T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 1Stan Freeda
AGENDAT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 2• Sta...
STANDARDS BASEDTEACHING FOR COMPETENCYT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R ...
STANDARDS & COMPETENCYT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N ...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL5(b) The required curriculum content shall comply with the following:(4) If a d...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL6Ed 306.27 High School Curriculum, Credits, GraduationRequirements, and Cocurri...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL7TA #12 Competency Assessment of Student Mastery (2006)State Standards indicate...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL8Ed 306.38 Family and Consumer Science Education Program(a) Pursuant to Ed 306....
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL9Ed 306.38 Family and Consumer Science Education Program(4) Instruction in both...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL10Ed 306.38 Family and Consumer Science Education Program(b) Pursuant to Ed 306...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL11Ed 306.38 Family and Consumer Science Education Program(5) Courses totaling a...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL12Ed 306.38 Family and Consumer Science Education Program(6) Systematic instruc...
ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL13Renewal of Minimum Standards is dueNew Hampshire Standards for School Approva...
BACKWARD DESIGNT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D...
BACKWARD DESIGNT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D...
FAMILY & CONSUMER SCIENCESPROCESS FRAMEWORKT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E...
NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E ...
NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E ...
NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E ...
PROCESS / ACTION FRAMEWORKT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T ...
NATIONALEDUCATIONAL TECHNOLOGY STANDARDST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R ...
ISTE.NETS - ST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S...
ISTE.NETS - ST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S...
ISTE.NETS - TT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S...
ISTE.NETS - TT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A ...
RESOURCES FOR TEACHERS TECHNOLOGY SKILLS33ISTE NETS www.iste.org/standardsiNACOL Standardswww.inacol.org/resources/publica...
RESOURCES FOR TEACHERS34New Hampshire Educators Online www.nheon.orgOPEN NH Professional Development www.opennh.orgNH Digi...
OPEN DISCUSSIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D...
36OFFICE OF EDUCATIONAL TECHNOLOGYContact Informationwww.education.nh.gov www.nheon.org www.opennh.org@Stan FreedaEducatio...
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Developing a Standards Based Approach to Family and Consumer Sciences in the Digital Age

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Presentation at the NH Association of Family and Consumer Sciences Spring Conference in Manchester, NH on May 3, 2013.

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Developing a Standards Based Approach to Family and Consumer Sciences in the Digital Age

  1. 1. T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 1Stan Freeda
  2. 2. AGENDAT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 2• Standards Based Teaching for Competency• Family and Consumer Sciences Process Framework• National Educational Technology Standards• Technology Rich Teaching• Open Discussion
  3. 3. STANDARDS BASEDTEACHING FOR COMPETENCYT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 3• Competency• Minimum Standards for Public School Approval• Backward Design (Understanding by Design)
  4. 4. STANDARDS & COMPETENCYT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 4com·pe·ten·cy [kom-pi-tuhn-see]having the behaviors, knowledge, skillsand abilities that are necessary forsuccessful demonstration of knowledgeand understanding.something set up and establishedby authority as a rule for themeasure of quantity, weight, extent,value, or quality.stan·dard [stan-derd]BehaviorKnowledgeSkillsAbiltiesquantityweightextentValuequality
  5. 5. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL5(b) The required curriculum content shall comply with the following:(4) If a district chooses to offer extended learning opportunities, theextended learning opportunities shall:b. Be governed by a policy adopted by the local school board that:5. Requires that granting of credits shall be based on a student’sdemonstration of competencies, as approved by certifiededucators;Ed 306.27 High School Curriculum, Credits, GraduationRequirements, and Cocurricular Program.T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  6. 6. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL6Ed 306.27 High School Curriculum, Credits, GraduationRequirements, and Cocurricular Program.(d) The local school board shall require that a high school credit can be earned bydemonstrating mastery of required competencies for the course, as approved bycertified school personnel. Each high school shall determine the number of creditsto be awarded for successful demonstration of competencies following completionof a classroom course, independent study, distance learning course, or extendedlearning opportunity. One credit shall equate to the level of rigor and achievementnecessary to master competencies that have been designed to demonstrate theknowledge and skills necessary to progress toward college level and career work.Determination of the weight of each course competency on which credit is based,as well as the degree of mastery on which credit will be granted, shall be a localdecision.T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  7. 7. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL7TA #12 Competency Assessment of Student Mastery (2006)State Standards indicate that local districts must have a competencyassessment process and defined competencies in place by the 2008-2009school year. The school approval standards state that local school boardsmay implement competency assessment of student mastery at the highschool level at any time, but it is not required by the state standards until the2008-2009 school year.http://www.education.nh.gov/standards/documents/advisory12.pdfT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  8. 8. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL8Ed 306.38 Family and Consumer Science Education Program(a) Pursuant to Ed 306.26, the local school board shall require that a family andconsumer science education program in each middle school provides:(1) Instructions which emphasizes the use of critical and creative thinking skills toaddress problems as individuals in diverse family, community, and workenvironments;(2) Planned activities designed to promote becoming responsible citizens andleaders in family, community, and work settings;(3) Experiences which develop students’ information-gathering techniques,including, but not limited to:a. Collecting, analyzing, organizing, and presenting information;b. Decision making and problem solving;c. Self-management;d. Communication and conflict resolution; ande. Technological literacy;T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  9. 9. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL9Ed 306.38 Family and Consumer Science Education Program(4) Instruction in both subject matter and process, with an emphasis on breadthrather than depth;(5) Experiences which develop students knowledge and skills in:a. Managing foods and nutrition;b. Consumer and family resource management;c. Interpersonal relationships; andd. Human growth and development; and(6) Systematic instruction and activities designed to enable students to:a. Manage foods and nutrition as follows:b. In the area of consumer and resource management:c. In the area of interpersonal relationships:d. In the area of human growth and development:T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  10. 10. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL10Ed 306.38 Family and Consumer Science Education Program(b) Pursuant to Ed 306.27, the local school board shall require that afamily and consumer science education program in each high schoolprovides:(1) Opportunities for students to develop the knowledge, skills, attitudes, andbehaviors needed for balancing personal, home, family, and work lives;(2) Instruction which emphasizes the development of all individuals intoeffectively literate consumers and managers of resources;(3) Instruction which emphasizes knowledge and skills to promote optimalfood, nutrition, and wellness practices;(4) Opportunities for students to develop an awareness of careeropportunities and to function as leaders in family, community, and worksettings;T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  11. 11. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL11Ed 306.38 Family and Consumer Science Education Program(5) Courses totaling at least 3 credits, of which:a. At least ½ credit is devoted to adult roles and responsibilities covering:1. Personal financial literacy;2. Interpersonal relationships;3. Communications and conflict resolution; and4. Positive adult roles; andb. At least 2 ½ credits are from the following areas of study:1. Career, community, and family relations;2. Consumer and resource management;3. Foods, nutrition, and wellness;4. Hospitality, tourism, and facilities management;5. Housing and textiles; and6. Human growth and development; andT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  12. 12. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL12Ed 306.38 Family and Consumer Science Education Program(6) Systematic instruction and activities designed to enable students to:a. Balance personal, home, family, and work lives;b. Promote optimal nutrition and wellness across the life span;c. Function effectively as providers and consumers of goods and services;d. Manage resources to meet the needs of individuals and families;e. Strengthen the well-being of individuals and families;f. Develop attitudes and habits conductive to career planning, preparation,and success;g. Understand the principles of human growth and development;h. Manage housing, furnishings, clothing, and textiles; andi. Understand the hospitality and tourism industry.T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  13. 13. ED 306MINIMUM STANDARDS FOR SCHOOL APPROVAL13Renewal of Minimum Standards is dueNew Hampshire Standards for School Approval were adopted in 2005through 2013.Standards are due to be updated.Next Generation Learning Initiative in NH.Innovative education is supported.Every indication suggests:• stronger emphasis on competency.• less dependence on course structure.T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  14. 14. BACKWARD DESIGNT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 14IdentifyDesiredResults•What “enduring” understandings are desired?•What should students know, understand, and be able to do?•What is worth understanding?DetermineAcceptableEvidence•How will we know if students have achieved the desired resultsand met the standards?•What will we accept as evidence of student understanding andproficiency?PlanLearningExperiences•What activities will give students experience and practicedemonstrating the acceptable evidence of learning?•What instruction or guidance do they need in order to know or beable to do those things?assessmentstandardsinstructioncompetency
  15. 15. BACKWARD DESIGNT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 15IdentifyDesiredResults•What “enduring” understandings are desired?•What should students know, understand, and be able to do?•What is worth understanding?DetermineAcceptableEvidence•How will we know if students have achieved the desired resultsand met the standards?•What will we accept as evidence of student understanding andproficiency?PlanLearningExperiences•What activities will give students experience and practicedemonstrating the acceptable evidence of learning?•What instruction or guidance do they need in order to know or beable to do those things?assessmentstandardsinstructioncompetencyWeb 2.0 ToolsOnline ResearchProductivity SoftwarePerformance usingDigital and MediaLiteraciesSBAC Online AssessmentOther computer adaptiveassessments
  16. 16. FAMILY & CONSUMER SCIENCESPROCESS FRAMEWORKT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 16• National Standards for Family and Consumer Sciences EducationThe Family and Consumer Sciences EducationNational Standards form a comprehensive structuredesigned to accommodate varying state philosophies(competency-based, conceptual and processperspectives) and multiple issues related to standardsand delivery systems. FACS, like other disciplines, isconcerned with the integration of academic knowledgeand achievement in a contextual approach. The FACSNational Standards allows for both competencies andprocesses to relate to standards in a deliberate effort tolink the two philosophies.
  17. 17. NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 17Reasoning for Action StandardComprehensive StandardContent StandardsCompetenciesAreas of StudyComprehensive StandardContent StandardsCompetenciesProcess QuestionsTypes of ActionsReasoning for ActionComprehensive StandardUse reasoning processes, individually and collaboratively, to takeresponsible action in families, workplaces, and communities.ContentStandardsCompetencies1Evaluatereasoning forself and others.1.1 Analyze different kinds of reasoning (e.g., scientific,practical, interpersonal).1.2 Distinguish between adequate and inadequatereasoning.1.3 Establish criteria for adequate reasoning.1.4 Contrast consequences of adequate and inadequatereasoning for self, others, culture/society, andglobal environment.
  18. 18. NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 18• 16 Areas of Study9. Food Science, Dietetics, Nutrition10. Hospitality, Tourism, Recreation11. Housing, Interior Design12. Human Development13. Interpersonal Relationships14. Nutrition15. Parenting16. Textiles, Fashion, Apparel1. Career, Community and Family2. Consumer & Family Resources3. Consumer Services4. Education & Early Childhood5. Facilities Management6. Family7. Family & Community Service8. Food Production & Service
  19. 19. NATIONAL STANDARDS FORFAMILY & CONSUMER SCIENCES EDUCATIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 19• 4 Process Areas1. Thinking Processes2. Communication Processes3. Leadership Processes4. Management Processes• 3 Types of Actions1. Technical Actions2. Interpretive Actions3. Reflective Actions
  20. 20. PROCESS / ACTION FRAMEWORKT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 20Process Questions FrameworkProcess AreasTypes of ActionTechnicalActionInterpretiveActionReflectiveActionThinkingProcessesQuestions that lead totechnical actions aboutthinking processesQuestions that lead tointerpretive actions aboutthinking processesQuestions that lead toreflective actions aboutthinking processesCommunication ProcessesQuestions that lead totechnical actions aboutcommunicationprocessesQuestions that lead tointerpretive actions aboutcommunicationprocessesQuestions that lead toreflective actions aboutcommunicationprocessesLeadershipProcessesQuestions that lead totechnical actions aboutleadership processesQuestions that lead tointerpretive actions aboutleadership processesQuestions that lead toreflective actions aboutleadership processesManagementProcessesQuestions that lead totechnical actions aboutmanagement processesQuestions that lead tointerpretive actions aboutmanagement processesQuestions that lead toreflective actions aboutmanagement processesFigure 1: Design matrix for process questions in the National Standards for Family andConsumer Sciences Education
  21. 21. NATIONALEDUCATIONAL TECHNOLOGY STANDARDST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 21• International Society for Technology in EducationStudentsTeachers AdministratorsCoachesComputerScienceEducators
  22. 22. ISTE.NETS - ST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 22• National Educational Technology Standards for Students1. Creativity and InnovationStudents demonstrate creative thinking,construct knowledge, and develop innovativeproducts and processes using technology.a. Apply existing knowledge to generate newideas, products, or processesb. Create original works as a means of personalor group expressionc. Use models and simulations to explorecomplex systems and issuesd. Identify trends and forecast possibilities
  23. 23. ISTE.NETS - ST E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 231. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products andprocesses using technology.2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at adistance, to support individual learning and contribute to the learning of others.3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information.4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, andmake informed decisions using appropriate digital tools and resources.5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal andethical behavior.6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.
  24. 24. ISTE.NETS - TT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 24• National Educational Technology Standards for Teachers3. Model Digital Age Work and LearningTeachers exhibit knowledge, skills, and workprocesses representative of an innovativeprofessional in a global and digital society.a. Demonstrate fluency in technology systems and the transferof current knowledge to new technologies and situationsb. Collaborate with students, peers, parents, and communitymembers using digital tools and resources to support studentsuccess and innovationc. Communicate relevant information and ideas effectively tostudents, parents, and peers using a variety of digital agemedia and formatsd. Model and facilitate effective use of current and emergingdigital tools to locate, analyze, evaluate, and use informationresources to support research and learning
  25. 25. ISTE.NETS - TT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 251. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitateexperiences that advance student learning, creativity, and innovation in both face-to-face and virtualenvironments.2. Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporatingcontemporary tools and resources to maximize content learning in context and to develop the knowledge,skills, and attitudes identified in the NETS·S3. Model Digital Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in aglobal and digital society.4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture andexhibit legal and ethical behavior in their professional practices.5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadershipin their school and professional community by promoting and demonstrating the effective use of digitaltools and resources.
  26. 26. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 26International Association for K-12 Online Learning• National Standards for QualityOnline TeachingQuality teaching that integrates technology willfollow the same guidelines as in the NationalStandards for Quality Online Teaching.Good teaching is good teaching!www.inacol.org/resources/publications/national-quality-standards/
  27. 27. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 27National Standards for Quality Online TeachingThe online teacher:• knows the primary concepts and structures of effective online instructionand is able to create learning experiences to enable student success.• understands and is able to use a range of technologies, both existingand emerging, that effectively support student learning andengagement in the online environment.• plans, designs, and incorporates strategies to encourage activelearning, application, interaction, participation, and collaboration inthe online environment.• promotes student success through clear expectations, promptresponses, and regular feedback.
  28. 28. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 28National Standards for Quality Online TeachingThe online teacher:• models, guides, and encourages legal, ethical, and safe behaviorrelated to technology use.• is cognizant of the diversity of student academic needs andincorporates accommodations into the online environment.• demonstrates competencies in creating and implementingassessments in online learning environments in ways that ensurevalidity and reliability of the instruments and procedures.
  29. 29. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 29LoTi – Levels of Teaching InnovationThe Levels of Teaching Innovation (LoTi) Framework was first conceptualized byDr. Chris Moersch in 1994 as a research tool to assess authentic classroomtechnology use. Several iterations later, the original LoTi Framework hastransformed into a conceptual model to measure classroom teachersimplementation of the tenets of digital-age literacy as manifested in the NationalEducational Technology Standards for Teachers (NETS-T).www.loticonnection.com/index.php/more/frameworks
  30. 30. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 30LoTi – Levels of Teaching Innovation• Level 0 = Non-use The use of digital tools and resources in the classroom is non-existent.• Level 1 = Awareness Digital tools and resources are either used by the teacher forclassroom and/or curriculum management tasks or presentations and/or used bystudents as a reward.• Level 2 = Exploration Digital tools and resources are used by students forextension activities, enrichment exercises, or information gathering assignments requiringlower levels of student cognitive processing.• Level 3 = Infusion Digital tools and resources are used by students to carry outteacher-directed tasks that emphasize higher levels of student cognitive processing.
  31. 31. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 31LoTi – Levels of Teaching Innovation• Level 4a = Integration-Mechanical Digital tools and resources are inherent andmotivated by the drive to answer student-generated questions that dictate the content,process, and products embedded in the learning experience. Management, climate, ortechnology may restrict full scale integration.• Level 4b = Integration-Routine Digital tools and resources are inherent andmotivated by the drive to answer student-generated questions that dictate the content,process, and products embedded in the learning experience. No restrictions onintegration.• Level 5 = Expansion The complexity and sophistication of the digital resources andcollaboration tools used in the learning environment are commensurate with the diversity,inventiveness, and spontaneity of the teachers experiential-based approach to teachingand learning and the students level of complex thinking.• Level 6 = Refinement The pervasive use of and access to advanced digital toolsand resources provides a seamless medium for information queries, creative problem-solving, student reflection, and/or product development.
  32. 32. TECHNOLOGY RICH TEACHINGT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 32Next Generation Learning• Personalizing learning A data-driven framework to set goals, assess progress, andensure students receive the academic and developmental supports they need.• Comprehensive systems of learning supports Social, emotional, physical, andcognitive development along a continuum of services to ensure the success of allstudents.• World-class knowledge and skills Achievement goals to sufficiently encompass thecontent knowledge and skills required for success in a globally-oriented world.Performance-based learning Puts students at the center of the learning process byenabling the demonstration of mastery based on high, clear, and commonly-sharedexpectations.• Anytime, everywhere opportunities Constructive learning experiences in all aspects ofa child’s life, through both the geographic and the Internet-connected community.• Authentic student voice The deep engagement of students in directing and owningtheir individual learning and shaping the nature of the education experience among theirpeers.
  33. 33. RESOURCES FOR TEACHERS TECHNOLOGY SKILLS33ISTE NETS www.iste.org/standardsiNACOL Standardswww.inacol.org/resources/publications/national-quality-standards/LoTi Frameworkwww.loticonnection.com/index.php/more/frameworksProject New Media Literacies www.newmedialiteracies.org/Partnership for 21st Century Skills www.p21.org/Partnership for Next Generation Learningwww.ccsso.org/resources/publications/partnership_for_next_generation_learning_overview.htmlCommon Sense Media www.commonsensemedia.org/T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  34. 34. RESOURCES FOR TEACHERS34New Hampshire Educators Online www.nheon.orgOPEN NH Professional Development www.opennh.orgNH Digital Resources Consortium www.nhdrc.orgNH Educational GIS Partnership www.nhedgis.orgNH Frameworks www.education.nh.gov/instruction/curriculumOpen Education Resources www.oercommons.orgThinkfinity www.thinkfinity.orgNational Standards for Family & Consumer Science Educationwww.nasafacs.org/national-standards-home.htmlOffice of Educational Technology www.nheon.org/oetT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S
  35. 35. OPEN DISCUSSIONT E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S 35
  36. 36. 36OFFICE OF EDUCATIONAL TECHNOLOGYContact Informationwww.education.nh.gov www.nheon.org www.opennh.org@Stan FreedaEducational Technology and Online Learning SpecialistNH SBAC Technology Readiness CoordinatorOffice of Educational TechnologyBureau of Accountability and AssessmentNew Hampshire Department of EducationStanley.Freeda@doe.nh.gov 603.271.5132T E A C H I N G T H A T S U P P O R T S T H E N H C O L L E G E A N D C A R E E R R E A D Y S T A N D A R D S

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