Technology+Expectations

Some technology integration experiences are described below. These are suggestions for incorporation into the content maps, but the overall content at each grade level should be balanced to incorporate the scope of what is below.

Use a graphing program to display results of the survey data, and write an explanation of the process and results. ||
 * Grade 3**
 * Math || Take a survey
 * ELA || Create a class literary publication. This might be online, in the form of a blog, or might be a word processed print edition. Share the publication with another class and cross-comment. (KDT Partners perhaps, or e-pals) ||
 * SS || Use various sources, print and online, to gather information for an annotated timeline of events in individuals lives, or of historical incidents. Use Timeliner or online software to produce a timeline for display. OR Create a concept map with Kidspiration on landforms or Word process info on a topic related to Africa. ||
 * Science || Create a multimedia presentation to summarize and communicate the results of observations. ||

Transfer photos to create a group slideshow presentation to explaining geometry concepts, each student or pair responsible for 1-2 slides. || http://www.cqsb.qc.ca/svs/434/wqintro.htm http://www.fmschools.org/enders-road.cfm?subpage=5078 http://www.shenet.org/arongen/ryoung/IroquoisWebQuest/ryiroquoiswebquest.htm || E.G. Identify factors that affect plants and animals in a specific habitat and research the effects on plants and animals of the loss of their natural habitat. -.Build a concept map to understand a complex problem. E.G. Illustrate each of the three states of matter and how changes among them are interrelated. - Appropriately organize observations and data into tables, charts and graphs for interpretation of interconnections. E.G. Display data gathered in a population-simulation exercise, using a labeled graph; classify species of insects in the neighborhood according to habitat, using a chart or table. ||
 * Grade 4**
 * Math || Use digital cameras to photograph representations of geometry concepts from surroundings.
 * ELA || Research a topic using at least two online sources. Evaluate credibility of sources. Use concept mapping software (Kidspiration) to organize information. Produce a word-processed report or information rich poster to share information. ||
 * SS || Participate in a Webquest in conjunction with your study of Haudenoshaunee people, using the webquest to scaffold and focus research. Suggestions:
 * Science || - Apply a variety of age-appropriate strategies to address real-life issues.


 * 5th**
 * 1) **Multimedia**- Create a presentation using multimedia software (Powerpoint) that incorporates, graphics and visual images to document a process or concept to present a __group project__/knowledge product. (esp. Social Studies) Students learn that Powerpoint is used to enhance an oral presentation
 * 2) **Concept Mapping** of Content or a Process using Kidspiration or Inspiration (any content area, ELA prewriting)
 * 3) **Use Word processing** to prepare a document such as a report or brochure. Focus skills: keyboarding, font, size, copy, paste, insert image, save (as), network folder
 * 4) **Media Literacy/ Website Evaluation**: select appropriate strategies to navigate and access information for research and resource sharing (directories, keywords); begin citing sources; evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (esp. Social Studies and science)
 * 5) **Collaborate with others** in a facilitated manner: group email, video chat with peers in another school or an expert (any content area)
 * 6) **Gather and analyze data** using Excel as a group, or employing a document template (esp. Math and Science)


 * 6th**
 * 1) **Multimedia**- Create group videos documenting school, community, or local events using still images and video (iMovie, PhotoStory)
 * 2) **Concept Mapping** of Content or Process using Inspiration (planning group work, science labs, etc.)
 * 3) **Use Word processing** to compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).
 * 4) **Media Literacy/ Website Evaluation**: select appropriate strategies to navigate and access information for research and resource sharing (databases, directories, keywords); learn to properly cite sources;students debunk an urban legend or hoax being spread through email or other account. (snopes.com, etc.), gain familiarity with different search engines and recognize not all are the same, recognize the parts of a URL and what information can be used from this
 * 5) **Collaborate with others** using Blackboard, email, video chat or video conference to accomplish a learning objective
 * 6) **Gather and analyze data** Modify/create and use spreadsheets to calculate and graph data to incorporate into content area projects (e.g., word processing, multimedia, webpages) and/or to solve problems, make decisions, support, and display findings in content areas projects.


 * 7th**
 * 1) **Multimedia** - • Interview various individuals and create a digital biography to share with others, Listen to podcasts to gather and locate information
 * 2) **Concept Mapping, Modeling or Simulation** - Participate in science simulations (e.g., body systems, online math manipulatives, science simulations or robotics)
 * 3) **Use Wordprocessing** - Debate a topic using online tools (e.g., blogs, wikis)**,** Comment on a writing project using online tools (e.g., a blog).
 * 4) **Digital Citizenship/Media Literacy**: Explain how copyright law protects an author’s original work, Understand passwords, privacy and anonymity and recognize spam, phishing, 419 fraud and identity theft, Use online global newspapers to compare point of view or bias of the same event, • Use digital note cards, bookmarking or online storage resources when conducting research
 * 5) **Collaborate** **with others** - Discuss a cultural or environmental topic with a class in a different city, state or country using conferencing software.
 * 6) **Gather and analyze data -** Develop an online survey to collect and analyze data and create a simple electronic chart or graph from results

> use probes in science labs, use Rubristar.com to generate rubrics for the evaluation of multimedia literature projects, use digital video
 * 8th**
 * 1) **Multimedia** - Students find a "story" that needs to be told; they will independently write the story, and will publish the story as a podcast, a movie or a photo essay, with the objective of persuading others that the story is worthy of hearing. Alternate, create Jeopardy style games related to content in any area.
 * 2) **Concept Mapping, Modeling or Simulation** - use virtual manipulatives (math and science)
 * 3) **Use Wordprocessing** Use electronic tools to peer edit, ie with Google Docs or Word, perhaps a technology hazards research report (hearing loss, radiation, heat, fire, carpal tunnel) in health class.
 * 4) **Media Literacy/ Website Evaluation**: Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content using the following criteria when possible: accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources, learn and practice effective Web searches,
 * 5) **Collaborate** **with others** - participate in a Blackboard collaboration with social studies, which will be graded on content and quality of writing, OR use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners (wiki, blog, podcast)
 * 6) **Gather and analyze data** - use surveys, possibly online (survey monkey or Zoomerang) with assistance from adults to collect data from a sampling including external sources, this could be a survey administered amongst middle school graduates and their hopes and fears realating to transition to ninth grade.
 * 9th**
 * 1) **Multimedia** - use audio editing software (GarageBand) to create a podcast of a talk show that addresses a critical issue which may relate to a novel being read (gender bias in Of Mice and Men) or a global issue relating to a science exploration (global warming).
 * 2) **Concept Mapping -** use web or diagramming software to visually depict how two or more seemingly separate systems affect one another. This may be helpful while working to understand or challenge stereotypes and assumptions. Students record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizer, outlining, note taking)
 * 3) **Publishing software** - create media messages (posters, brochures, websites, or blogs) including digital images from cameras and scanners, to inform and educate. These could be curriculum embedded or in health class pertaining to digital citizenship: advocate and practice safe legal, and responsible use of information and technology (cell phones, texting, IM, cyberbullying, and other drawbacks of technology)
 * 4) **Media Literacy/ Website Evaluation**: utilize technical strategies for determining credibility including topics such as authority, accuracy, objectivity, currency and coverage, AND model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources.
 * 5) **Collaborate** **with others** - utilize a blog as a tool to engage in conversation with learners from a different culture or another location,
 * 6) **Gather and analyze data** - use multiple sheets within a workbook, use spreadsheet to organize and calculate data and produce a completed spreadsheet accompanied by a chart or graph.


 * 10th**
 * 1) **Multimedia** - Enhance a presentation by adding images, video and audio files
 * 2) **Concept Mapping, Modeling or Simulation** - Participate in an online simulation (e.g., students act as reporters breaking a story on a mysterious outbreak of illness in an elementary school; Be A Reporter Game by NewsU.org).
 * 3) **Use Wordprocessing** Participate in a world-wide writing workshop which has students writing, editing and publishing stories on a wiki and then publishing to a blog, Share documents to collaborate and peer-edit short stories and expository writing.
 * 4) **Digital Citizenship/Media Literacy**: Compare and contrast information found about the same global issue from different databases and analyze bias and fairness to the topic, Practice extracting portions of sources from teacher-provided articles in accordance with copyright law, Identify and analyze websites with opposing points of view.
 * 5) **Collaborate** **with others** - Engage in a discussion board pertinent to a current global event.
 * 6) **Gather and analyze data** - Analyze survey data, report information and display the data in a variety of ways to support conclusions, Identify patterns and correlations of data to build understanding and recognize relationships between common and uncommon elements.


 * ISTE NETS Standards for Students**
 * //"What students should know and be able to do to learn effectively//** //**and** ** live productively in an increasingly digital world …” **//
 * **Creativity and Innovation**
 * **Communication and Collaboration**
 * **Research and Information Fluency**
 * **Critical Thinking, Problem Solving, and Decision Making**
 * **Digital Citizenship**
 * **Technology Operations and Concepts**

[|2007 Student Standards] [|Student Profiles] "A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. The profiles highlight a few important types of learning activities in which students might engage as the new NETS•S are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided."

[|Click here to visit the ICT Literacy Maps] "In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century."
 * Partnership For 21st Century Skills**

A PDF file from Technology & Learning that outlines What Students Need to Know and How to Measure It -
 * 21st Century Learning and Assessment**

[|The Technology Integration Matrix] (TIM) shows the diferent levels of technology integration into the curriculum. You can watch short video clips which show real classroom integration at different levels (Entry, Adoption, Adfaptation,Infusion and Transformation) within different learning environments (Active, Collaborative, Constructive, Authentic and Goal Directed).
 * Technology Integration Matrix**

[|Search and view resources] aligned to NYS Standards from Thinkfinity and partners.
 * Find a Resource Aligned to NY Standards**

[|Educational Technology's relationship] to other content standards with grade level expectations and performance expectations.
 * State of Washington**

[|View the Best Practices] Welcome to the Best Practices of Technology Integration in Michigan Site. This site is sponsored by the Michigan Association of Intermediate School Administrators, the REMC Association of Michigan, and the Great Lakes Educational Network (Glen).The lesson plans that you will find here have been written by practicing teachers and have been "kid tested" to work in the classroom. All of these lessons have been aligned with the Michigan Framework Document. We hope you find these lessons helpful. They are examples of how technology can be used as a valuable tool in your classroom. Please feel free to try or adapt any of these lessons in your classroom
 * Best Practices of Technology Integration in Michigan**