Ben Smith and Jared Mader are educators who advocate for integrating technology with Common Core standards to improve student learning. They discuss how technology can make work easier, help students learn better, and prepare them for 21st century jobs. The 1998 NETS standards outline what students should know and be able to do with technology. The presenters provide tools and examples for mapping NETS performance indicators to Common Core standards to design technology-integrated learning activities at different cognitive levels. Supporting effective integration requires professional development, modeling, budgeting, and redefining teacher observations to focus on student-centered learning.

1. Common Core Standards + NETS
=
Better Learning
Ben Smith and Jared Mader
www.edtechinnovators.com
Red Lion Area School District
Wednesday, January 16, 2013

2. About Us
Ben Smith:
» Physics Teacher
» K-12 Science Coordinator
» Technology Resource Teacher
» Keystone Technology
Integrator
» STAR Discovery Educator
» ISTE Board of Directors
» ISTE Faculty
Jared Mader:
» Director of Technology
» Former Chemistry Teacher
» Technology Staff Development
Trainer
» Keystone Technology
Integrator
» M.Ed Instructional Technology
» STAR Discovery Educator
» ISTE Consultant/Faculty

3. Our Website
www.edtechinnovators.com

4.  Make work easier - productivity
» Typing, calculating, recording information
 Help students learn better
» Visualization, reading
 Prepare students for 21st century jobs
» Communicate
» Collaborate
» Be Creative
» Solve Problems
Image from http://www.21stcenturyskills.org/
Why Use Technology?

5. 21st Century Learning

7. 1998 NETS

8. “What students should know and be able to do to learn effectively and
live productively in an increasingly digital world ...”
ISTE: NETS-S: www.iste.org/nets

9. Performance Indicators

10. Student K-U-D…
Know Understand Do

11. Know Understand Do
Student K-U-D…

12. Knowing CONTENT is NOT enough
• Students must be able to
• Construct new understandings
• Solve problems
• Make decisions
• Communicate and express themselves
• Understand complex issues
• Work collaboratively
• Set goals and work to a timeline
• Make ethical choices

13. Student K-U-D…
Know Understand Do

14. Success in the Digital Age
Marc Prensky - Digital Natives, Digital Immigrants - See Article
http://www.iste.org/learn/iste-toolkit.aspx

15. Authentic Learning
http://www.metiri.com/Solutions/RangeOfUse.htm
model
promote
ensure
provide

16. Understanding the Structure

17. Essential Elements
 The essence of the Common Core lies
within the Practices
» Observable

18. Crosswalking

19. Prioritizing
Essential
• Vital to K-U-D
Important
• Supports Essential
Compact
• Prior Knowledge/
Not Essential

20. The NETS as a Lens

21. Combing

22. Mapping to the NETS

23. Focus Point

24. Targeting our Maps

25. Is IT integration?

26. A Taxonomy for Integrating Technology
Increasing Levels of Cognition
Curriculum mastery deepens
Increasing Complexity of Technology Skills
Technology choices become autonomous

28. Observing
Students are passive spectators of the technology

29. Incorporating
Students are leveraging technology
to increase productivity

30. Producing
Students create a product with
a single technology

31. Exploring
Students engage in discovery learning
prior to formal instruction

32. Collaborating
Students interact with peers, instructors,
and outside resources

33. Applying
Students are guided to combine
and integrate technologies

34. Creating
Students are making sound choices about the appropriate
synthesis of content and technology into a final product

35. Tools for Integration

36. 10,000’ View

37. Example

38. Example
 Common Core Standard
» Conduct short as well as more
sustained research projects to
answer a question (including a
self-generated question) or solve
a problem; narrow or broaden the
inquiry when appropriate;
synthesize multiple sources on the
subject, demonstrating
understanding of the subject
under investigation.

39. Example

40. Performance Indicators

41. Example
 Performance Indicator
» Students demonstrate creative
thinking, construct knowledge,
and develop innovative products
and processes using technology.
• Performance Indicator
• Students interact, collaborate, and publish
with peers, experts, or others employing a
variety of digital environments and media.
• Performance Indicator
• Students
locate, organize, analyze, evaluate, synthesi
ze, and ethically use information from a
variety of sources and media.

42. Example

43. Need for PD…

44. Example
 Moving back to the
curriculum planning
document, we see
that the designing
creative activities
tool informs the
curriculum
template…

45. Example
 Using our taxonomy
tool, determine the
cognitive level to
which students will
be engaged in the
activity.

46. Creating the Activities

47. Creating rubrics

48. Curricular Planning Guide
for Technology Integration
Increasing Levels of Cognition
Curriculum mastery deepens
Increasing Complexity of Technology Skills
Technology choices become autonomous
Activity 1
Technologies
Learned
Directions
In each activity box, list
the approximate date and
give a brief description of
the activity.
In the box below, list the
technologies that
students should master
Activity 2
Technologies
Learned
Activity 3
Technologies
Learned
Activity 4
Technologies
Learned
Activity 5
Technologies
Learned
Activity 6
Technologies
Learned
Activity 7
Technologies
Learned
Yearlong Planning

49. Support
 Professional Development
 Modeling
 Budgeting and Sustaining
 Redefine Observation

50. Motivation
 Evaluation
 Engagement
 Evidence-based Research

51. Required Reading:NETS-A available through www.iste.org

52. Visionary Leadership
Image from http://www.501c3.org/blog/

53. Questions
 Email:
 jared@edtechinnovators.com
 @rlmaderj
 ben@edtechinnovators.com
 @edtechben
 Website Resources:
www.edtechinnovators.com