall into the standard. For

example, at the end of second grade, the students should be able to list safe technology rules,

which falls under 5.A.2.1, and by the time they finish fifth grade they should know the

consequences of breaking their classroom rules for technology, standard 5.A.5.1.

The standard that I will be focusing on for my lesson plan will be 1.7.C - Students

contribute constructively to project teams, assuming various roles and responsibilities to work

effectively toward a common goal. In the assignment, the students will work together to come up

with the correct answers to their upcoming group quiz. By coming together, they will
 Section 4

Group Quiz “Show” Lesson Plan

• Grade Level: 11

• Technology Content Standard Addressed: 1.7.c - Students contribute constructively to

project teams, assuming various roles and responsibilities to work effectively toward a

common goal.

• Other Content Standard Addressed: 1.6.a - Students choose the appropriate platforms and

tools for meeting the desired objectives of their creation or communication.

• Objective: The student will collaborate to review the lesson on World War II and the

impacts that resulted from the events in the era. They will use previous assignments along

with reading material and available resources used through out the course to ensure all

group members are able to answer questions in respective to the assignment. Will also

use preferred messaging platform to communicate outside of class and prepare for the

quiz show.

• Materials Needed

o Canvas

o Lesson’s reading material

o Access to preferred messaging platform

o Completed previous assignments

o Access to web browser for research

o Access to google docs

o Access to https://buzzin.live

• Suggested Group Size: 4-6 students per group

o Students will come together in groups of 4-6 students (for this assignment they

are permitted to create their own groups).

o Students will create a Google Docs file that will be shared with all group

members to collaborate and list problem areas/ questions along with list resources

that were used to study and be prepared for the quiz show

o Students will spend the class period studying and reviewing material on our

lesson on the World War II era. They may use preferred study material such as

reading material, completed assignments (worksheets, discussions, pop quizzes,

notes, etc) to answer each other’s questions.

o Students may ask for teacher assistance in case of uncertainty within the group or

extra assistance.

o On the day of the quiz show, students will break into groups to start

o The class will be asked questions in relation to WWII era

o Groups will have 10 seconds to discuss, when 10 seconds are up, the first group to

buzz in gets the opportunity to answer the questions

▪ If the answer is correct, the group will be awarded a point, while other

students have the opportunity to ask questions if they are unsure why the

answer is correct.

▪ If incorrect, the next group will have the opportunity to answer the

question and earn points.

o Group with the most points at the end of class wins the quiz show.
• Assessment: Students will be graded based on participation and group accuracy. Google

doc will be checked who asked questions and who answered them while studying. Will

also be checking in on groups while study period to determine who was on task. If

student disagrees on grade, they will have the opportunity to take a multiple choice quiz

for extra credit.

My lesson plan includes more verbal communication rather than written. In this lesson

plan, the students will only have one written assignment which would be the collaborative study

guide on google docs where they will include questions or feedback that the students may have. I

have included a picture of an example of what that doc may look like.