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Intc 3610 assessment pack
 

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A description of the NETS*T and 21st Century Skills framework being used as criteria for grading mini-projects submitted for INTC 3610 Technology for Educators

A description of the NETS*T and 21st Century Skills framework being used as criteria for grading mini-projects submitted for INTC 3610 Technology for Educators

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    Intc 3610 assessment pack Intc 3610 assessment pack Document Transcript

    • Mini-Project Assessment Pack<br />Your mini-projects will be assessed based upon how well they promote at least one (1) the following 21st Century goals:<br />Learning and innovation Skills <br />
      • Creativity and Innovation
      • Critical Thinking and Problem Solving
      • Communication and Collaboration
      Information, Media, and Technology Skills <br />
      • Information Literacy
      • Media Literacy
      • ICT (Information, Communications & Technology) Literacy
      Each of the mini-projects should also cover at least one (1) aspect of the NETS*T standards, such that in your final portfolio you will have demonstrated all six aspects:<br />1. Facilitate and Inspire Student Learning and Creativity<br />Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation <br />2. Design and Develop Digital-Age Learning Experiences and Assessments<br />Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S as necessary for the 21st Century. <br />3. Model Digital-Age Work and Learning<br />Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. <br />4. Promote and Model Digital Citizenship and Responsibility<br />Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. <br />5. Engage in Professional Growth and Leadership<br />Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. <br />Instructions:<br />Each time you turn in a project it must be accompanied by a simple lesson plan in the following format<br />1) Goal – a statement of what you want the students to learn as a result of the lesson<br />2) Resources – a brief listing of the materials, web sites, software, hardware, etc. that you and/or your the students will use during the lesson<br />3) Procedure – a narrative step-by-step description of what you will ask the students to do during the lesson<br />4) Assessment – a rubric or listing of the criteria for assessing if the learning goal was met by the student <br />5) 21st Century Skills Goal – which of the 21st Century Goals do you believe the lesson meets, and why? Provide specific example(s) from the lesson.<br />6) NETS*T Standard - which of the NETS*T Standards do you believe the lesson meets, and why? Provide specific example(s) from the lesson.<br />Because this course comes very early in the teacher education program for most of you, I am not requiring you to follow the lesson plan template of the Stockton College Teacher Education program. However, if you are further along in the program, please use your TaskStream account and follow the approved template when designing lessons.<br />You should provide the lesson plan as a PDF or Word attachment when you turn in the mini-project. Please use the following pages as guides in deciding which of the 21st Century Skills goals and NETS*T Standards your mini-project meets.<br />Mini-Project Grading Rubric<br />
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalCreativity and Innovation To what degree does your lesson involve students learning and demonstrating the skills to:Think CreativelyUse a wide range of idea creation techniques (such as brainstorming)Create new and worthwhile ideas (both incremental and radical concepts)Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative effortsWork Creatively with OthersDevelop, implement and communicate new ideas to others effectivelyBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the workDemonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasView failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakesImplement InnovationsAct on creative ideas to make a tangible and useful contribution to the field in which the innovation will occurExample - briefly describe where in your lesson you addressed this goal
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalCritical Thinking and Problem SolvingTo what degree does your lesson involve students learning and demonstrating the skills to:Reason Effectively and Use Systems ThinkingUse various types of reasoning (inductive, deductive, etc.) as appropriate to the situationAnalyze how parts of a whole interact with each other to produce overall outcomes in complex systemsMake Judgments and DecisionsEffectively analyze and evaluate evidence, arguments, claims and beliefsAnalyze and evaluate major alternative points of viewSynthesize and make connections between information and argumentsInterpret information and draw conclusions based on the best analysisReflect critically on learning experiences and processesSolve ProblemsSolve different kinds of non-familiar problems in both conventional and innovative waysIdentify and ask significant questions that clarify various points of view and lead to better solutionsExample - briefly describe where in your lesson you addressed this goal
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalCommunication and CollaborationTo what degree does your lesson involve students learning and demonstrating the skills to:Communicate ClearlyArticulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual)Collaborate with OthersDemonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team memberExample - briefly describe where in your lesson you addressed this goal
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalInformation LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Access and Evaluate InformationAccess information efficiently (time) and effectively (sources)Evaluate information critically and competentlyUse and Manage InformationUse information accurately and creatively for the issue or problem at handManage the flow of information from a wide variety of sourcesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of informationExample - briefly describe where in your lesson you addressed this goal
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalMedia LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Analyze MediaUnderstand both how and why media messages are constructed, and for what purposesExamine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviorsApply a fundamental understanding of the ethical/legal issues surrounding the access and use of mediaCreate Media ProductsUnderstand and utilize the most appropriate media creation tools, characteristics and conventionsUnderstand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environmentsExample - briefly describe where in your lesson you addressed this goal
      • N/A1234Scoring keyNot applicable to this activityAttempts to but does not incorporate the goalIncorporates one aspect of the goalIncorporates some aspects of the goalIncorporates most or all aspects of the goalICT LiteracyTo what degree does your lesson involve students learning and demonstrating the skills to:Apply Technology EffectivelyUse technology as a tool to research, organize, evaluate and communicate informationUse digital technologies (computers, PDAs, media players, GPS,  etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economyApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologiesExample - briefly describe where in your lesson you addressed this goal
      TECHNOLOGY AND 21ST CENTURY SKILLS RUBRIC<br />(adapted from the Alabama Best Practices Center ~ http://abpc.wikispaces.com/ )<br />These skills are based on the new 2008 NETS*T standards. The standards will provide a framework for you to use in determining your level of use of technology and 21st century skills personally and with your future students.<br />1. Facilitate and Inspire Student Learning and Creativity<br />Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. As a teacher, I . . . <br />_____ promote, support, and model creative and innovative thinking and inventiveness.Example: <br />_____ engage students in exploring real-world issues and solving authentic problems using digital tools, learning networks and resources.<br />Example:<br />_____ promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. <br />Example:<br />_____ model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.<br />Example: <br />2. Design and Develop Digital-Age Learning Experiences and Assessments<br />Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes for students which involve creativity, communication and critical thinking. http://nets-implementation.iste.wikispaces.net/<br />As a teacher, I . . .<br /> <br />_____ design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.<br />Example: <br />_____ develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. I am intentionally helping my students develop a digital footprint.<br />Example: <br />_____ customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.<br />Example: <br />_____ provide students with multiple and varied formative and summative assessments aligned with content and technology standards http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm and use resulting data to inform learning and teaching.<br />Example: <br />3. Model Digital-Age Work and Learning<br />Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. As a teacher, I . . . <br /> <br />_____ demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. I use 21st Century tools in my own learning.<br />Example: <br />_____ collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. I also have a personal learning network that includes peers from around the globe.<br />Example: <br />_____ communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.<br />Example: <br />_____ model and facilitate effective use of current and emerging digital tools to collaborate and locate, analyze, evaluate, and use information resources to support research and learning.<br />Example: <br />4. Promote and Model Digital Citizenship and Responsibility<br />Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. As a teacher, I . . . <br /> <br />_____ advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. I understand Creative Commons licensure and know how to license my own work as well as help my students license theirs. <br />Example: <br />_____ address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.<br />Example: <br />_____ promote and model digital etiquette and responsible social interactions related to the use of technology and information.<br />Example: <br />_____ develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.<br />Example: <br />5. Engage in Professional Growth and Leadership<br /> <br />Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. As a teacher, I . . .<br /> <br />_____ participate in local and global learning communities to explore creative applications of technology to improve student learning. I understand how to build a personal learning network.<br />Example: <br />_____ exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.<br />Example: <br />_____ evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.<br />Example: <br />_____ contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of my school and community in both physical spaces and online. I have a digital footprint.<br />Example: <br /> <br />