Grade+8+Curriculum+and+Technology+Integration

Type in the content of your page here. Baltimore County currently uses Collegeboard-Springboard Level 3 as the foundation for the Grade 8 curriculum. Additional lessons, written through curriculum development workshops, augment the Springboard program. The Springboard program at Level 3 consists of 5 instructional units. The Technology Standards have been attempted in multiple areas of the curriculum, and yet I feel there are other areas where technology could be used to facilitate students learning.

Unit Analyses- What's in Place...What Could be Added

Unit 1 Springboard Unit 1 has, as an Embedded Assessment Activity, the creation of a Graphic Novel. The Graphic novel can be completed on paper or using technology. This year I examined different graphic novel/cartoon programs and was very unhappy with the results I found. Instead, my students used features of Power Point to create their graphic novels. All of their slides were then printed in Handout format, creating more of a graphic novel format than printing individual slided. I would suggest that sear for a graphic novel program be continued, because the Power Point did not allow for some of the lighting, framing, etc. that was studied to be included.

A second way that technology can be integrated would be to actually use flip cameras, video cameras, etc. to have students demonstrate their knowledge of terms like angles, framing, lighting, close-up, etc. Students could work in groups, plan their video deomonstratiions, film them, and then present them for peer review.

Unit 2

A large section of Unit 2 is devoted to persuasion- techniques, language, etc. Students are asked to research a topic and compose a persuasive speech that they will present to their peers. As students research, they will access online resources, evaluate those resources as to reliability, effective information to meet the topic complete a bibliography of sources, and avoid plagiarism. Students are asked to compose an outline for their speech, draft it, polish it, and then present it.

Obviously, the research will involve the use of online resources. Since this activity also includes a three phase writing activity, I would suggest integrating a software program to facilitate planning and organization such as Inspiration. The drafting process can be aided by the use of Microsoft Word for the ease of writing and revision.

Unit 3

One of the main thrusts of this unit is improving student writing to make it more cohesive. I really did not find technology skills embedded in this unit, however, I do feel thtat it could be integrated. Software programs that encourage critical thinking definitely benefit the pre-writing process. Word processing programs continue to benefit students as they learn all functionsof the program to improve the final written product.

Unit 4

Because Unit 4 involves Holocaust Research and the use of literature circles for discussion, I see multiple places where technology can be/is used. Online research, keeping a bibliography, evaluating resources, and avoiding plagiarism are used in the research portion of the unit as students gain background perspective on the Holocaust.

As the unit moves to Literature Circles, I see places where more technology can be embedded. Students could go online and read book reviews prior to selecting their Holocaust novel. As students read the novel, blogging could be introduced for students to share thoughts, opinions, perceptions, etc. as they read, in place of more standard techniques like keeping dialectical journals. Use of a wiki space could be used for an online class discussion on thematic concepts found across all novels being read in the class.

Unit 5

Other than possibly viewing comedic routines in various types of media, I didn't find a lot of technology used in this unit. Students are asked to write an analysis of a humorous text, and to present a comedic scene for their peers.

I would suggest, again, incorporating technology software for planning, drating, and revision of student writing. I see more options for technology incorporation with the comedic scene. Use of a video or flip camera would allow recording of student scenes. Student groups could then critique their work in blog fashion, revise their scene, and re-record their work for peer evaluation. Final films could then be shared with parents in a "Comedy Night" forum.

Wrap It All Up

Technology DOES appear in many areas of the Grade 8 curriculum, especially in the area of online research, evaluating sources, keeping bibliographies, etc. These are year long, life long skills, so it makes sense that they be embedded. However, I strongly suggest integrating more avenues for technology use in ALL units in the curriculum. Without exposure to various types of technologies, software, etc. our students will not have the skills or background to meet specified technology standards.