|
Initiating
Portfolios in Your School
Case Study #4
You are in a
district with one large elementary school (K-6) of 700 students and one large
middle school (7-8) of 300 students. The school buildings are relatively
new, and equipped with new technology and computer labs. Each building
has a technology coordinator. Technology skills are taught as one of the
specials by the tech coordinator. Your students have individual logins to
the system. You do have several teachers in both buildings who are veteran
teachers with no desire to use technology in their classroom.
Table
of
Contents
1 Purpose
2 Curriculum
3 Requirements
4 Reviewer
5 Assessment
6 Organization
7 Storage
8 Implementation
This
case study was contributed by the following ICT Summer Institute 2006
participants:
Bonnie
Beadle, Jean Kobeski, Heidi Kuttner,
Tamara
Lever, Pam McLeod, Maureen Meyer, Rose O’Neill-Verney
1.
Establish the purpose for the portfolio based on your district’s
goals and mission.
The
purpose of each student's ICT portfolio is to document attainment of district
standards and to demonstrate achievement in one or more content
areas, student reflection and interests, and technological
ability. It will be both formative and summative in nature. Digital
content will be selected from existing classroom activities into which a
technical component has been integrated. An acceptable score on the completed
portfolio will be the prerequisite for students to enroll in advanced high
school computer classes.
In our
district, portfolios should be both formative and
summative. Teachers will designate a number of existing projects as
summative portfolio candidates each year, from which students will select their
actual portfolio artifacts, as follows:
Grade Level(s)
|
Total Number of Artifacts / Year
|
Artifacts Per
Core Curricular Area *
|
Artifact(s)
per UA ** Course ***
|
Reflections
|
K-2
|
2
|
N/A
|
N/A
|
2 (include curricular and
technology content)
|
3-5
|
4
|
1
|
N/A
|
6 (2 technology; 4 curricular)
|
6
|
9
|
1
|
1
|
6 (2 technology; 4 curricular)
|
7
|
13
|
2
|
1
|
6 (2 technology; 4 curricular)
|
8
|
13
|
2
|
1
|
6 (2 technology; 4 curricular)
|
|
* Math, Science, Social Studies, English/Language
Arts
** Music, Art, Language, Technology, Industrial Arts, Family/Consumer
Sciences, Health, PE, etc.
*** assumes 5 UA
courses/student/year
|
K-2
students will select 2 projects per year to include in their portfolio.
In grades 3-5, students will choose 1 project per core curricular area per year
from which to select their artifacts. In grades 6-8, students will choose
2 projects per core curricular area. Additionally, they will select one
artifact from each "special" or "Unified Arts" course for
their portfolio. Summative portfolio artifacts will be regular classroom
projects which are graded or assessed for content by teachers.
As the
formative piece of each portfolio, each student will review and reflect upon
the technology aspects of their portfolio and artifacts twice per
year, and upon the core subject areas once each year. The technology
teacher will assist the students in technology reflection, while all
teachers will assist in core subject area reflection.
The final
portfolio product will be assessed by a team using a standard rubric at the end
of the 6th and 8th grades.
Although
the primary responsibility for the introduction of technology concepts and
skills lies with the tech coordinator/teachers, the
application of these skills is the responsibility of all teachers in all
content areas. Additionally, the tech coordinator will assist teachers in
selecting and integrating portfolio artifacts relative to the NETS Standards.
2.
Determine how existing school or district curriculum aligns with
the ICT standards.
All
teachers will use existing curriculum activities/projects to produce digital
artifacts. Those teachers who already utilize technology integration
may identify appropriate projects as digital artifacts. Those
teachers needing assistance with technology integration will consult with the
tech coordinator and grade-level team at the start of the school year to
identify existing projects which could be integrated. Administrators will
monitor implementation of the digital portfolio project and will mentor
teachers as needed, and provide access to Professional Development
activities when necessary.
When
existing activities are selected, they should be aligned with NH State and
NETS technology standards with assistance form the technology
coordinator. Additionally, depending on school focus and test
results, some grades will need to focus more on subjects like math, reading,
and writing.
It is
crucial that a student's artifacts reflect a cross-section
of curricular areas over time. Although some grade-level teachers
may focus more on certain core subjects one year, such as math, reading,
or writing (and if that is necessary due to a school's focus and/or test
results, we highly encourage this!), the student's portfolio should show a
cross-section of subjects over time. A subject-area checklist will be provided
by the Administration and will be tied to an internal database to
cross-reference each artifact to its applicable content areas. This
checklist will be an online form and will be updated by a student's teacher
each time an artifact is selected for portfolio inclusion. Reports
generated from the database will provide at-a-glance measures of diversity
of artifact content areas over time.
Determine the content requirements that will be placed in the
portfolio.
In our schools, teachers
will designate a number of existing projects as portfolio candidates each year:
·
K-2 students will select 2 projects per year to include in their
portfolio.
·
In grades 3-5, students will choose 1 project per core curricular
area per year from which to select their artifacts.
·
In grades 6-8, students will choose 2 projects per core curricular
area. Additionally, they will select one artifact from each
"special" or "Unified Arts" course for their
portfolio.
Each student will review
and reflect upon the technology aspects of their portfolio and artifacts twice
per year, and upon the core subject areas once each year. We wish
to emphasize that this is a breathing document and portfolio artifacts should
provide a cross-section of curricular content over the student's K-8
career. In Grades K-2, the requirement of 2 artifacts per year is quite
conservative, and this plan should be revisited in 5 years to determine if this
number should be increased as teachers' and student technology skills
improve.
Content
Area
|
4
|
5
|
6
|
7
|
8
|
|
Req’d
|
Comp
|
Req’d
|
Comp
|
Req’d
|
Comp
|
Req'd
|
Comp
|
Req'd
|
Comp
|
Reading
|
2
|
|
2
|
|
2
|
|
|
|
|
|
Lang Arts
|
2
|
|
2
|
|
2
|
|
|
|
|
|
Math
|
2
|
|
2
|
|
2
|
|
|
|
|
|
Science
|
2
|
|
2
|
|
2
|
|
|
|
|
|
World Lang
|
1
|
|
1
|
|
1
|
|
|
|
|
|
Tech Ed
|
0
|
|
0
|
|
1
|
|
|
|
|
|
FCS
|
0
|
|
0
|
|
1
|
|
|
|
|
|
Health
|
0
|
|
0
|
|
1
|
|
|
|
|
|
Number of activities completed by student XXX, with examples provided
below:
Content Area
|
K
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
Reading
|
2
|
1
|
1
|
...
|
|
|
|
|
|
English
& Language Arts
|
2
|
1
|
1
|
...
|
|
|
|
|
|
Math
|
0
|
1
|
1
|
|
|
|
|
|
|
Science
|
0
|
1
|
0
|
|
|
|
|
|
|
Social
Studies
|
0
|
0
|
0
|
|
|
|
|
|
|
Arts
|
0
|
1
|
0
|
|
|
|
|
|
|
World
Languages
|
0
|
0
|
0
|
|
|
|
|
|
|
4
Determine the reviewer process for assessing the portfolios.
Portfolio
assessment teams, which include core subject teachers and technology
coordinator, will utilize a standard rubric for assessing the portfolios near
the end of the 6th and 8th grades. This team will
meet for the review process by the
end of the third quarter. If student remediation is required, the team
will make the recommendation to the technology coordinator (team members will receive
remuneration and time off for the review process). The technology coordinator, in collaboration with the
student's teachers, will guide the student towards a complete portfolio, when
and if remediation is required.
Every
student will review their portfolio at mid-term and end of year, to write
a self-reflection on the artifacts included in the portfolio.
Professional
development will be provided to further develop rubrics and assessment
procedures. Content teachers should
review the content artifacts, and they are graded for content before going into
the portfolio. Upon completion of 8th
grade, the portfolios will be forwarded to the 9th grade team as an
introduction to the students and their work.
To help
meet the formative requirement, similar artifacts from the start/end of the
year should be selected when possible in order to show growth. At least one assignment each year should be a
formative assignment (e.g., English, Math, SS, Science) .
Reviews will be tracked via grading, the yearly assessment,
and through each student's reflection. The
portfolios will be tracked in an internal database system. Teachers will
add their reflections of student work based on the assignment. This reflection
is part of the student's final assignment grade.
5
Design the assessment rubrics to be used for assessing the
portfolios.
Portfolio
assessment will be carried out by a team of administrators and teachers at the
end of the 6th and 8th grades, to include the tech coordinator/teachers.
Evaluators will use a rubric similar to that which is provided in the table
below. The 6th grade portfolio will be viewed as preliminary, to be
improved upon during the 7th and 8th grades. The overall purpose of
compiling a portfolio in the 6th grade is to compile existing artifacts into a
portfolio "rough draft" which can be further edited in middle
school.
Assessment
rubrics will include alignment with the state ICT, ISTE and NETS
standards.
Reviewers
should assess each student portfolio annually to ensure that the
cumulative contents of the portfolio to date include a sufficient
cross-section of content areas, to include: Math, Reading, Writing,
Social Studies, Science, Foreign Language, Music, Art, Health, PE, Technology,
Tech Ed, and Family/Consumer Sciences. A district rubric will be provided
for this task (see the following table).
Portfolio Assessment Rubric (Grade 6 & 8)
|
Skill
|
1
|
2
|
3
|
4
|
5
|
Mechanics
|
most links do not work, many dead ends, numerous spelling
errors
|
5-10 links don't work, many dead ends, links not clear,
all linear, numerous spelling errors
|
3-4 links don't work, some links go to dead ends, numerous
spelling errors
|
most links work, links are clearly labeled, easy to
navigate pages, few spelling errors
|
multi-linked pages, all links work, links clearly labeled,
no spelling errors
|
Structure
|
one page
|
2-3 pages, no table of contents
|
2-3 pages, clickable table of contents
|
4-6 pages, clickable table of contents
|
>6 pages, clickable table of contents, easy navigation
|
Graphics
|
no graphics
|
only clip art, no scanned pictures little use of drawing
tools
|
clip art , scanned pictures -not clear, little use of
drawing tools
|
clip art, clear digital pictures, some use of drawing
tools
|
clip art, clear scanned pictures, varied use of drawing
tools, not too busy
|
Multimedia
|
no special tools used
|
built in sound used but irrelevant and inappropriate
busy
|
good use of sound and one special effect
|
original relevant sound and video
|
original relevant sound, video, and animation
|
Layout
|
Layout is sparse with little content or creative
application.
|
Layout is unstructured. Space is not used well, making the
pages appear cluttered. Slides are difficult to read. Backgrounds, when used,
are distracting.
|
Layout shows some structure, but the space is not used
well. Some slides are cluttered and may be difficult to read. Backgrounds,
when used, may be slightly distracting
|
Layout is fairly attractive and uses most space
appropriately.
Most pages are easy to read. Backgrounds, when used,
improve the attractiveness of the pages.
|
Layout is visually attractive and uses space well. Pages
are uncluttered and easy to read.
Backgrounds, when used, enhance the pages.
|
*Content Relevancy
|
only personal information
|
mostly personal information, no coursework or resume
|
few examples of coursework, field experience, hobbies and
interests, no resume
|
examples of coursework, lessons, related field experience,
hobbies and interests and resume
|
good examples of coursework, lessons related field
experience, hobbies and interests and resume
|
Captions/
Reflections
|
no captions or reflective pieces
|
few captions - mostly descriptive- not telling why pieces
were included
|
adequate captions but descriptive only
|
good use of captions but greater depth of reflection
needed
|
excellent captions provide links between experiences and
learning theory, thoughtful reflections explain why pieces included
|
6
Establish the portfolio organizational framework to be used when
building the portfolios.
Each student will place all electronic artifacts into their
folder on the server which is accessible to them from any computer within the
school. Work completed at home may be
brought into school on any external drive which can be uploaded to the school's
system with the aid of the teacher and/or technology coordinator. This
work will be organized into folders of grade level and content area that
the students create so they begin to understand the organizational
structure they will need for their portfolios as they move to the 6th
grade.
A PDBMS (Portfolio Database Management System) will be
created or selected by the tech coordinator and/or an outside consultant into which students will upload a reference (attribute) to their
artifacts. This database can be accessed by teachers to determine whether
they are providing students with the opportunities they need to create
artifacts they need by the end of the 8th grade, and will also store student
reflections. This resource will provide teachers with an electronic
checklist that they can reference as they work with students.
Starting in the 6th grade, the students will begin
organizing their work for inclusion into their portfolios. The portfolios will follow a pre-created
template which will be created in PowerPoint for the first 2 years of the
project or created in HTML, if the student is comfortable in that format. PowerPoint portfolios will be exported to
HTML before being burned to a CD/DVD for transfer to the high school or with
the student. Students will have the
ability to continuously update their portfolio between Grades 6 and 8.
As time progresses, the students will be able to select
their choice of software for portfolio creation, to include: native HTML, PowerPoint, Word, PDF, or any
other tool which exists. The format
selected must have the ability to export to HTML. This variation will allow advanced or
remedial technology students to tailor their portfolio to their skill level.
The portfolio will include, at a minimum:
·
Title page;
·
Photo;
·
Table of contents;
·
Academic pages (to include all artifacts, organized
first by either grade level or content area);
·
An extra-curricular page;
·
A community service page;
·
A personal interest page.
7
Establish the method for storage of the portfolio.
Portfolio
storage will not be a challenge in this type of district. Each student’s artifact files will be stored
in a separate folder on the school server.
The portfolio can be created as a folder within the student’s larger
folder. Reflections and artifact
attributes, including teacher assessments, will be stored in the PDBMS. Each student will be provided with 200
megabytes initially to be revisited every year should limits be reached too
soon. Data must be backed up daily with
the district’s backup system.
Students
will cut a CD or transfer data via USB drive to the Middle School or High
School. This transfer is to occur in
HTML format.
8
Implement the portfolio generation and assessment process in
your school.
PROFESSIONAL DEVELOPMENT IS KEY TO THE IMPLEMENTION OF THIS
PROJECT!
The
portfolio implementation will be a gradual process to be phased in over 4
years, with constant monitoring for revision and update as technology
changes. So that no teachers (or
students) are “left behind” (NTLB?), and because this school does have current
technology in place, students in every grade level will be expected to produce
artifacts in the first year. The
quantity of artifacts required in each grade, however, will begin at a minimum
level and increase over time.
It is essential that administrators are on board and are a
key part of this process. Teachers
should be evaluated on their participation in the process and encouraged with
additional support when necessary. Extensive
professional development should include such ideas as Tech Partner Teams where
tech savvy teachers aid those who are less sure of their technical skills,
Just-in-Time training, and group instruction and reflection on all aspects of
the process of implementation.
The
technology coordinator will be key to aiding teachers
in this process but they cannot and will not be responsible for the portfolio
process. That must be emphasized to all constituencies. The portfolio team can
and should meet as soon as possible to review the rubrics and discuss the
overall concept of review of 8th grade portfolios. Teaching teams should meet
to discuss implementing activities and developing rubrics for the individual
artifacts to be included in the portfolios.
|
Grades K-2
|
Grades 3-5
|
Grades 6
|
Grade 7
|
Grade 8
|
Year 1
|
· 2 artifacts
· Learn login / storage / PDBMS
|
· 4 artifacts
· 1 Technology Reflection
· Learn login / storage / PDBMS
|
· 4 artifacts (core)
· 1 artifact (UA)
· 1 Technology reflection
· Learn login/storage/PDBMS
|
· 4 artifacts (core)
· 1 artifact (UA)
· 1 Technology reflection
· Learn PowerPoint
· Do not use PDBMS
|
· 4 artifacts (core)
· 1 artifact (UA)
· 5 Subject-area reflections
· 1 Technology reflection
· Create portfolio in PowerPoint,
save as HTML
· Do not use PDBMS
|
Year 2
|
· 2 artifacts
· Incl. Multimedia
· Learn login / storage / PDBMS
|
· 4 artifacts
· 2 Technology Reflections
· Incl. Multimedia
· Learn login / storage / PDBMS
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 4 Subject-area reflections
· Learn login/storage/PDBMS
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 5 Subject-area reflections
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 5 Subject-area reflections
· Create portfolio in PowerPoint,
save as HTML
· Do not use PDBMS
|
Year 3
|
· 2 artifacts
· Incl. Multimedia
· 1 Technology Reflection
· Learn login / storage / PDBMS
|
· 4 artifacts
· 2 Technology Reflections
· Incl. Multimedia
· Learn login / storage / PDBMS
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections (one per
course)
· Create portfolio in tool of choice,
save as HTML
|
Year 4
|
· 2 artifacts
· Incl. Multimedia
· 2 Technology Reflections
· Learn login / storage / PDBMS
|
· 4 artifacts
· 2 Technology Reflections
· Incl. Multimedia
· Learn login / storage / PDBMS
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections
· Begin to create portfolio in the
tool of their choice (HTML, PowerPoint, PDF)
|
· 8 artifacts (core)
· 5 artifacts (UA)
· 2 Technology reflections
· 8 Subject-area reflections (one per
course)
· Create portfolio in tool of choice,
save as HTML
|
Sample Grade-Level Technology
Activities to be provided to Teachers
(based on NETS and NH State standards):
|
Year 1
|
Year 2
|
Year 3
|
Grade K
|
- Login
- Group activity (teacher
creates, students contribute and observe)
|
- Login
- Group activity (teacher
creates, students contribute and observe)
|
- Login
- Group activity (teacher
creates, students contribute and observe)
|
Grade 1
|
- Word Processing
- Kidspiration
|
|
|
Grade 2
|
|
|
|
Grade 3
|
- Word Processing
- Kidspiration
- Internet
- Digital Camera
- Scanner
- Graph in Excel
|
|
|
Grade 4
|
|
|
|
Grade 5
|
|
|
|
Grade 6
|
|
|
|
Grade 7
|
|
|
|
Grade 8
|
|
|
|
APPENDIX A: PDBMS
Figure1: Potential Integration of Portolio
DBMS, SIS, and Parent Portals
APPENDIX B:
NETS Standards
GRADES
PREK – 2 : http://cnets.iste.org/students/s_profile-k2.html
Performance
Indicators:
All students should have opportunities to
demonstrate the following performances. Prior to completion of Grade 2 students
will:
- Use
input devices (e.g., mouse, keyboard, remote control) and output devices
(e.g., monitor, printer) to successfully operate computers, VCRs,
audiotapes, and other technologies. (1)
- Use a
variety of media and technology resources for directed and independent
learning activities. (1, 3)
- Communicate
about technology using developmentally appropriate and accurate
terminology. (1)
- Use
developmentally appropriate multimedia resources (e.g., interactive books,
educational software, elementary multimedia encyclopedias) to support
learning. (1)
- Work
cooperatively and collaboratively with peers, family members, and others
when using technology in the classroom. (2)
- Demonstrate
positive social and ethical behaviors when using technology. (2)
- Practice
responsible use of technology systems and software. (2)
- Create
developmentally appropriate multimedia products with support from
teachers, family members, or student partners. (3)
- Use
technology resources (e.g., puzzles, logical thinking programs, writing
tools, digital cameras, drawing tools) for
problem solving, communication, and illustration of thoughts, ideas, and
stories. (3, 4, 5, 6)
- Gather
information and communicate with others using telecommunications, with
support from teachers, family members, or student partners. (4)
Numbers in parentheses following each performance indicator
refer to the standards category to which the performance is linked. The
categories are:
- Basic
operations and concepts
- Social,
ethical, and human issues
- Technology
productivity tools
- Technology
communications tools
- Technology research tools
- Technology
problem-solving and decision-making tools
GRADES 3 – 5: http://cnets.iste.org/students/s_profile-35.html
Performance
Indicators:
All students should have opportunities to
demonstrate the following performances. Prior to completion of Grade 5 students
will:
1.
Use keyboards and other common input and
output devices (including adaptive devices when necessary) efficiently and
effectively. (1)
2.
Discuss common uses of technology in
daily life and the advantages and disadvantages those uses provide. (1, 2)
3.
Discuss basic issues related to
responsible use of technology and information and describe personal
consequences of inappropriate use. (2)
4.
Use general purpose productivity tools
and peripherals to support personal productivity, remediate skill deficits, and
facilitate learning throughout the curriculum. (3)
5.
Use technology tools (e.g., multimedia
authoring, presentation, Web tools, digital cameras, scanners)
for individual and collaborative writing, communication, and publishing
activities to create knowledge products for audiences inside and outside the
classroom. (3, 4)
6.
Use telecommunications efficiently and
effectively to access remote information, communicate with others in support of
direct and independent learning, and pursue personal interests. (4)
7.
Use telecommunications and online
resources (e.g., e-mail, online discussions, Web environments) to participate
in collaborative problem-solving activities for the purpose of developing
solutions or products for audiences inside and outside the classroom. (4, 5)
8.
Use technology resources (e.g.,
calculators, data collection probes, videos, educational software) for problem
solving, self-directed learning, and extended learning activities. (5, 6)
9.
Determine when technology is useful and
select the appropriate tool(s) and technology resources to address a variety of
tasks and problems. (5, 6)
10.
Evaluate the accuracy, relevance,
appropriateness, comprehensiveness, and bias of electronic information sources.
(6)
Numbers in parentheses following each performance indicator
refer to the standards category to which the performance is linked. The
categories are:
- Basic
operations and concepts
- Social,
ethical, and human issues
- Technology
productivity tools
- Technology
communications tools
- Technology research tools
- Technology
problem-solving and decision-making tools
GRADES
6 – 8: http://cnets.iste.org/students/s_profile-68.html
Performance
Indicators:
All students should have opportunities to
demonstrate the following performances. Prior to completion of Grade 8 students
will:
1.
Apply strategies for identifying and
solving routine hardware and software problems that occur during everyday use.
(1)
2.
Demonstrate knowledge of current changes
in information technologies and the effect those changes have on the workplace
and society. (2)
3.
Exhibit legal and ethical behaviors when
using information and technology, and discuss consequences of misuse. (2)
4.
Use content-specific tools, software, and
simulations (e.g., environmental probes, graphing calculators, exploratory
environments, Web tools) to support learning and research. (3, 5)
5.
Apply productivity/multimedia tools and
peripherals to support personal productivity, group collaboration, and learning
throughout the curriculum. (3 , 6)
6.
Design, develop, publish, and present
products (e.g., Web pages, videotapes) using technology resources that
demonstrate and communicate curriculum concepts to audiences inside and outside
the classroom. (4, 5, 6)
7.
Collaborate with peers, experts, and
others using telecommunications and collaborative tools to investigate
curriculum-related problems, issues, and information, and to develop solutions
or products for audiences inside and outside the classroom. (4, 5)
8.
Select and use appropriate tools and
technology resources to accomplish a variety of tasks and solve problems. (5,
6)
9.
Demonstrate an understanding of concepts
underlying hardware, software, and connectivity, and
of practical applications to learning and problem solving. (1, 6)
10.
Research and evaluate the accuracy,
relevance, appropriateness, comprehensiveness, and bias of electronic
information sources concerning real-world problems. (2, 5, 6)
Numbers in parentheses following each performance indicator
refer to the standards category to which the performance is linked. The
categories are:
- Basic
operations and concepts
- Social,
ethical, and human issues
- Technology
productivity tools
- Technology
communications tools
- Technology
research tools
- Technology
problem-solving and decision-making tools
APPENDIX C: Rubrics
From: http://www.ncrtec.org/tl/sgsp/lpsg.htm
Scoring Guide for Lesson Plans That Use Technology Resources
|
5
|
4
|
3
|
2
|
1
|
0
|
Comments
|
Standards/ Learning Objectives
|
Curriculum standards and learning objectives are specific and
focused, intentionally driving the use of technology.
|
|
Curriculum standards and learning objectives are correlated to
technology uses.
|
|
Curriculum standards and learning objectives are superficial
uses of technology.
|
No demonstration of curriculum standards and learning objectives
connected to the use of technology.
|
|
Curriculum Linking with Technology Uses
|
Curriculum linking creates unique content learning benefits.
Content learning experiences/benefits are extended and would be impaired or
impossible without the use of technology.
|
|
Curriculum linking adapts or varies present student learning or
work.
Content learning experiences or benefits are enhanced but possible without
the use of technology.
|
|
Curriculum linking provides "topics" for technology
skills or uses.
Content learning incidental—student uses primarily to learn/practice
technology skills.
|
Curriculum linking is incidental to technology use.
Content learning not focused. Technology uses are mostly supplemental, or to
provide fun/motivation activities.
|
|
Cognitive Tasks
|
Task requires
synthesis and evaluation of information. Going beyond existing understanding
to create own original position or product. Knowledge creation is expected.
|
|
Task requires analysis of information and/or putting together
information from several sources to demonstrate an understanding of existing
knowledge.
|
|
Task requires little analysis and is focused on simplistic tasks
or concepts using a single source. Cookie-cutter, look-alike products are
likely to develop.
|
The task has little relevance to content learning.
|
|
Assessment
Practices
|
Student product assessed on content as well as the effective,
appropriate use of technology to promote or communicate the learner's
understanding.
* Students designed assessment tools.
|
|
Assessment focused on technical aspects of student-produced
materials.
* Students are partners in designing assessment tools.
|
|
Assessment focused on completion of task or project
* Students are informed or guided by an assessment tool designed by teacher
|
There is no evidence of assessment of student technology use
|
|
Preparation for Learning Tasks
|
* Extensive preparation expected (i.e. story-boarding,
web-mapping, outlining).
* Students are expected to critically select appropriate resources.
|
|
* Adequate preparation is expected.
* Teacher organizes multiple resources for students to use.
|
|
* At least one preparation task is expected.
* A single resource is identified and assigned for student use.
|
* Preparation tasks are missing or weak.
* No resource-gathering is identified or expected.
|
|
Overall Focus of Technology Use
|
Technology uses primarily "Transforming." Task creates
new learning stories with new tools.
|
|
Technology uses primarily "Integrating." Task creates
same learning stories with new tools.
|
|
Technology uses primarily "Literacy." Task creates
technology skill stories.
|
Technology uses are primarily organized as a peripheral activity
at this time. Task creates no learning stories other than technology use.
|
|
|