Request More Info

Technology in the Workplace (Updated!)

Students research to write a speech about how technology has affected different occupations.

Application Exercises give students an opportunity to apply concepts they have learned in previous instruction. Work completed by a student will be graded through a variety of scoring options including participation and teacher assessment via rubric to provide flexibility with the type of grade sent to the Learning Management System (LMS) gradebook. Student work may include open-ended questions, correct/incorrect responses, a final product and/or self-assessment.

Teacher-Facing Resources

Type:Application Exercise

Estimated Time:90 minutes

Grade:8

Score Type:Mixed Graded

Available Language: English

Vocabulary: Computer, Interview, Language Arts, Oral Communication, Research

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Advantages and Disadvantages of Technology Use

Technology Education > Information Technology > Technology and Society > Advantages and Disadvantages of Technology Use

Awareness of / Adjust For

Language Arts > Writing > Purposeful Writing > Audience > Awareness of / Adjust For

Economic Influences, Impact and Issues

Technology Education > Information Technology > Technology and Society > Economic Influences, Impact and Issues

Expository / Nonfiction / Informational

Language Arts > Writing > Genre > Expository / Nonfiction / Informational

Formal / Academic Contexts

Language Arts > Communication > Speaking Strategies / Presentations > Formal / Academic Contexts

Hardware / Software Applications

Language Arts > Computer Literacy Skills > Personal Use > Hardware / Software Applications

Interviewing / Interviews

Language Arts > Communication > Speaking Strategies / Presentations > Interviewing / Interviews

Negative Impact

Library Media > Information Technology > Internet > Negative Impact

Negative Impact

Technology Education > Information Technology > Internet > Negative Impact

Nonfiction

Language Arts > Writing > Topic Development > Elaborate / Develop Ideas / Content > Nonfiction

Nonfiction

Language Arts > Writing > Topic Development > Organization > Nonfiction

Note-taking

Language Arts > Communication > Listening Strategies / Context > Note-taking

Outline

Language Arts > Writing > Writing Process > Outline

Outlining / Sequence

Language Arts > Communication > Speaking Strategies / Presentations > Organizational Structure > Outlining / Sequence

Positive / Negative Impact

Technology Education > Information Technology > Technology Use In Society > Products in Daily Life > Positive / Negative Impact

Pronunciation

Language Arts > Communication > Speaking Strategies / Presentations > Pronunciation

Student Evaluation and Selection of Tools / Software for Task

Technology Education > Information Technology > Student Use > Student Evaluation and Selection of Tools / Software for Task

Technology

Social Studies > World History > Time, Continuity, and Change > Technology

Technology in the Workplace

Technology Education > Information Technology > Technology and Society > Technology in the Workplace

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing

Uses a Variety of Resources

Language Arts > Research > Reference Materials > Uses a Variety of Resources

	EXCEEDS (4)	MEETS (3)	APPROACHES (2)	DOES NOT MEET (1)
Directions and Participation	The student followed all directions and went above and beyond in answering all questions in the assignment.	The student followed all directions and answered all questions in the assignment.	The student followed most directions and answered most questions in the assignment.	The student did not follow directions or answer the questions in the assignment.
Required Final Product Components	The final product includes additional elements to enhance the assignment beyond the required components.	The final product includes all components required by the assignment.	The final product includes most of the components required by the assignment.	The final product does not demonstrate the components required by the assignment.
Organization and Originality	The final product is exceptionally well designed, includes additional elements, contains no spelling, grammar or punctuation mistakes and reveals student’s creative insights into the assignment.	The final product is neat, includes all components required by the assignment, contains minimal spelling, grammar or punctuation mistakes and includes some creative elements.	The final product is adequate but lacks neatness and creativity, contains some spelling, grammar and punctuation mistakes and is missing required components.	The final product is not neat or creative, is missing required components and contains many spelling, grammar or punctuation mistakes.
Digital Literacy Skills Application	The final product clearly demonstrates an accurate and deep level of understanding of the concept.	The final product demonstrates an accurate and appropriate level of understanding of the concept.	The final product demonstrates some understanding of the concept.	The final product demonstrates little to no understanding of the concept.

ISTE

S.1.c	Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b	Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

CSTA

2-IC-20

Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2)

CCSS

ELA-Literacy.SL.8.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
ELA-Literacy.W.8.10	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA-Literacy.W.8.2a	Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
ELA-Literacy.W.8.2b	Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
ELA-Literacy.W.8.4	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
ELA-Literacy.W.8.5	With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
ELA-Literacy.W.8.6	Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ELA-Literacy.W.8.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
ELA-Literacy.W.8.8	Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Aligned to National and State Standards

See how our curriculum can help you meet your instructional goals

Check it out