Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site.
Teaching ideas based on New York Times content.
Overview of Lesson Plan: In this lesson, students consider the role technology plays in their lives and create one-act plays illustrating how reliance on a certain technology can be problematic if the gadget is not working properly.
Michelle Sale, The New York Times Learning Network
Javaid Khan, The Bank Street College of Education in New York City
Suggested Time Allowance: 1 hour
1. Brainstorm technological items that they use every day and how the items impact their lives.
2. Examine how technology is being used by students in school by reading and discussing the article “For Techies, School Bells Mean ‘Let the Games Begin.’”
3. In groups, develop one-act plays involving scenarios that rely on technology and what could happen if the technology does not work.
4. Individually, create a technological usage journal.
Resources / Materials:
-copies of “For Techies, School Bells Mean ‘Let the Games Begin’” (one per student)
Activities / Procedures:
1. WARM-UP/DO NOW: In their journals, students respond to the following prompt (written on the board prior to class): “Make a list of all the technological gadgets you use in any given day. Which are most valuable to you? Why? Which can you live without? Why?” After a few minutes, allow students to share their responses.
2. As a class, read and discuss “For Techies, School Bells Mean ‘Let the Games Begin,’” focusing on the following questions:
a. What types of gadgets are being used by students in classrooms?
b. What type of technology is used by Palm Pilots to allow students to beam information to each other during class?
c. How did the cell phone policy change in New York City schools after September 11, 2001?
d. According to Ron Davis and the Department of Education, are technological gadgets being used in school?
e. According to Lissie Carrasquillo, what are students doing with cell phones during class?
f. According to the Department of Education, how many teenagers carry cell phones?
g. What types of challenges do high-tech calculators pose in school?
h. How can students use technological gadgets to cheat?
3. Divide students into six groups. Explain that students will be creating one-act plays illustrating what happens when people are over-reliant on technology. Explain that technology makes our lives easier but can also be problematic. Assign each group a scenario that depicts how technology could create a phenomenon or circumstance where the technology is not a help but a hindrance, such as:
-A child learns how to tell time on a digital watch.
-A second-language learner uses spell-check for English on word processing software.
-A person uses a cell phone that is not picking up reception in an emergency situation.
-A teenager who relies on a calculator wants to know the price of a discounted item.
-Vending machines have replaced all teller or cashier booths at bridges or public transportation stations.
-A stock broker needs to evaluate data that is only posted online.
Encourage students to brainstorm a list of benefits this technology could have and then brainstorm a list of the drawbacks. Finally, students should create a scenario that illustrates a problem a person might have if he or she relies too much on a specific technology. The problem should be clearly outlined by the person along with possible non-technological alternatives available to solve his or her issue or problem. Groups should write out their scripts for their scenario and perform them in a future class.
4. WRAP-UP/HOMEWORK: Individually, create a technological usage journal for an entire day. For each item you use, list the benefits you receive by using this item, as well as the problems you may experience if the item is not functioning properly. Be sure to include any gadget that runs on electricity or batteries. In a future class, students should compare lists with each other and identify the most heavily utilized technologies.
Further Questions for Discussion:
–What types of technology are students allowed to bring to school?
–How can teachers regulate what students are doing during class time?
–What do discrepancies between the administration and the students illustrate about the communication between both sides of the educational system?
–Why are electronics companies including games on academic gadgets such as calculators?
Evaluation / Assessment:
Students will be evaluated based on initial journal responses, participation in class discussions, cooperation in group brainstorming and scenario writing session, and completion of individual technological usage journals.
PDA, infrared, minilaser, subterfuge, smirk, assessment, confiscations, concede, radar, Pythagorean Theorem, molecular biology, anonymous
1. Conduct a study of technology usage of students in the public and private schools in your area. Develop and distribute polls collecting information about the types of gadgets brought to school and what brands they are, etc. Also find out who or what pays for these gadgets (savings, parents, part-time jobs, allowance, etc). Create a series of charts illustrating your findings.
2. Create a “How it Works” poster explaining how a PDA or remote control beams information to another device.
3. Write a research paper examining the types of technology used to produce a performance, such as a rock concert, Broadway show or ballet.
-Create a chart comparing the rights of students in school or on school property and their rights outside of school.
-Update your school’s honor code system to include proper usage and consequences for high-tech gadgets such as laser pointers, cell phones, PDAs, MP3 players, etc.
Global History/Mathematics- Research statistics on cell phone usage in foreign countries, such as Japan, Korea, Argentina, Canada, Germany, South Africa, etc. Choose five countries and create a graph illustrating what percentage of each country’s citizens has cell phones.
Health- Create a poster illustrating the detrimental aspects of wearing headphones, using cell phones, or misusing laser pointers.
Journalism- Create a “They Said/We Said” series of articles illustrating the points of view of adults versus teenagers on current issues, such as use of technology in schools, amounts of television watched, safety on the Internet, cheating in schools, peer pressure, drug use, etc. Gather information through surveys or interviews that ask for people’s opinions about the frequency and depth of problems or concerns regarding this issue. After information has been gathered, write one newspaper article per topic highlighting the differences (or similarities) of opinions between the two groups.
Media Studies- Create a public service announcement for a local television station illustrating the legal or academic uses for a particular device (such as a cell phone, PDA, MP3 player, or calculator) on school property.
Other Information on the Web:
For the latest in technology news and trends, visit The New York Times on the Web’s Technology section (http://www.nytimes.com/technology).
Academic Content Standards:
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows that science cannot answer all questions and technology cannot solve all human problems or meet all human needs; Knows ways in which technology and society influence one another
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences and purposes; Writes persuasive compositions; Writes compositions that speculate on problems/solutions; Writes in response to literature
(CTSS – ‘english’, ’6-8’, ’1’)
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Plays a variety of roles in group discussions; Asks questions to seek elaboration and clarification of ideas; Listens in order to understand a speaker’s topic, purpose, and perspective; Conveys a clear main point when speaking to others and stays on the topic being discussed
(CTSS – ‘english’, ’6-8’, ’8’)
Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows ways in which social and economic forces influence which technologies will be developed and used; Knows that alternatives, risks, costs, and benefits must be considered when deciding on proposals to introduce new technologies or to curtail existing ones; Knows examples of advanced and emerging technologies
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that are focused for different audiences; Writes compositions that fulfill different purposes; Writes persuasive compositions that evaluate, interpret, and speculate about problems/solutions and causes and effects; Writes reflective compositions; Writes in response to literature
(CTSS – ‘english’, ’9-12’, ’1’)
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Asks questions as a way to broaden and enrich classroom discussions; Adjusts message wording and delivery to particular audiences and for particular purposes
(CTSS – ‘english’, ’9-12’, ’8’)