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Alabama State Department of EducationTechnology Initiatives

Technology in MotionTeacher Training

Alabama State Department of EducationTechnology Initiatives

Technology in MotionTeacher Training

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Enhances Students’ Ability to:

• Make Informed Decisions• Deal Intelligently with Local and Global

Problems• Compete in the 21st Century World Economy

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• The State Board of Education … shall prescribe the minimum contents of courses of study for all public, elementary, and high schools in the state… (Code of Alabama, 1975, §16-35-4 and §16-6b-2f)

• … the county (city) superintendent of education shall prescribe courses of study for schools of the county (city) and submit for approval and adoption by the county (city) board of education…Printed copies shall be supplied to every teacher and interested citizen. (Code of Alabama, 1975, §16-9-21and §16-12-9)

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• Standards apply to all students.• Standards are not repeated.• Standards are clear and measurable at the state

level.• Mastery is expected at each grade cluster.• Content standards are fewer in number.• Bullets are related content that must be taught.

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Three Goals for Educational Technology Addressed by NCLB:

Use technology to improve the academic achievement of students in elementary and secondary schools.

Ensure that every student—regardless of race, ethnicity, gender, family income, geographic location, or disability—is technologically literate by the end of the eighth grade. Encourage the effective integration of technology with teacher training and curriculum development to establish widely implemented, research-based best practices.

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A course of study is a curriculum document:• Containing the Minimum Required Content of

a Subject Area for All Alabama Public Schools.

• Specifying What Students Should Know and be Able to Do at the end of each grade cluster.

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A Content Standard:

● Is Foundational ● Defines Content ● Is Developmentally Appropriate ● Is Reasonable ● Is Clearly Written ● Is Measurable

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Content standards: • Define what students should know and be able to

do at the conclusion of a course or grade.• Identify minimum required content.Bullets: • Contain additional related and required content.Examples: • Clarify certain components of content standards

or bullets. • Are illustrative but not exhaustive.

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Content Standard

Bullet

Use digital tools to access and retrieve information.

Examples: online libraries, multimedia dictionaries, search engines, directories• Evaluating accuracy of digital

content.Examples: determining fact versus

fiction. (K-2, Standard 7)

Examples

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2002 Course of Study 2008 Course of Study

Composition of a Content Standard:

Stem—contains minimum required content to be mastered at the end of a grade level, cluster, or course

Bullet (as needed)—additional minimum required content that provides further specificity for the content standard that it follows

Example (as needed)—clarifies the content standard that it follows

Composition of Minimum Required Content:Content Standard—statement that defines what students should know and be able to do at the conclusion of a course, cluster, or grade

Bullet (as needed)—denotes content that is related to the standard and required for instruction; identifies additional minimum required content

Example (as needed)—clarifies certain components of a content standard or bullet; illustrative but not exhaustive

Repetition of Content:Occurs Throughout Standards in Clusters K-12

Repetition of Content:Does Not Occur in Standards From Cluster to Cluster

132002 2008

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2002 Course of Study 2008 Course of Study

Goal for Technology Literacy Fluency

Number of StandardsK-2 cluster=169-12 cluster=38

K-2 cluster=109-12 cluster=17

MeasurabilityContent Standards Broad and

Difficult to AssessContent Standards Clear and

Assessable

Rigor Appropriate for the timeIncreased to be appropriate for 21st

Century Society Demands

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2002 Content/Organizational Strands:2008 Content/Organizational

Strands:

Basic Operations and Concepts Technology Operations & Concepts

Social, Ethical, and Human Issues Digital Citizenship

Technology Productivity Tools Creativity and Innovation

Technology Communications Tools Communication and Collaboration

Technology Research Tools Research and Information Fluency

Technology Problem-Solving and Decision-Making Tools

Critical Thinking, Problem Solving, and Decision Making

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• Cyber Safety• Global Awareness• Integration of Technology• Professional Development• Equitable Access• Local Waivers for the Computer

Applications Course• Assessment• Keyboard Utilization

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•Cyber safety standards are a part of every grade cluster.

•Standards cover protection of personal information and avoidance of online predators and cyber bullying.

•LEAs are encouraged to establish and strictly enforce guidelines for Internet use by students.

•Cyber safety taught as an integral part of using technology leads to optimal learning.

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•Students will need technology skills to compete in the global marketplace for jobs.

•Technology Fluency, the goal of this Course of Study, allows the student to adjust to the rapidly changing global society.

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•Technology Fluency necessitates the seamless integration of technology and 21st century skills throughout the curricula.

•Becomes the means for students to locate, assemble, and apply relevant information and to make connections with essential knowledge.

• Allows for the extension of learning beyond the classroom to the global community.

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•The teaching of these technology standards require well-trained, highly-qualified classroom teachers.

•These technology standards are best conveyed to students by teachers that model the skills in their work.

• Local schools should provide professional development opportunities to help teachers develop the strong technological foundations necessary to be good role models.

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•Technology offers powerful opportunities for reaching, motivating and teaching all students in all grades.

•Regardless of background or ability, all students deserve an opportunity to become technologically fluent.

•Frequent and reliable access to current and emerging technologies and digital sources should be provided for ALL students in Alabama.

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• LEAs may waive the required Computer Applications course for students if competencies outlined in the course are demonstrated to qualified staff.

• If LEAs choose to waive the Computer Applications course, the LEAs should design and implement effective tools for assessing students proficiency.

• A comprehensive portfolio of digital works may provide a meaningful assessment of these competencies.

• The demands of technology suggest that LEAs offer higher-level technology courses for students demonstrating competencies outlined in the Computer Applications course.

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• Twenty-first century skills are not adequately measured using twentieth-century assessments such as paper and pencil.

• Technology skills are inherently performance skills and must be evaluated through project- or problem-based assessments (digital portfolio format).

• Students need not just demonstrate technology fluency through performance to meet high school graduation requirements, but also learn how to apply knowledge and skills to problem solving. (Prepared for tomorrow’s workforce)

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http://www.bbc.co.uk/schools/typing/

•Keyboarding skills are introduced in Grades K-2 and proficiency is demonstrated by the completion of Grade 8.

•Keyboarding includes but is not limited to the traditional keyboard. New technologies such as handheld computing devices require new keyboarding skills.

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• Grades K-2

• Grades 3-5

• Grades 6-8

• Grades 9-12

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K

To

2

1. Identify basic parts of various technology systems.

2. Identify applications and operations of various technology systems.

3. Demonstrate correct posture and finger placement while using a technology system.

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To

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1. Use input and output devices of technology systems.

2. Use various technology applications, including word processing and multimedia software.

3.Identify common hardware and software problems.

4.Identify various operating systems of technology devices

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To

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1. Appraise technology systems to determine software and hardware compatibility.

2. Publish digital products that communicate curriculum concepts.

3. Explain how network systems are connected and used.

4. Determine basic troubleshooting strategies to correct common hardware and software problems.

Technology

systems are

much

broader than

before..not

just computers.

Soon 2008 Links!

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K

To

2

4. Identify safe use of technology systems and applications.

5. Practice responsible use of technology systems and applications.

6. Identify uses of technology systems in daily living.

3

To

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5. Practice safe use of technology systems and applications.

6. Describe social and ethical behaviors related to technology use.

7. Explain the influence of technology on society.

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To

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8. Identify safe uses of social networking and electronic communication.

9. Practice responsible and legal use of technology systems and digital content.

10. Describe advances in technology and the effects of each on the workplace and society.

Don’t

forget your

Social

Studies

Teachers

with this

one!

Tip

Soon 2008 Links!

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K

To

2

7. Use digital tools to access and retrieve information.

3

To

5

8. Collect information from a variety of digital sources.

9. Use technology tools to organize, interpret, and display data.

6

To

8

11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Don’t forget

your Library

Media

Specialist

with this one!

Tip

Soon 2008 Links!

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K

To

2

8. Use digital environments to exchange ideas with individuals or groups.

3

To

5

10. Use digital environments to collaborate and communicate.

6

To

8

12. Use digital tools to communicate and collaborate at all levels from interpersonal to global.

Soon 2008 Links!http://www.edutopia.org/key-largo-school

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K

To

2

9. Identify digital tools used for problem solving.

3

To

5

11. Use digital tools to analyze authentic problems.

6

To

8

13. Use digital tools to formulate solutions to authentic problems.

Soon 2008 Links!

http://www.edutopia.org/school-environmental-studies

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K

To

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10. Design original works using digital tools.

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To

5

12. Create a product using digital tools.

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To

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14. Use digital tools to generate new ideas, products, or processes.

Music, Art,

Literature,

Computer

programming

would fit

here!

Soon 2008 Links!

http://www.edutopia.org/learning-design

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9

To

12

1. Explain data encryption procedures.

2. Diagnose hardware and software problems.

3. Demonstrate advanced technology skills, including compressing, converting, importing, exporting, and backing up files..

4. Utilize advanced features of word processing software, including outlining, tracking changes, hyperlinking, and mail merging.

5. Utilize advanced features of spreadsheet software, including creating charts and graphs, sorting and filtering data, creating formulas, and applying functions.

6. Utilize advanced features of multimedia software, including image, video and, audio editing.

7. Utilize advanced features of database software, including sorting, filtering, querying, merging data, and creating reports.

8. Practice safe uses of social networking and electronic communication.

Soon 2008 Links!

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9. Practice ethical and legal use of technology systems and digital content.

10. Analyze capabilities and limitations of current and emerging technologies.

11. Critique digital content for validity, accuracy, bias, currency, and relevance.

12. Use digital tools to publish curriculum-related content.

13. Demonstrate collaborative skills using curriculum-related content in digital environments.

14. Use digital tools to defend solutions to authentic problems.

15. Forecast technology innovations based on trends.

16. Create a product that integrates information from multiple software applications.

17. Create an interactive digital product using programming logic.

http://www.edutopia.org/animating-dreams

Grades 9-12 Standards

Soon 2008 Links!

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Kindergarten- Second Grade Identify safe use of technology systems and

applications.Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites

(Digital Citizenship- Content Standard 4, page 8)

Third Grade-Fifth Grade

Practice safe use of technology systems and applications

Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites

(Digital Citizenship- Content Standard 5, Page 11)

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Sixth Grade-Eighth Grade

Identify safe uses of social networking and electronic communication.

• Recognizing dangers of online predators• Protecting personal information online(Digital Citizenship- Content Standard 8, page 14)

Computer Applications

Practice ethical and legal use of technology systems and digital content.

• Explaining consequences of illegal and unethical use of technology systems and digital content• Examples: cyber bullying, plagiarism• Interpreting copyright laws and policies with regard to ownership and use of digital content• Citing sources of digital content using a style manual Examples: Modern Language Association (MLA), American Psychological Association (APA)

(Digital Citizenship- Content Standard 9, page 17)

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• Students should show progress toward mastery of technology skills with grade-by-grade progress.

• Mastery of all standards within a grade cluster are mandatory.

• No Child Left Behind legislation requires basic competency skills by the end of the Eighth Grade.

• Paper and Pencil Test are not adequate for the performance based skills required for achieving Technology Fluency.

• Digital portfolios with project- or problem-based assessments are proper methods of judging the progress of the student toward Fluency.

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2007-2008 ALABAMA COURSE OF STUDY: TECHNOLOGY EDUCATION REVISIONS AND ADOPTION

Step 1:

2009-2010 STATE TEXTBOOK COMMITTEE MEETS & ADOPTSStep 3:

2008-2009 LOCAL SYSTEMS DESIGN CURRICULAStep 2:

Spring 2010 LOCAL TEXTBOOK ADOPTION Step 4:

2008-2009

OPTIONAL IMPLEMENTATION

2009-2010

PROPOSED FULL IMPLEMENTATION

Step 5:

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• Content standards and related content included in bullets in this document are minimum and required.

• Examples are fundamental and specific but not exhaustive.

• In developing local curriculum, school systems may include: Additional Content Standards to Reflect Local Philosophies Implementation Guidelines Resources Activities Pacing Guides