Presentation at 2014 WA Library Media Association Conference on Educational Technology, Common Core Standards, and Smarter Balanced Assessments

1. Connecting the Dots
Common Core
Standards/Smarter
Balanced
Assessments
Educational
Technology
Integration
&
Dennis Small, OSPI
WLMA Conference
October 3, 2014

2. What is the role of educational
technology in the CCSS?
Hardware
Digital tools and multimedia, keyboarding,
graphics, spreadsheets, and modeling
Information and visual literacy

3. Some CCSS align deeply with EdTech
Writing
6. Use technology, including
the Internet, to produce
and publish writing and to
interact and collaborate
with others.
9 Use technology, including
the Internet, to produce,
publish, and update
individual or shared
writing products.
GLE 1.2.1
Communicate and
collaborate to learn with
others.
9 – 12
 Communicate information
and ideas effectively to
multiple audiences using a
variety of media and
formats.

4. Technology & Common Core Standards
• Connections between CCSS and Educational
Technology standards
– Goal Three of Washington Basic Education Act
includes educational technology as a foundational
component of student thinking skills
– Crosswalk document and WebApp with deep
alignment with CCSS English Language Arts
4

5. CCSS & Educational Technology
Standards Crosswalk Document
5

6. WebApp: Crosswalk CCSS ELA &
Educational Technology Standards
6
Available at
http://www.k12.wa.us/EdTech/Standards/edtechcoresubjects/
CCSS-Crosswalk.aspx

7. STUDENTS WHO ARE COLLEGE AND CAREER READY IN READING,
WRITING, SPEAKING, LISTENING, AND LANGUAGE…
•Demonstrate independence.
•Build strong content knowledge.
•Respond to the varying demands of audience, task,
purpose, and discipline.
•Comprehend as well as critique.
•Value evidence.
•Use technology and digital media strategically and
capably.
•Come to understand other perspectives and cultures.
7

8. Proficiency with technology allows students to
succeed in college and careers. The Common Core
Standards include basic technology skills to help them
succeed; but in the bigger picture, they call for
students to use technology to help them learn in all
areas.
Whether it be using tools to solve math problems, to
access information, or to promote literacy and
communication skills, technology is part of the
learning solution. It needs to be viewed that way
rather than a separate competency.
8
Common Core Standards & the
role of Technology

9. Students Should be able to:
• Produce and Publish Documents
• Interact and Collaborate
• Communicate Using Web Tools
• Evaluate Information Presented in Different
Media Formats
9

10. ELA Example - GRADE 3
• Craft and Structure
• Production and Distribution of Writing
• Comprehension and Collaboration
1. Use text features and search tools (e.g. key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
2. With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact
and collaborate with others.
3. Recall information from experiences or gather information from print
and digital sources; take brief notes on sources and sort evidence
into provided categories.
4. Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including
visually, quantitatively, and orally.
10

11. ELA Example - GRADE 7
• Integration of Knowledge and Ideas
• Vocabulary Acquisition and Use
• Presentation of Knowledge and Ideas
• Comprehension and Collaboration
• Research to Build and Present Knowledge
• Production and Distribution of Writing
• Text Types and Purposes
1. Compare and contrast a text to an audio, video, or
multimedia version of the text analyzing each medium’s
portrayal of the subject (e.g. how the delivery of a speech
affects the impact of the words).
11

12. GRADE 7 (continued)
2. Consult general and specialized reference materials (e.g.
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
3. Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient
points.
4. Consult general and specialized reference materials (e.g.
dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech the ideas clarify a topic, text, or
issue under study.
5. Use technology, including the Internet, to produce and publish
writing and link to and cite sources as well as to interact and
collaborate with others.
12

13. ELA Example - GRADES 11 & 12
• Production and Distribution of Writing
• Integration of Knowledge and Ideas
• Comprehension and Collaboration
• Research to Build and Present knowledge
• Text Types and Purposes
1. Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing
feedback, including new arguments or information.
2. Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g. quantitative data, video,
multimedia) in order to address a question or solve a problem.
3. Integrate multiple sources of information presented in diverse media
or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
13

14. GRADES 11 & 12 (continued)
4. Gather relevant information from multiple authoritative print and
digital sources, used advanced searches effectively; assess strengths
and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
5. Write informative/explanatory texts to examine and convey complex
ideas, concepts and information clearly and accurately through the
effective selection, organization, and analysis of content. Introduce a
topic; organize complex ideas, concepts, and information so that each
element builds on that which precedes it to create a unified whole;
include formatting (e.g. headings), graphics (e.g. charts and tables),
and multimedia when useful for aiding in comprehension.
14

15. Changing Definition of Literacy
1. New types of media formats require explicit
instruction for use as texts.
2. Development of skills for comprehension are
different for digital media. They require complex
reading strategies.
3. Visual literacy – the ability to “read” graphics and
images – is critical.

16. Changing Definition of Literacy
New types of media formats
require explicit instruction
for use as texts.

17. How do you read this?

18. Or
this?

19. What about these?

20. What about a wiki?

21. Or video?

22. Changing Definition of Literacy
Development of skills for
comprehension are different
for digital media. They require
complex reading strategies.

23. Existing Knowledge Sources
Additional requirements
for online text
Skilled readers also draw on
their existing knowledge of
a. informational website
structures
b. web-based search engines
Required for online
and offline reading
Skilled readers draw on their
existing knowledge of
a. topic
b. printed informational
text structures
Source: Coiro and Dobler, 2007

24. Inferential Reasoning Strategies
Additional requirements
for online text
Also characterized by
a. high incidence of forward
inferential reasoning
b. multilayered reading
processes across 3D
Internet spaces
Required for online
and offline reading
Informed by a reader’s use of
a. literal matching skills
b. structural cues
c. context cues
Source: Coiro and Dobler, 2007

25. Self-regulated Reading Processes
Additional requirements
for online text
Also occur as
a. cognitive reading
strategies intertwined
with physical reading
actions
b. rapid information-seeking
cycles within extremely
short text passages
Required for online
and offline reading
Occur as
a. independent fix-up
strategies for
comprehension
monitoring and repair
b. connected components
of a larger strategic
reading process
Source: Coiro and Dobler, 2007

26. 1. Identify important
questions
2. Locate information
3. Analyze information
4. Synthesize information
5. Communicate information
Source: Leu, et al. (2007)
Washington Educational
Technology Standards
1.3.1: Identify…significant
questions
1.3.2: Locate and organize
information
1.3.3 Analyze and synthesize
information…and report
results
Skills for Reading
Comprehension Online

27. Changing Definition of Literacy
Visual literacy – the ability to
read and construct graphics
and images – is critical.

28. Student Readiness for Smarter Balanced
• Ensure students have at least two opportunities at
school for guided practice with assessment tools
and question types
• Use sample performance tasks (and eventually
formative tools and released items) to give students
experience with math and ELA performance tasks
• Provide student keyboarding/data input
opportunities in grades K-2 to ensure readiness for
grade 3 online assessments

29. Student Readiness (continued)
• Provide additional keyboarding opportunities for
grades 3-6 to ensure readiness for SBAC writing
tasks
• Partner with libraries and community organizations
to promote equity of access to technology for
students outside of school time
• Consider loaning machines or providing useable
surplus machines to needy students
• K-2 checklist – Educational Technology

30. K-2 Checklist – Educational Technology

31. Performance Tasks: What is the
expectation for students?
Sample targets for grades 6-8
Combine to
form a Claim

32. Scoring Rubric: What is the
expectation for students?
Scoring

33. Dennis Small, Dennis.Small@k12.wa.us
(360) 725-6384
Visit Us
http://www.k12.wa.us/EdTech/