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Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
Technology Proficiencies- K-2
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Technology Proficiencies- K-2

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  1. Table of Contents Committee Members....................................................................................... 2 Abstract........................................................................................................... 3 FULL: National Educational Technology Standards (NETS *Student)............................................................................................ 4 Creativity and Innovation (new)................................................................. 6 Communication and Collaboration (4)...................................................... 11 Research and Information Fluency (5)...................................................... 41 Critical Thinking, Problem-Solving & Decision-Making (6, 3)............... 56 Digital Citizenship (2).................................................................................. 61 Technology Operations and Concepts (1, 3).............................................. 67 General Notes................................................................................................. 73 Appendices I. 21st Century Skills.................................................................................... 76 II. Team Member Bios................................................................................... 77
  2. ~Committee Members~ Vincennes Community School Corporation Administrative Office Ande Warren, Director & Project Lead Thomas Nonte, Executive Director Department of Information Systems Department of Curriculum and Instruction Consultant David Barr International Society for Technology in Education Frona Carson, Secretary Department of Information Systems Data manipulation and Compiler Academic Year 2007-2008 Vincennes Community School Corporation Building Representatives Building Administrator Eric Goggins, Principal Washington Elementary School Kindergarten- Second Grade Third Grade- Fifth Grade Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade Franklin Elementary School Franklin Elementary School Mollie Ravellette, Teacher- 2nd Grade Ann Donovan, Teacher- 5th Grade Vigo Elementary School Washington Elementary School Assist with Examples- Kayla Kiefer, Teacher- Kindergarten Academic Year 2006-2007 Vincennes Community School Corporation Building Representatives Building Administrator Tim Hutchison, Principal Riley Elementary School Kindergarten- Second Grade Third Grade- Fifth Grade Carolynn Stevenson, Teacher- 2nd Grade Molly Battles, Teacher- 3rd Grade Franklin Elementary School Franklin Elementary School Susan Marchino, Teacher- 3rd Grade Jerri Johanningsmeier, Teacher- 5th Grade Vigo Elementary School Washington Elementary School Vincennes Community School Corporation 2
  3. Abstract “Today the next generation of Web sites gives power to the end-user, providing visitors with a new level of customization, interaction, and participation. These new technologies are changing our relationship to the Internet. What can Web 2.0 tools offer educators?” -Web 2.0: New Tools, New Schools, by Solomon and Schrum Effectiveness, like beauty, is in the eye of the beholder. Technology can be beautiful when you see the students interact and manipulate information digitally. The equalizer for all is... Technology; from tall to short, big to little, and poor or rich, technology can level the playing field. Web 2.0 is so important to schools because of the group projects and teaching the students can do. By using technology they learn to communicate with one another in different ways. There are too many attributes to these tools to dismiss as just social. Kids are discussing school projects online and creating these projects using sophisticated programs that enhance the final product. There are several resources to consider when planning for technology activities: 1. Are students proficient in the use of technology in the teaching/learning environment? 2. Is technology integrated into the teaching/learning environment? 3. Are technology proficiencies and measures incorporated into teaching and learning standards? 4. Are technology proficiencies and measures incorporated into student assessment? 5. Is equipment available for use by students? 6. Do the school or district’s instructional applications support teaching and learning standards across the curriculum? By using technology the users have the ability to have an openness to experiences- by seeking out new experiences and having global exploration…positive rewards to new experiences; observational power- being able to see the 'whole' without having to view each of the component parts in an operational system...a problem, an issue, a solution... technology supplies the tools to look at the whole while users are solving the problem. Many times things get lost in translation and it is extremely important to teach students with tools they live with. Video Games for example, students spend so much time playing games that it needs to be recognized by schools. Technology in society is changing rapidly and schools need to keep pace in preparing our children to be able to compete in the global market. The goal of the preparation of this document is to aid in the alignment of activities which focus on technology skills and preparation of students being comfortable with the technology of today. We have taken the National Educational Technology Standards (created by the International Society of Technology in Education), the Indiana Department of Education’s definition of Technology Proficient Literacy and the Academic Standards of Indiana and placed them into easy to find sections of “what academic standards are being hit and what technology proficiencies are being hit”. Vincennes Community School Corporation 3
  4. Curriculum and Content Area Standards NETS for Students I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students: • Apply existing knowledge to generate new ideas, products or processes • Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issues • Identify trends and forecast possibilities II. Communication and Collaboration (4) 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. Students: • Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works to solve problems III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students: • Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. • Process data and report results. Vincennes Community School Corporation 4
  5. IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: • Identify and define authentic problems and make significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions. V. Digital Citizenship (2) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • Advocate and practice safe, legal, and responsible use of the information and technology. • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. • Demonstrate personal responsibility for lifetime learning. • Exhibit leadership for digital citizenship. VI. Technology Operations and Concepts (1,3) Students demonstrate a sound understanding of technology concepts, systems and operations. Students: • Understand and use technology systems. • Select and use applications effectively and productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new technologies. http://www.iste.org/ -The NETS Are Searchable Online and Available for Download- Vincennes Community School Corporation 5
  6. NETS*S aligned to NCLB Student Technology Literacy Proficiency Checklist NETS- Curriculum and Content Area Standards I. Creativity and Innovation (new) Students demonstrate creative thinking, construct knowledge, and develop innovative products and process using technology. Students: • Apply existing knowledge to generate new ideas, products or processes • Create original works as a means of personal or group expression • Use models and stimulations to explore complex systems and issues • Identify trends and forecast possibilities The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2) 3. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) Description of technologies to use: • Digital camera, video camera, educational software CD’s, online Internet sites, presentation software Ways to Evaluate: • Teacher observation • Teacher directed questioning • Teacher created rubric on final presentation • Peer questioning Vincennes Community School Corporation 6
  7. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology Conceptualization Skills: The student is able to demonstrate a comprehensive understanding of the interactivity and operation of technology systems. 1. Understands the organizational concept behind using files and folders for storing information and is able to organize files into folders. Students identify information storage devices and strategies used most efficiently and effectively for storing different types of data, for different purposes, for portability, and for very large files Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.3.2 1.1.1 1.7.10 1.6.1 Second Grade 2.2.7 2.1.5 2.7.5 2.4.1 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students learn to save work to shared folder on network or removable storage • • Section Notes: Vincennes Community School Corporation 7
  8. 2. Understands the use of and the difference between temporary memory (RAM), permanent memory (ROM), and storage (such as digital storage on hard, floppy, and zip disks; magnetic tape; and CD/DVD optical storage). Students demonstrate an understanding of concepts underlying hardware, software, and connectivity; the variety of ways that Information and technology resources can be combined to develop and promote understanding; and the value of visual and auditory features to convey accurate and convincing information. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.3.2 1.1.1 1.7.10 1.6.1 Second Grade 2.2.7 2.1.5 2.7.5 2.7.5 2.7.11 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students use educational software directly from CD (i.e. Storybook Weaver) • • Section Notes: Vincennes Community School Corporation 8
  9. 3. Can identify technological advances in society. Students identify legal and ethical issues related to use of information and communication technology, recognize consequences of its misuse, and predict possible long-range effects of ethical and unethical use of technology on culture and society. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade 2.5.4 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • After viewing video clip about Internet safety from unitedstreaming.com , class can create a chart of Internet do’s and don’ts • • Section Notes: Vincennes Community School Corporation 9
  10. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 10
  11. NETS- Curriculum and Content Area Standards II. Communication and Collaboration (4) 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. Students: • Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media • Communicate information and ideas effectively to multiple audiences using a variety of media and formats • Develop cultural understanding and global awareness by engaging with learners of other cultures • Contribute to project teams to produce original works to solve problems The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2) 3. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2) Description of technologies to use: • Presentation software, keyboarding software, search engines, digital camera, sound clips, publishing software Ways to Evaluate: • Peer questioning • Teacher questioning/observation • Checklist • Rubric to evaluate presentation Vincennes Community School Corporation 11
  12. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as a Productivity Tool: The student is able to use technology as a tool to enhance learning and creativity. Students are able to use technology to increase productivity in developing models, publications, and other creative works. 1. Uses the graphical user interface of the operating system with application software to import images, text, and video/sound (i.e., databases, spreadsheets, word processors, or educational software). See specific Productivity Tools. Students know how to identify appropriate file formats for a variety of applications and apply utility programs to convert formats, as necessary, for effective use in Web, video, audio, graphic, presentation, word-processing, database, publication, and spreadsheet applications. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.3.2 1.3.1 1.5.2 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 2.1.8 1.5.1 2.4.3 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.2.3 2.2.5 2.2.5 2.4.8 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 Vincennes Community School Corporation 12
  13. 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: “Monster Exchange” (education world.com) • Collaboration email project where students draw and describe pictures of monsters for other students to re-create. Share monsters and descriptions via email and web • Use presentation software (such as KidPix) to create a presentation about an animal using imported graphics, sounds and video clips. • • Section Notes: Vincennes Community School Corporation 13
  14. 2. Demonstrates effective keyboarding techniques. Students know how to use proper keyboarding posture, hand and finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in computer operation. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.5.1- 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.4.8 2.4.3 2.2.5 2.2.5 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use keyboarding program(i.e. Type to Learn Jr) to develop proper keyboarding techniques • • Vincennes Community School Corporation 14
  15. 3. Connects to the Internet using school network/modem and browser. Students know how to apply search engines, word processors, databases, spreadsheets, timelines, charts or graphs, communications, surveys, and other technology-based research and analysis tools to organize, synthesize, interpret, and communicate results from data collected regarding technological advances over time and the effects of the changes on occupations in business, industry, education, and other areas. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.5.1- 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.4.8 2.4.3 2.2.5 2.2.5 2.3.1- 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students can access age/grade appropriate search engines to find websites relevant to their research topic (i.e. Yahooligans.com) • Students create timeline about notable figures using information collected from websites produced by appropriate searches • • Section Notes: Vincennes Community School Corporation 15
  16. 4. Demonstrates telecommunications skills through the use of e-mail to contact peers, family, teachers, and experts. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.1.9 K.3.1 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 1.1.10 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.1.5 2.1.12 2.2.3 2.4.3 2.2.5 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.5.6 2.7.5 2.7.9 2.7.11 Example: • Access ‘epals.com’ and communicate with students in other states and countries after video conferencing with the students in the chosen class • • Vincennes Community School Corporation 16
  17. 5. Demonstrates multimedia production through the use of paint, draw, or graphics packages to create simple visual aids (e.g., signs, posters, banners, and charts). Students know how to work in teams to use hardware and software tools (e.g., concept- mapping software, word processor, database, spreadsheet, publishing software, Web publishing software, drawing software, puzzle development software, timeline development software, digital still and video cameras, probes, motion detectors, light detectors, digital microscopes) to support learning, research, productivity, and creativity. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.2 1.4.1 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.4.3 2.2.7 2.3.1 2.3.2 2.3.3 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Vincennes Community School Corporation 17
  18. Example: • Using a concept mapping software (i.e. Kidspiration) create a graphic organizer to organize information on research topic (i.e. endangered animals) Use publishing software to create a poster encouraging protection of endangered animals • Create a word search listing endangered animals using puzzlemaker.com • Import several photographs of endangered animals which were saved from online sources • Create database of endangered animals • • Section Notes: Vincennes Community School Corporation 18
  19. 6. Demonstrates spreadsheet and database skills by accessing and retrieving data. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word-processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.5.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.2 1.4.1 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.1.5 2.2.5 2.1.12 2.2.3 2.4.8 2.4.3 2.2.5 2.2.7 2.3.1 2.3.2 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.5.6 2.7.9 2.7.11 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 19
  20. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Create an animal report using student created database and import sounds of the animal, then using digital and/or video camera record and compile created research reports in a class-wide video presentation • • Section Notes: Vincennes Community School Corporation 20
  21. 7. Demonstrates word-processing skills by creating documents and opening previously and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy o and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.5.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.3.1 1.3.1 1.2.7 1.3.2 1.4.1 1.5.2 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.1.10 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.4.1 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.5.4 2.5.6 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 21
  22. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students go in and correctly edit teacher created documents using spell checker and thesaurus. • • Section Notes: Vincennes Community School Corporation 22
  23. 8. Demonstrates word-processing skills by using editing functions effectively (e.g., delete, cut and paste, and insert). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.6.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.1.7 1.2.7 1.3.1 1.3.1 1.5.2 1.3.2 1.3.2 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10 Second Grade 2.4.1 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6 Vincennes Community School Corporation 23
  24. 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using website(s) such as: www.latech.edu/tech/liberalarts/geography/courses/spellchecker.htm (Education World/What a font) and student will use poem to complete a number of teacher created editing tasks such as cut/copy/paste/change font color, etc... • • Section Notes: Vincennes Community School Corporation 24
  25. 9. Demonstrates word-processing skills by printing and saving document. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.6.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.1.7 1.2.7 1.3.1 1.3.1 1.5.2 1.3.2 1.3.2 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10 Second Grade 2.4.1 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.4.1 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6 2.7.9 2.7.11 Vincennes Community School Corporation 25
  26. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students create a biographical paragraph, which they email to a classmate, then use peer editing to make corrections. Then document is printed out and returned with correction to original author • • Section Notes: Vincennes Community School Corporation 26
  27. 10. Demonstrates word-processing skills by using spell check at an appropriate level and demonstrating word-processing skills by typing with the correct keyboarding skills. Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.6.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.1.7 1.2.7 1.3.1 1.3.2 1.5.2 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10 Second Grade 2.4.1 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3 Vincennes Community School Corporation 27
  28. 2.5.4 2.5.6 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • As an introductory activity to the weekly spelling list, students type words in list in word processing software and use spell check to check accuracy. • Theme oriented word list .Use teacher created database of pictures related to theme. Students use spell check and online references (Britannica.com) to correctly spell picture’s name • • Section Notes: Vincennes Community School Corporation 28
  29. 11. Demonstrates spreadsheet and database skills by organizing and analyzing data. Students describe how specific productivity tools support personal productivity, remediation of skill deficits, and their capacities for learning in different subjects. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.2 1.4.1 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.4.3 2.2.7 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Using concept mapping software, create a chart recording outcome of flipping a coin (heads/tails) to apply the concept of probability. • • Vincennes Community School Corporation 29
  30. 12. Demonstrates presentation skills through the use of presentations package to create well-organized, informative oral presentations with highlighted key concepts, and through the use of basic design skills to enhance visual presentation. Students know how to use technology tools and resources for managing and communicating personal, professional, or educational information (e.g., managing finances, schedules, addresses, purchases, correspondence, uniform resource locators [URLs], e-mail addresses, online references, citations). Students describe how to use online environments or other collaborative tools to facilitate design and development of materials, models, publications, and presentations; they know how to apply utilities for editing pictures, images, and charts. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.2 1.4.1 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.1.7 2.1.12 2.2.5 2.2.5 2.4.3 2.2.7 2.4.8 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 30
  31. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Mock election: Select candidates to run for “President of Room 12”. Candidates create a presentation using presentation software to create a campaign slideshow. (Required use of digital camera, sound clips of their campaign slogan, etc.) • • Section Notes: Vincennes Community School Corporation 31
  32. 13. Demonstrates ability to use Internet search engines to access information by utilizing Web browser functions to locate and bookmark Internet Web sites. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.1 1.1.10 1.3.1 1.5.2 1.1.3 1.3.2 1.3.2 1.1.4 1.4.1 1.4.1 1.1.5 1.6.2 1.4.2 1.1.6 1.6.5 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.3.5 2.1.8 2.2.3 2.1.7 2.3.7 2.1.12 2.2.5 2.2.5 2.4.4 2.4.3 2.2.7 2.3.3 2.5.3 2.3.1 2.3.6 2.3.2 2.4.4 2.3.3 2.4.8 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.3 2.4.4 2.5.5 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 32
  33. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students access social bookmarking and used teacher designated sites to complete teacher created scavenger hunts. • • Section Notes: Vincennes Community School Corporation 33
  34. 14. Uses packaged or online help features of software program to support product use. Students know how to use content-specific hardware and software (e.g., environmental probes, graphing calculators, exploratory environments, simulations, Web tools) to support learning, research, productivity, and creative thinking. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.2 1.4.1 1.4.1 1.4.2 1.6.2 1.4.3 1.6.5 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.4.3 2.2.7 2.3.1 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 34
  35. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students access help index in online sites (i.e. Starfall, pbskids.com) and practice finding answers to common problems • • Section Notes: Vincennes Community School Corporation 35
  36. 15. Demonstrates ability to use Internet search engines to access information by identifying and conducting searches using Internet/intranet search engines and directories. Students know how to work collaboratively to design, develop content for, and construct a Web-based publication. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.3.1 1.5.2 1.3.1 1.4.1 1.3.2 1.4.2 1.4.1 1.4.3 1.6.2 1.5.1 1.6.5 1.5.2 1.5.3 1.5.4 1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.4.8 2.1.12 2.2.5 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.7.5 2.7.9 2.7.11 Vincennes Community School Corporation 36
  37. 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use a software package to create a newsletter publication to send home to parents about upcoming school and classroom events. • • Section Notes: Vincennes Community School Corporation 37
  38. 16. Demonstrates word-processing skills by using the word processor to create outlines for papers and tables of contents for reports. Students describe and apply common software features (e.g., spellchecker and thesaurus to ensure accuracy of word- processing documents; formulas and chart generation in spreadsheets, and insertion of pictures, movies, sound, and charts in presentation software) to enhance communication to an audience, promote productivity, and support creativity. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.6.2 K.2.2 K.1.9 K.3.1 K.3.2 First Grade 1.1.10 1.1.7 1.2.7 1.3.1 1.3.1 1.5.2 1.3.2 1.3.2 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.4.3 1.5.1 1.5.2 1.5.3 1.5.4 1.5.5 1.6.2 1.7.10 Second Grade 2.4.1 2.1.8 2.2.3 2.2.5 2.1.12 2.2.5 2.4.8 2.3.4 2.2.7 2.4.3 2.3.1 2.3.2 2.3.5 2.3.6 2.3.7 2.3.8 2.3.9 2.4.0 2.4.1 2.4.2 2.4.5 2.5.1 2.5.2 2.5.3 2.5.4 2.5.6 2.7.5 Vincennes Community School Corporation 38
  39. 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Create a timeline of past presidents with pictures, major events during their presidency and format the documents text. • • Section Notes: Vincennes Community School Corporation 39
  40. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 40
  41. NETS- Curriculum and Content Area Standards III. Research and Information Fluency (5) Students apply digital tools to gather, evaluate, and use information. Students: • Plan strategies to guide inquiry • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. • Process data and report results. The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Find and evaluate information related to a current or historical person or event using digital resources. (3) 3. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) Description of technologies to use: • Search engines • On line encyclopedias and almanacs • Graphic organizing software Ways to Evaluate: • Use flash cards created – be able to classify images • Describe- while making hypothesis of unfamiliar ideas/topics • Vocabulary for content area Vincennes Community School Corporation 41
  42. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as an Information Research Tool: The student uses technology to access, review, evaluate, and select information from multiple resources for reporting purposes. 1. Uses technology to conduct research by identifying a problem or question to be researched or resolved. Students know how to search, collect, and evaluate resources from a variety of locations online, and construct a linked list of resources (e.g., information, research, data, photos, video clips, illustrations, and graphics) to support content learning and project development. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.1 1.1.6 1.7.10 1.6.1 Second Grade 2.3.5 2.2.7 2.1.5 2.3.7 2.7.5 2.1.7 2.4.4 2.7.11 2.3.3 2.5.3 2.4.3 2.3.6 2.4.4 2.4.1 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use different search engines such as Google, Yahoo, Yahooligans to find info; photos and data to support content area • • Section Notes: Vincennes Community School Corporation 42
  43. 2. Evaluates and selects several resources from a variety of information sources by determining known and unknown information about research problem or question. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.1 1.1.6 1.7.10 1.6.1 Second Grade 2.3.5 2.2.7 2.1.5 2.3.7 2.4.3 2.1.7 2.4.4 2.4.4 2.3.3 2.5.3 2.5.5 2.3.6 2.7.9 2.4.1 2.7.11 2.4.4 2.4.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Student will be able to conduct a search to select and evaluate resources from a variety of search engines and Internet tools. • • Section Notes: Vincennes Community School Corporation 43
  44. 3. Uses technology to conduct research by using common electronic reference resources to access information, such as almanacs, encyclopedias, indexes, online specialized databases, and online catalogs. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.1 1.1.6 1.7.10 1.6.1 Second Grade 2.3.5 2.2.7 2.1.5 2.3.7 2.4.3 2.1.7 2.4.4 2.4.4 2.3.3 2.5.3 2.5.5 2.3.6 2.7.9 2.4.1 2.7.11 2.4.4 2.4.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use different online resources such as: kinderpedia.com, Britannica.com, Wikipedia.com, worldalmanacforkids.com • • Section Notes: Vincennes Community School Corporation 44
  45. 4. Evaluates and selects several resources from a variety of information sources by reviewing print, non print, video, electronic, and human resources for supporting and differing perspectives. Students know how to select information and technological resources based on the appropriateness and efficiency for completing tasks, providing the desired information, or addressing the identified objectives. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.1 1.1.6 1.7.10 1.6.1 Second Grade 2.3.5 2.2.7 2.1.5 2.3.7 2.4.3 2.1.7 2.4.4 2.4.4 2.3.3 2.5.3 2.5.5 2.3.6 2.7.9 2.4.1 2.7.11 2.4.4 2.4.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Learn how to use the online library card catalog for the school and public library. • • Section Notes: Vincennes Community School Corporation 45
  46. 5. Evaluates and selects several resources from a variety of information sources by reviewing each author’s credentials and validates the accuracy of information. Students know how to identify and implement procedures for designing, creating, and populating a database; and, in performing queries, to process data and report results relevant to an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Enter information into a spreadsheet and use the Autofilter to retrieve needed information. • Use the Internet to validate information sources by finding more than one site with the same information. • • Section Notes: Vincennes Community School Corporation 46
  47. 6. Evaluates and selects several resources from a variety of information sources by gathering information and applying it to solve the problem or question. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use video conferencing to communicate with a zoologist or other expert in a chosen field • • Section Notes: Vincennes Community School Corporation 47
  48. 7. Evaluates and selects several resources from a variety of information sources by adapting information for presentation to audience. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Have students create a single page presentation based on information provided to the students through a teacher led demonstration ( Power Point) • • Section Notes: Vincennes Community School Corporation 48
  49. 8. Uses technology to conduct searches by using Boolean operators independently or with guidance to locate information. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will understand the basic functions of searching such as typing in keywords correctly and the importance of using a search engine correctly • • Section Notes: Vincennes Community School Corporation 49
  50. 9. Uses technology to conduct searches by using sophisticated reference tools, such as biographical dictionaries and thesauruses in print and electronic formats. Students know how to select and use information and communication technology tools and resources to collect and analyze information and report results on an assigned hypothesis or research question. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Teach students how to use online dictionaries and the thesaurus. • • Section Notes: Vincennes Community School Corporation 50
  51. 10. Evaluates and selects several resources from a variety of information sources by determining each author’s bias or point of view. Students know how to conduct an advanced search using Boolean logic and other sophisticated search functions; they know how to evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Teach students how to find magazine and newspaper articles on the Internet to use for research and projects • • Section Notes: Vincennes Community School Corporation 51
  52. 11. Evaluates and selects several resources from a variety of information sources by using new information, and integrates it with prior knowledge. Students know how to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use graphic organizing software (Kidspiration) to create a KWL on desired topic. • • Section Notes: Vincennes Community School Corporation 52
  53. 12. Accesses and analyzes data for use in reporting results by using databases to locate entries, edit data, and enter data. Students know how to create, edit, and modify a database report and identify trends reflecting analysis of the data. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.4.8 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use an Internet data base to find information such as library card catalog or informational site • • Section Notes: Vincennes Community School Corporation 53
  54. 13. Accesses and analyzes data for use in reporting results by creating reports using database information. Students know how to select and use technology tools to efficiently analyze and display data. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade 1.1.1- 1.3.2 1.1.6 1.7.10 Second Grade 2.3.5 2.2.7 2.1.7 2.3.7 2.4.3 2.3.3 2.4.4 2.4.4 2.3.6 2.5.3 2.5.5 2.4.4 2.7.9 2.4.8 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use previous information gathered to create a chart or graph on the topic • • Section Notes: Vincennes Community School Corporation 54
  55. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 55
  56. NETS- Curriculum and Content Area Standards IV. Critical Thinking, Problem-Solving & Decision-Making (6,3) Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: • Identify and define authentic problems and make significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions. The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 3. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) Description of technologies to use: • Graphic organizing software • Search engines Ways to Evaluate: • Performance assessment • Peer evaluation Vincennes Community School Corporation 56
  57. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology as a Problem-Solving and Data-Driven Decision-Making Tool: The student uses technology to develop strategies for solving problems 1. Uses technology to solve problems and make informed decisions. Students identify two or more types of information and communication technology tools or resources that can be used for informing and solving a specific problem and presenting results, or for identifying and presenting an informed rationale for a decision. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Student will use research from Internet based tools and communication tools to gather information • • Section Notes: Vincennes Community School Corporation 57
  58. 2. Uses technology-based, data-driven, decision-support charting software tools to analyze a problem from different perspectives. Students develop strategies for use of data analysis, models, and simulations to make specific decisions regarding a course of action for solving real-world problems. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.3.1 First Grade 1.1.10 1.5.2 Second Grade 2.1.12 2.2.7 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use Kidspiration or graphic organizing software to create a compare and contrast of pros/cons to help inform an audience on real world problems • • Section Notes: Vincennes Community School Corporation 58
  59. 3. Uses technology-based, data-driven, decision support tools to review the outcome of a problem scenario over time. Almanacs, encyclopedias, indexes, online specialized databases, and online catalogs. Students know how to apply formulas, functions, and “what if” statements in spreadsheets and graphs or charts to analyze and interpret data for content assignments. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.3.1 First Grade 1.1.10 1.5.2 Second Grade 2.1.12 2.2.7 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Use graphic organizing software to create animal life cycle chart • • Section Notes: Vincennes Community School Corporation 59
  60. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 60
  61. NETS- Curriculum and Content Area Standards V. Digital Citizenship (2) Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: • Advocate and practice safe, legal, and responsible use of the information and technology. • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. • Demonstrate personal responsibility for lifetime learning. • Exhibit leadership for digital citizenship. The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Demonstrate the safe and cooperative use of technology. (5) -The Number in Parenthesis are the other NETS Standards that are met with the example- Description of technologies to use: • Internet • Graphic organizing software • iSafe Materials and Resources Ways to Evaluate: • Questioning • Discussion Vincennes Community School Corporation 61
  62. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Social and Ethical Issues of Technology: The student understands the social, legal, and ethical issues related to technology use. The student practices responsible use of hardware, software, and data and positively interacts with technology independently and in collaboration with others. 1. Practices respectful and responsible use of technology through abiding by the school technology and Internet use policy. Students identify and discuss terms and concepts associated with safe, effective, and efficient use of the Internet and telecommunications resources (e.g., password, firewall, spam, security, fair use, acceptable use policy [AUP], Internet use policy [IUP], release form) and recognize strategies that demonstrate ethical, legal, and socially responsible use of technology and electronic resources. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade 2.5.4 -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Discuss with the students proper usage of the Internet and provide students with Internet terminology • • Section Notes: Vincennes Community School Corporation 62
  63. 2. Demonstrates an understanding of plagiarism and fair use, and respects copyright laws of information producers, such as authors and artists. Students discuss issues related to acceptable and responsible use of information and communication technology (e.g., privacy, security, copyright, file sharing, plagiarism), analyze the consequences and costs of unethical use of information and computer technology (e.g., hacking, spamming, consumer fraud, virus setting, intrusion), and identify methods for addressing these risks. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade 2.5.4 -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Develop an understanding of what is right and wrong pertaining to the use of technology. Make a list of do’s and don’ts for ethical use • • Section Notes: Vincennes Community School Corporation 63
  64. 3. Demonstrates an understanding of the interaction and interdependence between humans and technology. Students identify how they currently use technology and predict how they may use and benefit from its use in their future. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade 2.5.4 -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Discuss with the students the benefit of technology use. How was it before? How have things changed? How are things easier? How will it help them in the future • • Section Notes: Vincennes Community School Corporation 64
  65. 4. Understands how changes in technology affect the workplace and society. Students recognize, discuss, and visually represent current changes in information technologies and the effect those changes have on the workplace and society. Students identify capabilities and limitations of contemporary and emerging technology resources. Content Area Social Mathematics Language Science Studies Arts Kindergarten First Grade Second Grade 2.5.4 -Can we think of more standards to identify? 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Research jobs using the Internet. Find information on how that job was performed without technology. Compare it to how technology has changed it and/or made it easier. o For example: Discuss the changes in farming before and after technology • • Section Notes: Vincennes Community School Corporation 65
  66. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 66
  67. NETS- Curriculum and Content Area Standards VI. Technology Operations and Concepts (1,3) Students demonstrate a sound understanding of technology concepts, systems and operations. Students: • Understand and use technology systems. • Select and use applications effectively and productively. • Troubleshoot systems and applications. • Transfer current knowledge to learning of new technologies. The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) -The Numbers in Parenthesis are the other NETS Standards that are met with the example- 2. Communicate about technology using developmentally appropriate and accurate terminology. (6) 3. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6) Description of technologies to use: • Keyboarding software • Internet • Calculators Ways to Evaluate: • Questioning • Performance Rubrics • Observations • Vocabulary for content area Vincennes Community School Corporation 67
  68. Indiana Department of Education- NCLB Student Technology Literacy Proficiency Checklist Technology Operation Skills: The student is able to use hardware and software components, The student understands the difference between input and output devices 1. Uses hardware and peripherals (input and output devices) to support content area learning including the use of touch screens and simple voice-recognition systems. Students know how to connect and use a wide variety of input and output devices and common peripherals (e.g., scanners, digital probes, digital cameras, and video projectors), and how to access networked resources. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.5.1-1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.4.3 2.2.5 2.2.8 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Discuss terminology connected peripherals. Help students understand the differences between hardware and software • • Vincennes Community School Corporation 68
  69. 2. Demonstrates effective keyboarding techniques. Students know how to use proper keyboarding posture, hand and finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in computer operation. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.5.1-1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.4.3 2.2.5 2.4.8 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Student will use keyboarding software such as Type to Learn Jr to establish proper keyboarding skills • • Section Notes: Vincennes Community School Corporation 69
  70. 3. Connects to the Internet using school network/modem and browser. Students know how to apply search engines, word processors, databases, spreadsheets, timelines, charts or graphs, communications, surveys, and other technology-based research and analysis tools to organize, synthesize, interpret, and communicate results from data collected regarding technological advances over time and the effects of the changes on occupations in business, industry, education, and other areas. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.2.2 K.1.9 K.3.2 First Grade 1.3.2 1.3.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.5 1.5.1-1.5.5 1.7.10 Second Grade 2.1.8 2.2.3 2.2.5 2.4.3 2.2.5 2.4.8 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Student will use the Internet to access information that is relevant to classroom instruction and activities • • Section Notes: Vincennes Community School Corporation 70
  71. 4. Uses a graphing algebraic calculator to support graphing and/or arithmetic and algebraic functions. Students know how to evaluate, select, and use appropriate technology tools and information resources to plan, design, develop, and communicate content information, appropriately addressing the target audience and providing accurate citations for sources. Students know how to select and use technology tools efficiently and effectively to collect, analyze, and display data for class assignments, projects, and presentations. Content Area Social Mathematics Language Science Studies Arts Kindergarten K.1.1 K.1.1 K.1.9 K.1.9 K.3.2 K.3.2 First Grade 1.3.2 1.3.1 1.3.2 1.4.1 1.4.1 1.4.1 1.6.2 1.4.2 1.6.2 1.6.5 1.5.1-1.5.5 1.6.5 1.7.10 2.1.8 2.2.3 2.1.8 2.4.3 2.2.5 2.4.3 2.3.1 2.4.2 2.7.5 2.7.9 2.7.11 1. Indiana’s Academic Standards http://www.doe.in.gov/standards/welcome.html o Searchable Online or Available for Download 2. Standardized Lesson Plans for Indiana Teachers http://www.lessonlocator.org/ Example: • Students will use a calculator to solve basic arithmetic problems. Use a calculator to assist in basic math conversions • • Section Notes: Vincennes Community School Corporation 71
  72. Ideas for Lesson Development: Ideas for Lesson Development 1. 2. 3. Content Area Standard(s) Technology to Use: Resources: Rubric to Use/Evaluation Method: Hardware/Software Needs: Vincennes Community School Corporation 72
  73. Ideas for Lesson Development General Notes: Vincennes Community School Corporation 73
  74. Ideas for Lesson Development General Notes: Vincennes Community School Corporation 74
  75. Ideas for Lesson Development General Notes: Vincennes Community School Corporation 75
  76. Appendices I. 21ST CENTURY STUDENT OUTCOMES: The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century. 1. Core Subjects and 21st Century Themes o Learning and Innovation Skills o Creativity and Innovation Skills o Critical Thinking and Problem Solving Skills o Communication and Collaboration Skills 2. Information, Media and Technology Skills o Information Literacy o Media Literacy o ICT Literacy 3. Life and Career Skills o Flexibility & Adaptability o Initiative & Self-Direction o Social & Cross-Cultural Skills o Productivity & Accountability o Leadership & Responsibility The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. < http://www.21stcenturyskills.org/ > Vincennes Community School Corporation 76
  77. Team Members Administrative Office Mr. Thomas Nonte Mr. Tom Nonte is a K-12 Education Curriculum Specialist with 35 years of combined experience as a faculty member, principal, and senior administrator. Strengths include budget development within state and federal grants, curriculum and instruction, assessment, wage and salary administration, and employee management. Mr. Ande Warren Mr. Ande Warren had been with Indiana State University in the College of Education working with the Preparing Tomorrow’s Teacher’s to Use Technology grant and is currently the Director of Information Systems with Vincennes Community Schools. He is the only candidate in the state to have been awarded a Graduate Certificate in the Advanced Study of Technology Leadership in Education (CASTLE) from the University of Minnesota. He also holds a Master’s from ISU in Educational Media, with a focus as a Technology Coordinator, along with several computer and training certifications including: MCP 2.0, Net+, A+, Project+, and is a Master Instructor, Intel Teach to the Future. Academic Year 2007-2008 Building Administrator Eric Goggins Mr. Eric Goggins is the current principal at Washington Elementary School. He has three years of teaching experience at the elementary school level. He holds a Master of Arts degree in elementary education from Oakland City University. Grade Level Faculty Ann Donovan Mrs. Ann Donovan earned a Bachelor of Science from the University of Southern Indiana and her Master’s Degree from Indiana State University. She has been a teacher in the Vincennes Community School Corporation at both Riley Elementary and Washington Elementary for the last 20 years. Carolyn Stevenson Mrs. Carolyn Stevenson is completing her 16th year teaching at the elementary level. Most of her experience has been with second grade but has also taught first and fifth grades. Before returning to school to complete her degree she was an aide in a first grade classroom. Vincennes Community School Corporation 77
  78. Mollie Ravellette Mrs. Mollie Ravellette, teacher at Vigo Elementary, has taught Title 1 Math for 4 years and the other 6 years have been in the regular elementary classroom. The 10 years she has taught have been in the 1st, 2nd, and 3rd grades. Molly Battles Mrs. Molly Battles has been teaching at Franklin elementary for 4 years where she has taught three years of third grade and one year of second. Her degrees are from Indiana University, 2004, with a Bachelor’s degree in Elementary Education and a Master’s degree in Education from Indiana Wesleyan, 2007. Academic Year 2006-2007 Building Administrator Tim Hutchison Mr. Tim Hutchison started his career as an educator at Washington High School for 14 years and taught Computer Applications, Keyboarding, Lotus, Word Perfect, Marketing, Business Law, Business Management. He earned his administrative license and become the Clark Middle School Assistant Principal for seven years and then moved to a local elementary building to become the Principal. He is currently working at Clark Middle School teaching a Business course. Grade Level Faculty Jerri Johanningsmeier Mrs. Jerri Johanningsmeier has been an elementary classroom teacher with Vincennes for 34 years. She has attended computer/ technology workshop classes in sequence to updates in computer technology to support classroom instruction with students. Jerri uses technology everyday in classroom activities and instruction. She is also the building facilitator with Gifted/Talented students, Math Bowl and Spell Bowl and has tutored in Jump Start programs and after school instruction. Susan Marchino Mrs. Susan Marchino, currently Principal at Riley Elementary, has 15 years of teaching experience. Her experience was in either the second or third grade at Vigo Elementary, as she was part of the ‘looping’ concept for several years. She has a Master’s degree in Education from Indiana Wesleyan and finished her administrative coursework at Oakland City University. Vincennes Community School Corporation 78

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