The document discusses how students in Shelby County Schools use technology tools. It describes how students use productivity and communication tools to collaborate, publish work, and interact with others. It also explains how students use research tools to locate, evaluate, and collect information from various sources. The document indicates that the SCS technology plan needs to align with the national technology plan by including examples of individual and collaborative learning with technology like online collaboratories, augmented reality platforms, and sites that publish academic content.

1. Technology
Produc5vity
Tools
•
Students
use
Students
use
•
technology
produc5vity
tools
to
tools
to
collaborate
in
enhance
construc5ng
learning,
technology-­‐enhanced
increase
models,
prepare
produc5vity,
publica5ons,
and
and
promote
produce
other
crea5ve
crea5vity.
works
(SCS
Tech
Plan,
2010-­‐2014,
p.
58).

2. •
Students
Technology
Communica5ons
Tools
use
a
variety
•
Students
nd
of
media
a
use
tele-­‐ to
formats
communica5ons
communicate
to
collaborate,
informa5on
and
publish,
and
ideas
effec5vely
to
interact
with
mul5ple
audiences
peers,
experts,
(SCS
Tech
Plan,
and
other
2010-­‐2014,
audiences.
p.
57).

3.
Technology
research
tools
•
Students
use
•
Students
use
evaluate
and
technology
to
locate,
technology
n
the
.
.
.
based
o tools
select
new
evaluate,
and
collect
to
process
data
appropriateness
informa5on,
informa5on
from
a
and
report
the
.
for
specific
asks
resources,
ources
variety
of
sand
results.
technological
(SCS
Tech
Plan,
informa5on
.
.
.
2010-­‐2014,
p.
7).

5. Where
does
SCS
need
to
go,
in
order
to
align
the
SCS'
technology
plan
with
the
na8onal
plan?
Specific
examples
of
individual
and
collabora8ve
learning
with
technology
include
the
following:
• Inquiry
and
adventure
environments
with
games
and
ac8vi8es
that
foster
learning.
• Online
“collaboratories”
(Na8onal
Science
Founda8on
2008a)
in
which
scien8sts
establish
protocols
for
collec8ng
data
with
sensors
from
local
environments
across
the
planet.
Learners
and
teachers
learn
science
by
doing
science
as
they
capture,
upload,
and
then
visualize
and
analyze
geospa8al
and
temporal
data
paPerns
from
the
data
contributed
by
the
globally
networked
community
(etcjournal.com,
n.d.,
p.
18).

6. • Earth-­‐
and
sky-­‐mapping
Web
resources
with
data
from
the
sciences
and
other
fields
of
scholarly
inquiry
that
anyone
can
use
to
develop
virtual
travel
tours
to
be
applied
in
learning
and
teaching
ac8vi8es.
• Augmented
reality
plaWorms
and
games
that
bring
locally
relevant
learning
resources
into
view
for
users
of
mobile
devices
with
a
GPS
(Johnson,
et
al.
2010).
• Use
of
the
power
of
collec8ve
intelligence
and
crowd-­‐sourcing
to
tackle
complex
interdisciplinary
problems.
• Powerful
learning
applica8ons
for
mobile
Internet
access
devices,
such
as
musical
instrument
simulators,
language-­‐learning
tools,
and
mathema8cal
games.
• Sites
and
communi8es
that
publish
academic
content,
including
user-­‐
generated
content.
One
notable
example
is
the
videotaped
lectures
of
MIT
physics
professor
Walter
Lewin,
available
on
MIT’s
Open
Course
Ware
site
as
well
as
through
commercial
courseware
and
video-­‐sharing
sites.
Lewin’s
engaging
and
entertaining
lectures
have
earned
him
a
following
of
millions
worldwide
(etcjournal.com,
n.d.,
p.
18).

7. References
• Etcjournal.com.
(n.d.)
A
Glimpse
at
the
2010
Na1onal
Educa1on
Technology
Plan.
Retrieved
on
May
15,
2011,
from
hPp://etcjournal.files.wordpress.com/2010/11/netp2010.pdf
• Iste.net.
(n.d.)
Essen1al
condi1ons:
Necessary
condi1ons
to
effec1vely
leverage
technology
for
learning.
Interna8onal
Society
for
Technology
in
Educa8on.
Retrieved
on
May
15,
2011,
from
hPp://www.iste.org/standards/nets-­‐for-­‐students/nets-­‐for-­‐students-­‐essen8al-­‐condi8ons.aspx
• Johnson,
L.,
A.
Levine,
R.
Smith,
and
S.
Stone.
2010.
The
2010
horizon
report.
Aus1n,
TX:
The
New
Media
Consor1um.
• Na8onal
Science
Founda8on.
2008a.
Beyond
being
there:
A
blueprint
for
advancing
the
design,
development,
and
evalua1on
of
virtual
organiza1ons.
Final
report
from
Workshops
on
Building
Virtual
Organiza1ons.
Arlington,
VA:
NSF.
• Shelby
County
Schools
Technology
Plan
(2011-­‐2014).
Retrieved
from
hPp://www.scsk12.org/SCS/departments/Instruc8onal-­‐Technology.html

8. References
• Etcjournal.com.
(n.d.)
A
Glimpse
at
the
2010
Na1onal
Educa1on
Technology
Plan.
Retrieved
on
May
15,
2011,
from
hPp://etcjournal.files.wordpress.com/2010/11/netp2010.pdf
• Iste.net.
(n.d.)
Essen1al
condi1ons:
Necessary
condi1ons
to
effec1vely
leverage
technology
for
learning.
Interna8onal
Society
for
Technology
in
Educa8on.
Retrieved
on
May
15,
2011,
from
hPp://www.iste.org/standards/nets-­‐for-­‐students/nets-­‐for-­‐students-­‐essen8al-­‐condi8ons.aspx
• Johnson,
L.,
A.
Levine,
R.
Smith,
and
S.
Stone.
2010.
The
2010
horizon
report.
Aus1n,
TX:
The
New
Media
Consor1um.
• Na8onal
Science
Founda8on.
2008a.
Beyond
being
there:
A
blueprint
for
advancing
the
design,
development,
and
evalua1on
of
virtual
organiza1ons.
Final
report
from
Workshops
on
Building
Virtual
Organiza1ons.
Arlington,
VA:
NSF.
• Shelby
County
Schools
Technology
Plan
(2011-­‐2014).
Retrieved
from
hPp://www.scsk12.org/SCS/departments/Instruc8onal-­‐Technology.html