College of Southern Nevada

7/18/2023

Caley Johnson

7/23/2023
 Section #2

Technology has revolutionized the way we interact, communicate, and access

information, and its integration into the field of education has proven to be a transformative

force. This shift has presented countless opportunities for learners and educators alike,

fundamentally changing the landscape of traditional teaching methods and propelling us into a

new era of dynamic, immersive, and personalized learning experiences.

Teaching and Learning with Technology has democratized education, breaking down

geographical barriers and providing access to knowledge and resources to individuals from all

walks of life. Online platforms, educational apps, and e-learning tools have opened doors for

those in remote or underserved areas, fostering an inclusive learning environment that transcends

traditional limitations. Technology has breathed new life into the classroom, making the learning

process more engaging, interactive, and enjoyable. Purdue University states “The walls of the

classrooms are no longer a barrier as technology enables new ways of learning, communicating,

and working collaboratively”(Prude Online). With these innovative tools at their disposal,

educators can cater to diverse learning styles, enabling students to grasp complex concepts more

effectively.

In conclusion, Teaching and Learning with Technology holds immense importance in

shaping the future of education. Embracing technology in the classroom empowers educators to

become facilitators of knowledge, igniting a passion for learning in their students. Through

technology, we can build a more inclusive, engaging, and personalized educational environment

that prepares students for the challenges and opportunities of tomorrow. As we navigate this

digital revolution, embracing technology responsibly will undoubtedly shape a brighter and more

equitable future for generations to come.

In Nevada, the State likely had its own educational technology standards that provided a

framework for technology integration across various grade levels. These standards were likely

developed to support educators in incorporating technology effectively into classroom

instruction, helping students develop digital literacy, critical thinking, and problem-solving skills.

The Nevada Performance Indicators would have outlined specific objectives and measurable

outcomes for students' technological proficiency.

At the national level, the ISTE Standards for Students were widely adopted and

recognized as a benchmark for technology integration in American schools. The ISTE Standards

emphasized the development of essential digital skills, such as creativity, collaboration,

communication, and critical thinking. These standards would have provided guidance to

educators across the country on how to prepare students to become responsible and competent

digital citizens.

Comparing the two documents, there are some similarities in terms of the overarching

goals, such as fostering digital literacy and critical thinking. Both the state and national standards

would have aimed to prepare students for success in an increasingly technology-driven world.

Regarding the differences, there could have been variations in the specific indicators,

grade-level expectations, or the depth of technological knowledge required at different

educational stages. For instance, elementary school standards might focus on basic digital skills

and responsible use of technology, while high school standards might involve more advanced

concepts like programming, data analysis, or digital citizenship in a broader global context.
 Lesson Plan

Name of lesson:

Digital Expression - Creating Interactive Infographics

Grade Level:

6th Grade

Technology Content Standard Addressed:

“1.B.8. Create an original, digital work as a form of personal or group expression.”

Students use digital media and environments to communicate and work collaboratively, including

at a distance, to support individual learning and contribute to the learning of others.

Other Content Standard Addressed:

Language Arts

Objective:

Students will use technology to create interactive infographics as a form of personal or group

expression. Students will understand how to convey information visually using data and creative

design elements. Students will present their interactive infographics to the class.

Materials needed to facilitate the lesson:

Computers or laptops with internet access

Infographic creation tools (e.g., Canva, Piktochart, or Easel.ly)

Projector and screen

Suggested group size:

(2-4) up to the entire class.

Procedures:

1. Introduction
Start the lesson by discussing the importance of visual communication and how infographics can

be an effective way to share information.

Show examples of interactive infographics, highlighting different design elements and data

representation.

Explain that students will be using technology to create their own interactive infographics in this

lesson.

2. Technology Component

● Divide the class into small groups or pairs.

● Instruct the students to use computers or laptops to access infographic creation tools (e.g.,

Canva, Piktochart, or Easel.ly).

● Provide a topic for the infographics, such as "The Water Cycle" or "Famous Landmarks

Around the World." Alternatively, allow students to choose their own topic related to the

current curriculum.

Guide the students through the process of creating interactive infographics, including:

● Selecting an appropriate template or starting from scratch.

● Adding relevant text, images, and icons to convey information.

● Incorporating data charts or graphs to represent numerical data.

● Make the infographic interactive by adding clickable elements or animations (based on

the capabilities of the chosen tool).

(Encourage creativity and artistic expression in their designs)

● After completing the interactive infographics, allow each group or pair to present their

work to the class.

● During the presentations, encourage other students to interact with the infographics and

provide feedback or ask questions.

(Emphasize the importance of clear and effective communication in their designs.)

4. Reflection and Discussion

● Lead a short discussion after all presentations to gather students' reflections on the

process of creating interactive infographics.

Ask questions like:

● "How did using technology enhance your ability to express ideas in your infographics?"

● "What challenges did you face, and how did you overcome them?"

● "What did you learn from your classmates' infographics?"

Assessment:

● Assess students' interactive infographics based on creativity, visual appeal, data

representation, and effective communication of information.

● Observe students' participation and engagement during the presentations and discussions.