MIT6001 IT in Education—An Overview (2 nd term) #3: Technology Standards December 17, 2005 Dr....

MIT6001 IT in Education—An Overview (2MIT6001 IT in Education—An Overview (2ndnd term) term)

#3: Technology Standards#3: Technology Standards December 17, 2005December 17, 2005

Dr. Peter ChanDr. Peter ChanAsst Professor of Instructional Technology, Asst Professor of Instructional Technology, Brigham Young University HawaiiBrigham Young University HawaiiVisiting Professor, Visiting Professor, Chinese University of Hong KongChinese University of Hong Kong

Revision: Electronic PortfolioRevision: Electronic Portfolio Start building your web-based e-portfolioStart building your web-based e-portfolio Define the purposes (how will you use this e-Define the purposes (how will you use this e-

portfolio?)portfolio?) Define the audience (who will be looking at it?)Define the audience (who will be looking at it?) What are the artifacts that you plan to include? What are the artifacts that you plan to include?

• Beliefs, lesson plans, student work, articles/papers (can Beliefs, lesson plans, student work, articles/papers (can be from other classes)be from other classes)

Record your reflection of these artifactsRecord your reflection of these artifacts• Why is a particular artifact important?Why is a particular artifact important?• What have you learned?What have you learned?• How will you improve?How will you improve?

Characteristics of American Characteristics of American Education (as compared to HK)Education (as compared to HK)

Governed by local governmentsGoverned by local governments Influenced by federal and state Influenced by federal and state

legislation and fundinglegislation and funding ““No Child Left Behind” national No Child Left Behind” national

standardsstandards

Characteristics of American Characteristics of American Education IIEducation II

Elementary Schools (6 yrs):Elementary Schools (6 yrs):• One teacher per class One teacher per class • Great variation in lesson contentsGreat variation in lesson contents

Secondary Schools:Secondary Schools:• Middle schools / junior high (3 yrs)Middle schools / junior high (3 yrs)• High schools (3 yrs)High schools (3 yrs)• Variations in different statesVariations in different states• ACT/SAT standardized testsACT/SAT standardized tests

Characteristics of American Characteristics of American Education IIIEducation III

Creativity, project-based learningCreativity, project-based learning Assessment focuses on national Assessment focuses on national

averageaverage Parental involvement and influenceParental involvement and influence Allow jumping grade-levelsAllow jumping grade-levels ““Every classroom is connected [to Every classroom is connected [to

the internet]”the internet]” Technical abilities vary Technical abilities vary

DiscussionDiscussion

Strength and weaknesses of Strength and weaknesses of American educationAmerican education

How does American education affect How does American education affect you?you?

Standards Based SystemStandards Based System

Professional organizations acting as standards developers(e.g. AECT, ISTE, TESOL, NCTM, NAEYC, CEC, etc.)

Advise

National Council for Accreditation of Teacher Education (NCATE)

States’ Departments of Education / Universities

School

Be adopted

Require

NCATE NCATE http://www.ncate.org/http://www.ncate.org/

technology-related standardstechnology-related standards Association for Educational Communications Association for Educational Communications

& Technology (AECT)& Technology (AECT)• Instructional designers/technologists for Instructional designers/technologists for

corporations, tertiary institutions, and schoolscorporations, tertiary institutions, and schools• Instructional TechnologyInstructional Technology

International Society for Technology International Society for Technology Education (ISTE)Education (ISTE)• School technology coordinators/leaders, School technology coordinators/leaders,

computer science teacherscomputer science teachers• Technology standards for all students and Technology standards for all students and

teachersteachers• Educational TechnologyEducational Technology

ISTE’s technology standards for ISTE’s technology standards for students and teachersstudents and teachers

Adopted by most states and teacher-Adopted by most states and teacher-education programs in the U.S. education programs in the U.S.

Influence teacher-education Influence teacher-education programs in other countries (e.g. HK, programs in other countries (e.g. HK, UNESCO)UNESCO)

Purposes of the Standards ProjectPurposes of the Standards Project

Describe what students should Describe what students should knowknow about about and be able to do with technologyand be able to do with technology

Provide curriculum Provide curriculum examplesexamples of effective of effective use of technology in teaching and learninguse of technology in teaching and learning

Describe standards for professional Describe standards for professional development, systems, access, and development, systems, access, and support services essential to support services essential to supportsupport effective use of technologyeffective use of technology

Describe various means of Describe various means of assessingassessing student progress and evaluating the use of student progress and evaluating the use of technology in learning and teachingtechnology in learning and teaching

Technology standards for studentsTechnology standards for studentshttp://http://cnets.iste.org/docs/NETS_S.doccnets.iste.org/docs/NETS_S.doc

Basic operations and concepts Basic operations and concepts Social, ethical, and human issues Social, ethical, and human issues Technology productivity tools Technology productivity tools Technology communications tools Technology communications tools Technology research tools Technology research tools Technology problem-solving and Technology problem-solving and

decision-making tools decision-making tools

Student Standard #1: Student Standard #1: Basic operations and conceptsBasic operations and concepts

Students demonstrate a sound Students demonstrate a sound understanding of the nature and understanding of the nature and operation of technology systems.operation of technology systems.

Students are proficient in the use of Students are proficient in the use of technology.technology.

Student Standard #2: Student Standard #2: Social, ethical, and human issuesSocial, ethical, and human issues

Students Students understandunderstand the ethical, cultural, the ethical, cultural, and societal issues related to technology.and societal issues related to technology.

Students Students practicepractice responsible use of responsible use of technology systems, information, and technology systems, information, and software.software.

Students develop positive Students develop positive attitudesattitudes toward toward technology uses that support lifelong technology uses that support lifelong learning, collaboration, personal pursuits, learning, collaboration, personal pursuits, and productivity.and productivity.

Student Standard #3:Student Standard #3:Technology productivity toolsTechnology productivity tools

Students use technology tools to Students use technology tools to enhance learning, increase enhance learning, increase productivity, and promote productivity, and promote creativity.creativity.

Students use productivity tools to Students use productivity tools to collaborate in constructing collaborate in constructing technology-enhanced models, technology-enhanced models, prepare publications, and produce prepare publications, and produce other creative works.other creative works.

Student Standard #4:Student Standard #4:Technology communications toolsTechnology communications tools

Students use telecommunications Students use telecommunications to collaborate, publish, and interact to collaborate, publish, and interact with peers, experts, and other with peers, experts, and other audiences.audiences.

Students use a variety of media and Students use a variety of media and formats to communicate formats to communicate information and ideas effectively to information and ideas effectively to multiple audiences.multiple audiences.

Student Standard #5:Student Standard #5:Technology research toolsTechnology research tools

Students use technology to locate, Students use technology to locate, evaluate, and collect information from a evaluate, and collect information from a variety of sources.variety of sources.

Students use technology tools to process Students use technology tools to process data and report results.data and report results.

Students evaluate and select new Students evaluate and select new information resources and technological information resources and technological innovations based on the innovations based on the appropriateness for specific tasks.appropriateness for specific tasks.

Student Standard #6:Student Standard #6:Technology problem-solving and Technology problem-solving and

decision-making toolsdecision-making tools Students use technology resources Students use technology resources

for solving problems and making for solving problems and making informed decisions.informed decisions.

Students employ technology in the Students employ technology in the development of strategies for development of strategies for solving problems in the real world.solving problems in the real world.

Performance indicators: Grades PreK–2Performance indicators: Grades PreK–2 http://cnets.iste.org/students/s_profile-k2.htmlhttp://cnets.iste.org/students/s_profile-k2.html

1.1. Use input Use input devicesdevices and output devices to successfully and output devices to successfully operate computers, VCRs, audiotapes, and other operate computers, VCRs, audiotapes, and other technologies. (1)technologies. (1)

2.2. Use a variety of media and technology Use a variety of media and technology resourcesresources for for directed and independent learning activities. (1, 3)directed and independent learning activities. (1, 3)

3.3. Communicate about technology using Communicate about technology using developmentallydevelopmentally appropriate and accurate appropriate and accurate terminologyterminology. (1). (1)

4.4. Use Use developmentallydevelopmentally appropriate multimedia appropriate multimedia resources (e.g., interactive books, educational resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to software, elementary multimedia encyclopedias) to support learningsupport learning. (1). (1)

5. Work 5. Work cooperativelycooperatively and and collaboratively with peers, collaboratively with peers, family family membersmembers, and others when using , and others when using technology in the classroom. (2)technology in the classroom. (2)

①① Basic operations and concepts Basic operations and concepts ②② Social, ethical, and human issues Social, ethical, and human issues ③③ Technology productivity tools Technology productivity tools ④④ Technology communications tools Technology communications tools ⑤⑤ Technology research tools Technology research tools ⑥⑥ Technology problem-solving and Technology problem-solving and


Performance indicators: Grades PreK–2 (cont)Performance indicators: Grades PreK–2 (cont) http://cnets.iste.org/students/s_profile-k2.htmlhttp://cnets.iste.org/students/s_profile-k2.html

6.6. Demonstrate Demonstrate positivepositive social and ethical social and ethical behaviorsbehaviors when using technology. (2)when using technology. (2)

7.7. Practice Practice responsibleresponsible use of technology systems and use of technology systems and software. (2)software. (2)

8.8. Create Create developmentallydevelopmentally appropriate appropriate multimediamultimedia products with support from teachers, family products with support from teachers, family members, or student partners. (3)members, or student partners. (3)

9.9. Use technology resources (e.g., Use technology resources (e.g., puzzles, logical puzzles, logical thinking programs, writing tools, digital cameras, thinking programs, writing tools, digital cameras, drawing toolsdrawing tools) for ) for problem solvingproblem solving, , communicationcommunication, , and and illustrationillustration of thoughts, ideas, and stories. (3, of thoughts, ideas, and stories. (3, 4, 5, 6)4, 5, 6)

10.10. Gather information and Gather information and communicate with others using communicate with others using telecommunications, with support telecommunications, with support from teachers, family members, or from teachers, family members, or student partners. (4)student partners. (4)

①① Basic operations and concepts Basic operations and concepts ②② Social, ethical, and human issues Social, ethical, and human issues ③③ Technology productivity tools Technology productivity tools ④④ Technology communications tools Technology communications tools ⑤⑤ Technology research tools Technology research tools ⑥⑥ Technology problem-solving and Technology problem-solving and


Performance indicators: Grades 3-5Performance indicators: Grades 3-5http://cnets.iste.org/students/s_profile-35.htmlhttp://cnets.iste.org/students/s_profile-35.html

1.1. Use keyboards and other common input and output Use keyboards and other common input and output devicesdevices (including adaptive devices when necessary) (including adaptive devices when necessary) efficiently and effectively. (1)efficiently and effectively. (1)

2.2. DiscussDiscuss common uses common uses of technology in daily life and of technology in daily life and the advantages and disadvantages those uses the advantages and disadvantages those uses provide. (1, 2)provide. (1, 2)

3.3. Discuss basic issues related to Discuss basic issues related to responsible useresponsible use of of technology and information and describe personal technology and information and describe personal consequences of inappropriate use. (2)consequences of inappropriate use. (2)

4.4. Use general purpose productivity tools and Use general purpose productivity tools and peripherals to support personal productivity, peripherals to support personal productivity, remediate skill deficits, and remediate skill deficits, and facilitate learningfacilitate learning throughout the curriculum. (3)throughout the curriculum. (3)

5.5. Use technology tools (e.g., multimedia authoring, Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, for individual and collaborative writing, communication, and publishing activities to create communication, and publishing activities to create knowledge productsknowledge products for audiences for audiences inside and outsideinside and outside the classroom. (3, 4)the classroom. (3, 4)

Performance indicators: Grades 3-5Performance indicators: Grades 3-5http://cnets.iste.org/students/s_profile-35.htmlhttp://cnets.iste.org/students/s_profile-35.html

6.6. Use Use telecommunicationstelecommunications efficiently to access remote efficiently to access remote information, communicate with others in support of direct information, communicate with others in support of direct and independent learning, and pursue personal interests. and independent learning, and pursue personal interests. (4)(4)

7.7. Use telecommunications and online resources (e.g., e-Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to mail, online discussions, Web environments) to participate in collaborative problem-solving activities for participate in collaborative problem-solving activities for the purpose of developing solutions or products for the purpose of developing solutions or products for audiencesaudiences inside and outsideinside and outside the classroom. (4, 5) the classroom. (4, 5)

8.8. Use technology resources (e.g., calculators, data Use technology resources (e.g., calculators, data collection probes, videos, educational software) for collection probes, videos, educational software) for problem solving, self-directed learning, and extended problem solving, self-directed learning, and extended learning activities. (5, 6)learning activities. (5, 6)

9.9. Determine which technology is useful and select the Determine which technology is useful and select the appropriate tool(s) and technology resources to address appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)a variety of tasks and problems. (5, 6)

10.10. EvaluateEvaluate the accuracy, relevance, appropriateness, the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information comprehensiveness, and bias of electronic information sources. (6)sources. (6)

Grades 3-5 exampleGrades 3-5 example Ms. Smith and her class have made extensive use of Ms. Smith and her class have made extensive use of

online resources, such as Exploring the Environment online resources, such as Exploring the Environment (ETE) (found at (ETE) (found at http://http://www.cotf.edu/etewww.cotf.edu/ete) and Global ) and Global Learning and Observations for a Better Environment Learning and Observations for a Better Environment (GLOBE) (found at (GLOBE) (found at http://http://www.globe.govwww.globe.gov). She uses ETE ). She uses ETE to access classroom tested problem-based learning to access classroom tested problem-based learning modules that extend and sometimes replace her old modules that extend and sometimes replace her old paper-based activities. These self-contained resources paper-based activities. These self-contained resources have provided a new spark of vitality in her science and have provided a new spark of vitality in her science and interdisciplinary classes where students grapple with interdisciplinary classes where students grapple with real-world issues and current data. Using the GLOBE real-world issues and current data. Using the GLOBE structure, Ms. Smith has students collect information structure, Ms. Smith has students collect information from environmental observations around the school and from environmental observations around the school and vicinity, report the data to a processing facility through vicinity, report the data to a processing facility through GLOBE, and use global images created from their data GLOBE, and use global images created from their data to study local environmental issues. The students have to study local environmental issues. The students have been contributing to an environmental database used been contributing to an environmental database used by research scientists to improve our understanding of by research scientists to improve our understanding of the global environment.the global environment.

Grades 3-5 exampleGrades 3-5 exampleRecently, her students used GLOBE and other electronic Recently, her students used GLOBE and other electronic

resources to research a hot local issue. The community was resources to research a hot local issue. The community was debating whether to allow a biotechnology firm to locate debating whether to allow a biotechnology firm to locate nearby. Her students chose to analyze this issue very nearby. Her students chose to analyze this issue very carefully. Students working in groups engaged in collecting carefully. Students working in groups engaged in collecting and analyzing data about the proposed plant. Ms. Smith set and analyzing data about the proposed plant. Ms. Smith set forums in the class so that the students could present their forums in the class so that the students could present their findings and engage in debate. Students then created Web findings and engage in debate. Students then created Web pages to present their findings and arguments to the pages to present their findings and arguments to the community. She reports that because of the authenticity community. She reports that because of the authenticity and relevance of the issue, her students were even more and relevance of the issue, her students were even more engaged as they used technology in researching the issues. engaged as they used technology in researching the issues. Parents were pleased to see their children's work on the Parents were pleased to see their children's work on the school's Web site, and viewing the materials at home school's Web site, and viewing the materials at home helped parents feel closer to what the students did in helped parents feel closer to what the students did in school. Parents also reported subtle changes in their school. Parents also reported subtle changes in their children's attitudes when they were immersed in this hands-children's attitudes when they were immersed in this hands-on, minds-on, technology-infused classroom.on, minds-on, technology-infused classroom.

Performance indicators: Grades 6-8:Performance indicators: Grades 6-8:http://cnets.iste.org/students/s_profile-68.htmlhttp://cnets.iste.org/students/s_profile-68.html

1.1. Apply strategies for identifying and solving routine Apply strategies for identifying and solving routine hardware and software problemshardware and software problems that occur during that occur during everyday use. (1)everyday use. (1)

2.2. Demonstrate Demonstrate knowledge of current changesknowledge of current changes in in information technologies and the effect those information technologies and the effect those changes have on the workplace and society. (2)changes have on the workplace and society. (2)

3.3. Exhibit Exhibit legal and ethical behaviorslegal and ethical behaviors when using when using information and technology, and discuss information and technology, and discuss consequences of misuse. (2)consequences of misuse. (2)

4.4. Use Use content-specific toolscontent-specific tools, software, and simulations , software, and simulations (e.g., environmental probes, graphing calculators, (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support exploratory environments, Web tools) to support learning and research. (3, 5)learning and research. (3, 5)

5.5. Apply productivity/multimedia tools and peripherals to Apply productivity/multimedia tools and peripherals to support support personal productivitypersonal productivity, group , group collaborationcollaboration, , and and learninglearning throughout the curriculum. (3, 6) throughout the curriculum. (3, 6)


6.6. Design, develop, publish, and present Design, develop, publish, and present productsproducts (e.g., Web (e.g., Web pages, videotapes) using technology resources that pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to demonstrate and communicate curriculum concepts to audiences audiences inside and outside the classroominside and outside the classroom. (4, 5, 6). (4, 5, 6)

7.7. CollaborateCollaborate with peers, experts, and others using with peers, experts, and others using telecommunications and collaborative tools to telecommunications and collaborative tools to investigateinvestigate curriculum-related problems, issues, and information, and to curriculum-related problems, issues, and information, and to develop solutions or products for audiences develop solutions or products for audiences inside and outside inside and outside the classroomthe classroom. (4, 5). (4, 5)

8.8. Select and use Select and use appropriate tools and technologyappropriate tools and technology resources to resources to accomplish a variety of tasks and solve problems. (5, 6)accomplish a variety of tasks and solve problems. (5, 6)

9.9. Demonstrate an Demonstrate an understandingunderstanding of concepts underlying of concepts underlying hardware, software, and connectivity, and of practical hardware, software, and connectivity, and of practical applications to learning and problem solving. (1, 6)applications to learning and problem solving. (1, 6)

10.10. ResearchResearch and and evaluateevaluate the accuracy, relevance, the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)information sources concerning real-world problems. (2, 5, 6)


1.1. Identify capabilities and limitationsIdentify capabilities and limitations of of contemporarycontemporary and and emergingemerging technology resources and assess the technology resources and assess the potential of these systems and services to address potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)personal, lifelong learning, and workplace needs. (2)

2.2. Make informed Make informed choiceschoices among technology systems, among technology systems, resources, and services. (1, 2)resources, and services. (1, 2)

3.3. Analyze Analyze advantages and disadvantagesadvantages and disadvantages of widespread of widespread use and reliance on technology in the workplace and use and reliance on technology in the workplace and in society as a whole. (2)in society as a whole. (2)

4.4. Demonstrate and advocateDemonstrate and advocate for for legallegal and and ethicalethical behaviors among peers, family, and community behaviors among peers, family, and community regarding the use of technology and information. (2)regarding the use of technology and information. (2)

5.5. Use technology tools and resources for managing and Use technology tools and resources for managing and communicating communicating personal/professional informationpersonal/professional information (e.g., finances, schedules, addresses, purchases, (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)correspondence). (3, 4)


6.6. EvaluateEvaluate technology-based options, including distance technology-based options, including distance and distributed education, for lifelong learning. (5)and distributed education, for lifelong learning. (5)

7.7. Routinely and efficiently use online informationRoutinely and efficiently use online information resources to meet needs for collaboration, research, resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, publications, communications, and productivity. (4, 5, 6)6)

8.8. Select and apply technology toolsSelect and apply technology tools for research, for research, information analysis, problem-solving, and decision-information analysis, problem-solving, and decision-making in content learning. (4, 5)making in content learning. (4, 5)

9.9. Investigate and apply expert systems, intelligent Investigate and apply expert systems, intelligent agents, and simulations in agents, and simulations in real-worldreal-world situations. (3, 5, situations. (3, 5, 6)6)

10.10. Collaborate with peers, experts, and others to Collaborate with peers, experts, and others to contribute to a content-related knowledge base by contribute to a content-related knowledge base by using technology to using technology to compile, synthesize, produce, and compile, synthesize, produce, and disseminate information, models, and other creative disseminate information, models, and other creative works.works. (4, 5, 6) (4, 5, 6)

Grades 9-12 exampleGrades 9-12 example The U.S. system of presidential elections can be a The U.S. system of presidential elections can be a

mystery for many citizens. Teaching middle school or mystery for many citizens. Teaching middle school or high school students about the Electoral College can be high school students about the Electoral College can be quite a challenge. Mr. Sanchez, a high school social quite a challenge. Mr. Sanchez, a high school social studies teacher in southern California, developed an studies teacher in southern California, developed an activity for his students that involves election data from activity for his students that involves election data from the closest presidential election in history — the 1960 the closest presidential election in history — the 1960 election between John F. Kennedy and Richard M. election between John F. Kennedy and Richard M. Nixon. This activity helps students understand the Nixon. This activity helps students understand the Electoral College and some of the strategies used by Electoral College and some of the strategies used by presidential candidates. Complete, state-by-state presidential candidates. Complete, state-by-state election results can be found at this Web site election results can be found at this Web site www.geocities.com/CapitolHill/6228/www.geocities.com/CapitolHill/6228/. Mr. Sanchez . Mr. Sanchez divides his students into groups and gives each a divides his students into groups and gives each a spreadsheet containing data from the 1960 presidential spreadsheet containing data from the 1960 presidential election. The spreadsheet contains the popular and election. The spreadsheet contains the popular and Electoral College results from every state and territory. Electoral College results from every state and territory. Formulas at the bottom of the columns calculate the Formulas at the bottom of the columns calculate the total number of popular votes and Electoral votes for total number of popular votes and Electoral votes for each candidate.each candidate.

Grades 9-12 exampleGrades 9-12 example The groups are asked to conduct a series of investigations by The groups are asked to conduct a series of investigations by

manipulating the spreadsheet data. Students have printouts of the manipulating the spreadsheet data. Students have printouts of the original data and the original data file on disk so that they can restore original data and the original data file on disk so that they can restore the spreadsheet after each manipulation. The questions they the spreadsheet after each manipulation. The questions they investigate are: "Can you change the data so that Mr. Nixon wins the investigate are: "Can you change the data so that Mr. Nixon wins the election rather than Mr. Kennedy?" "Can you change the outcome of election rather than Mr. Kennedy?" "Can you change the outcome of the election by changing the election results in only one state?" "Two the election by changing the election results in only one state?" "Two states?" "Three states?" "Can you change the popular vote so that states?" "Three states?" "Can you change the popular vote so that one candidate wins the popular election but loses the Electoral one candidate wins the popular election but loses the Electoral College results?" "Can you change the popular vote so that the same College results?" "Can you change the popular vote so that the same candidate loses the popular vote but wins the election (via the candidate loses the popular vote but wins the election (via the Electoral College results)?" "What is the fewest number of states you Electoral College results)?" "What is the fewest number of states you can change to have one candidate win the popular vote but lose the can change to have one candidate win the popular vote but lose the election?" These "What if?" activities help students gain an election?" These "What if?" activities help students gain an understanding of the Electoral College.understanding of the Electoral College.

Finally, the groups prepare a multimedia report on the 1960 election Finally, the groups prepare a multimedia report on the 1960 election using HyperStudio. These include pictures of the candidates, charts using HyperStudio. These include pictures of the candidates, charts and graphs from the election (e.g., www.multied.com/elections), and and graphs from the election (e.g., www.multied.com/elections), and a discussion of their spreadsheet manipulations.a discussion of their spreadsheet manipulations.

Example1 (English): Example1 (English): Online collaborationsOnline collaborations

Online pen-pal for teachers & students:Online pen-pal for teachers & students:• http://www.epals.com/http://www.epals.com/• http://http://teaching.comteaching.com//

Collaborative projects: Collaborative projects: • www.gsn.org www.gsn.org • (check out the winning projects from Hong (check out the winning projects from Hong

Kong and other countries)Kong and other countries) Online pen-pal and collaborative projects:Online pen-pal and collaborative projects:

• http://www.ks-connection.orghttp://www.ks-connection.org//

Suggested activities for online pen-palSuggested activities for online pen-pal Write messages of Write messages of introductionintroduction ShareShare information: school, activities, holidays, foods, plans… information: school, activities, holidays, foods, plans… Send digital and scanned Send digital and scanned photosphotos with descriptions. with descriptions. Create a Create a class Web pageclass Web page to share information about keypals with to share information about keypals with

a larger school audience. a larger school audience. Send Send digital sound and videodigital sound and video clips to keypals. Discuss with clips to keypals. Discuss with

students the idea of speaking clearly, focusing on appropriate students the idea of speaking clearly, focusing on appropriate pronunciation.pronunciation.

Exchange Exchange recipesrecipes and sample menus. Videotape and share the and sample menus. Videotape and share the eventevent

Exchange electronic holiday Exchange electronic holiday greeting cardsgreeting cards. . Research and provide information on Research and provide information on academic subjectacademic subject areas areas Have students create a Have students create a learning sequencelearning sequence or Web page for or Web page for

keypals on topics of mutual interest, or topics unique to local keypals on topics of mutual interest, or topics unique to local culture.culture.

At the end of the year, students create a At the end of the year, students create a multimedia multimedia presentationpresentation of yearlong interaction with keypals. of yearlong interaction with keypals.

Plan a Plan a visitvisit

Example 2 (Math): Example 2 (Math): “Beanie Babies” for Grades PreK-2“Beanie Babies” for Grades PreK-2

Students use Beanie Babies or other popular toys to Students use Beanie Babies or other popular toys to calculate amounts, sort and classify, as well as work calculate amounts, sort and classify, as well as work cooperatively on a project. cooperatively on a project.

This learning activity capitalizes on students' fascination This learning activity capitalizes on students' fascination with Beanie Babies. with Beanie Babies.

Students bring their Beanie Babies to school (or other Students bring their Beanie Babies to school (or other popular toys) to count, classify, tally, and graph according popular toys) to count, classify, tally, and graph according to student-selected categories such as "clothed or to student-selected categories such as "clothed or unclothed," "feathers or fur," "real or imaginary," color, unclothed," "feathers or fur," "real or imaginary," color, number of legs, and animal family. number of legs, and animal family.

Students create new Beanie Babies electronically, using Students create new Beanie Babies electronically, using their creations for mathematical comparisons and their creations for mathematical comparisons and technological excursions and discoveries. technological excursions and discoveries.

After completing this study, students electronically After completing this study, students electronically contact another class and compare Beanie Babies data by contact another class and compare Beanie Babies data by e-mail. e-mail.

http://www.ty.com/http://www.ty.com/ http://www.ohio-usa.com/beaniebabies/birthday.htmlhttp://www.ohio-usa.com/beaniebabies/birthday.html

Example 3 (Math): Example 3 (Math): “Million Dollar Project” for Grades 3-5“Million Dollar Project” for Grades 3-5

Students use technologies such as spreadsheets, the Students use technologies such as spreadsheets, the Internet, and presentation software to represent and Internet, and presentation software to represent and solve a problem that involves large numbers, solve a problem that involves large numbers, number sense, place value, and the real world. number sense, place value, and the real world.

Each student is given the task of spending $1 Each student is given the task of spending $1 million.million.

The way students spend their money is dependent The way students spend their money is dependent on a theme such as creating a dream world, taking a on a theme such as creating a dream world, taking a trip, or doing something to better society. trip, or doing something to better society.

All students research, document, and present the All students research, document, and present the ways in which they plan to spend their money. ways in which they plan to spend their money.

www.kent.wednet.edu/curriculum/math/edmath/gr5/unit4/www.kent.wednet.edu/curriculum/math/edmath/gr5/unit4/million_resources.htmlmillion_resources.html

http://www.kent.wednet.edu/curriculum/math/edmath/gr5/unit4/http://www.kent.wednet.edu/curriculum/math/edmath/gr5/unit4/grade_sheet.htmlgrade_sheet.html

Example 4 (Science):Example 4 (Science):“World Wide Weather” for Grades 3-5“World Wide Weather” for Grades 3-5 Purpose:Purpose: Students begin to understand that weather Students begin to understand that weather

is different all over the world. Students explore the is different all over the world. Students explore the causes of weather patterns, noting how weather in causes of weather patterns, noting how weather in one location helps predict weather in related areas. one location helps predict weather in related areas.

Description:Description: Teams of students study, chart, and Teams of students study, chart, and write about the weather and its effects on a particular write about the weather and its effects on a particular city, for the month. The team constructs a multimedia city, for the month. The team constructs a multimedia presentation of its findings. The class constructs a presentation of its findings. The class constructs a final project that uses and merges the teams' findings final project that uses and merges the teams' findings to demonstrate weather patterns around the world.to demonstrate weather patterns around the world.

Websites:Websites:• http://hk.weather.yahoo.com/http://hk.weather.yahoo.com/• www.weather.com/homepage.htmlwww.weather.com/homepage.html• www.usatoday.com/weather/wfront.htmwww.usatoday.com/weather/wfront.htm• www.cnn.com/weatherwww.cnn.com/weather• www.wunderground.comwww.wunderground.com• www.weatheronline.comwww.weatheronline.com

Example 5 (Social Studies):Example 5 (Social Studies):“Urban Planning” Grades 9-12“Urban Planning” Grades 9-12

Purpose:Purpose: World population growth is a major global World population growth is a major global issue, particularly in large cities where populations issue, particularly in large cities where populations increase exponentially. What are the results of rapid increase exponentially. What are the results of rapid population growth in cities? What changes must population growth in cities? What changes must occur to accommodate growing populations? What occur to accommodate growing populations? What are the major causes and effects of this growth?are the major causes and effects of this growth?

Description:Description: This Internet-based learning activity This Internet-based learning activity challenges the student to find sources online and challenges the student to find sources online and elsewhere that describe real-world population elsewhere that describe real-world population dilemmas. Online resources can include free sites as dilemmas. Online resources can include free sites as well as subscription sites for newspapers and well as subscription sites for newspapers and magazines. magazines.

http://www.clr.toronto.edu/http://www.clr.toronto.edu/ http://www.census.gov/http://www.census.gov/

Sample activities in “Urban Planning”Sample activities in “Urban Planning” In class, students discuss terms such as zero In class, students discuss terms such as zero

population growth, infrastructure, census, etc. population growth, infrastructure, census, etc. In small groups, discuss problems that may occur as In small groups, discuss problems that may occur as

a result of a city being heavily populated. a result of a city being heavily populated. Search the Internet for newspaper and magazine Search the Internet for newspaper and magazine

articles that address the issue of rising population articles that address the issue of rising population density. density.

In small groups, students explain the situation in In small groups, students explain the situation in Hong Kong using the terms listed in the first activity. Hong Kong using the terms listed in the first activity.

Students identify the most heavily populated cities in Students identify the most heavily populated cities in China. China.

Students trace development and population changes Students trace development and population changes in the last 100 years in their own town or city. in the last 100 years in their own town or city.

Sample activities in “Urban Planning”Sample activities in “Urban Planning” Using city simulation software such as SimCity 3000, students Using city simulation software such as SimCity 3000, students

create a city and track its growth over 10, 100, and 1,000 create a city and track its growth over 10, 100, and 1,000 years. What attracts individuals to cities? Students act as years. What attracts individuals to cities? Students act as urban planners and produce a page layout document or poster urban planners and produce a page layout document or poster of regulations for big city land developers to follow as they dig of regulations for big city land developers to follow as they dig 330 feet into the ground.330 feet into the ground.

Using word-processing software, students write a one-act play, Using word-processing software, students write a one-act play, poem, or short story about the quality of life in Hong Kong in poem, or short story about the quality of life in Hong Kong in the year 2050. the year 2050.

Students prepare an on-screen computer presentation with a Students prepare an on-screen computer presentation with a multimedia program, or a Web page, based on the problem multimedia program, or a Web page, based on the problem they researched in the second activity. they researched in the second activity.

Have students image and describe the way their town looks Have students image and describe the way their town looks right now, then develop a plan for modifying the infrastructure right now, then develop a plan for modifying the infrastructure and social services to suit the population in the year 2100. and social services to suit the population in the year 2100.

Students brainstorm what new careers might exist in the Students brainstorm what new careers might exist in the future. future.

National Educational Technology National Educational Technology Standards for StudentsStandards for Students

http://cnets.iste.org/students/s_book.htmlhttp://cnets.iste.org/students/s_book.html

Technology standards for teachersTechnology standards for teachershttp://cnets.iste.org/teachers/t_stands.htmlhttp://cnets.iste.org/teachers/t_stands.htmlhttp://cnets.iste.org/teachers/t_book.htmlhttp://cnets.iste.org/teachers/t_book.html

TECHNOLOGY OPERATIONS AND CONCEPTS.TECHNOLOGY OPERATIONS AND CONCEPTS.

PLANNING AND DESIGNING LEARNING PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.ENVIRONMENTS AND EXPERIENCES.• Evaluation forms for educational software and websiteEvaluation forms for educational software and website

TEACHING, LEARNING, AND THE CURRICULUMTEACHING, LEARNING, AND THE CURRICULUM..

ASSESSMENT AND EVALUATION.ASSESSMENT AND EVALUATION.

PRODUCTIVITY AND PROFESSIONAL PRACTICE.PRODUCTIVITY AND PROFESSIONAL PRACTICE.

SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

AssignmentAssignment

Develop or modify an existing lesson Develop or modify an existing lesson plan in your content area according plan in your content area according to the appropriate Performance to the appropriate Performance Indicators (PI) of the technology Indicators (PI) of the technology standards for students.standards for students.

Your work will be evaluated using the Your work will be evaluated using the following rubric.following rubric.

LEVELS OF PERFORMANCE

CRITERIA DEVELOPING1

PROMISING2

ACCEPTABLE3

ACCOMPLISHED4

Type of Activities

Uses only one type of activity that is questionable in its appropriateness for the developmental level of the students.

Uses some developmentally appropriate activities that area mixture of hands on and technology based.

Uses mostly activities that are developmentally appropriate and are a mixture of hands on and technology based.

Uses developmentally appropriate activities that are both hands on and technology based.

Identification of Performance Indicators (PI)

Did not list Performance Indicators

Lists PI with only minor omissions or over-statements.

Lists appropriate PI for students in developing knowledge and skills with no explanation

Lists appropriate PI for students in developing knowledge and skills with appropriate explanations

Uses of Technology

Uses technology but does not enrich conceptual understanding of student.

Uses technology to communicate knowledge of mathematical concepts "discovered" in the lesson activities, but method of use is not necessarily engaging for students.

Uses generally appropriate technology that enhances concept development. Effectively utilizes tool developed.

Uses developmentally appropriate technology that enhances concept development. Effectively utilizes tool developed as an integral part of the lesson.

Reflection Reflection does not include all elements: strength, weaknesses, modifications, and evaluation of technologies employed.

Reflection includes a surface level analysis of the strengths and weaknesses of the lesson taught, explanation of what should be done differently and why, and assessment of the technologies used.

Reflection includes a reasonable analysis of the strengths and weaknesses of the lesson, explanations of what should be done differently and why, and an assessment of the technologies used.

Reflection includes a thoughtful analysis of the strengths and weaknesses of the lesson, clear explanations of what should be done differently and why, and a critical assessment of the technologies used.

MIT6001 IT in Education—An Overview (2 nd term) #3: Technology Standards December 17, 2005 Dr....

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