Technology Standards RubricPagE 6

Technology Standard 1: Critical Thinking and Inquiry

Learning Outcomes

Tech Examples

Emerging Proficiency

Integration/Mentorship

Student Inquiry

Analyze the role of technology in learning, especially in support of second language acquisition

Employ software for brainstorming, scripting, or comic panel creation; use word clouds, use electronic polls

Use technology to create materials (such as picture files) in support of English learners

Use technology to promote, support, and model creative and innovative thinking and inventiveness

Student Engagement

Use tools of technology to evaluate, analyze, synthesize, and solve problems in support of effective learning

Use electronic jig-sawing, employ collaborative play techniques to solve real-world problems, use smart boards, use clickers

Create a teaching strategies book; use electronic research and presentation tools

Engage students in real-world issues and authentic problem solving using digital tools and resources

Student Reflection

Summarize research that analyzes the effects of teaching tools and approaches on literacy and second language acquisition

Create and facilitate blogs, set up theme-based RSS feeds, create electronic concept maps and thought webs, generate pen-casts

Use journals to reflect on best teaching strategies and practices

Promote student reflection using tools to reveal and clarify conceptual understanding and thinking

Student Collaboration

Discuss and reflect on the role of technology in teaching and learning

Create and facilitate wikis, use electronic collaboration tools

Use collaborative communication tools (such as Google Docs) to collaborate with other learners and educators

Model and advance knowledge by collaborating via synchronous and asynchronous electronic environments

[Aligns with ISTE/NETS Standard 1: Facilitate and Inspire Student Learning and Creativity]

[Aligns with AASL Standard 1: Inquire, Think Critically, and Gain Knowledge]

[Aligns with CSTP Standard 1: Engage and Support All Students in Learning]

Technology Standard 2: Learning and Assessment

Learning Outcomes

Tech Examples

Emerging Proficiency

Integration/Mentorship

Learning Design

Connect tools and student modalities of learning with content understanding

Create and use visual lessons, interactive media and lessons, participatory learning tools, and media-rich experiences

Create lesson plans using electronic templates

Design relevant learning experiences that incorporate digital tools and resources to promote learning and creativity

Learning Environment

Create integrated and multi-learning-modality materials for teaching

Format content for mobile delivery, create off-line ancillary content and electronic artifacts for asynchronous referencing

Develop ancillary course materials for posting to a course management system

Develop media-rich learning environments that enable students to actively participate in their own learning

Learning Activities

Identify and apply technology to unique learning styles and situations

Assign database searches, decision papers, digital portfolios, and/or electronic learning modules

Create seating charts; develop electronic gradebook criteria

Customize and personalize electronic learning activities to address diverse learning styles and abilities

Learning Assessments

Analyze, assess, and judge electronic data

Send Jing grading videos, use electronic rubrics, visually present assessment data, create interactive (e.g. Articulate) lesson modules

Use a course management system gradebook

Provide students with formative and summative assessments aligned standards to inform learning and teaching

[Aligns with ISTE/NETS Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments]

[Aligns with AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge]

[Aligns with CSTP Standard 4: Plan instruction and designing learning experiences for all students, and CSTP Standard 5: Assess student learning]

[Aligns with Bb Standard 1: Address elements of instructional design, and Bb Standard 3: Measure progress toward learning outcomes]

Technology Standard 3: Fluency and Research

Learning Outcomes

Tech Examples

Emerging Proficiency

Integration/Mentorship

Digital Fluency

Evidence literacy with hardware, software, and aggregated data tools for learning

Use presentation tools, media-rich visual media presentations (e.g. Prezi); create media-enriched material for teaching

Access online course materials, reference web sites, post assignments to a course management system

Inspire innovation and professionalism in a global society by modeling digital-age fluency and technology

Digital Collaboration

Use technology for effective lesson design, interpersonal interaction, evaluation, and collaboration

Publish open courseware, use electronic messaging, oversee collaborative documents, supervise online chats, blogs, and wikis

Send electronic messages, post announcements to the course management system

Collaborate with others using digital tools and resources to support student success and innovation

Digital Communication

Contribute to shared values and social implications of teaching and learning

Create and deploy podcasts, vodcasts, Jing instructional videos, RSS subscriptions; use digital camera images

Respond to email, post feedback to blogs

Communicate relevant information and ideas using a variety of digital-age media and formats

Digital Research

Use technology to develop effective lessons based on specific learning theories

Use and display aggregated data; use database RSS feeds to populate personal readers, use reference and formatting packages

Use electronic databases to research specific topics

Use and facilitate open digital tools to locate, analyze, evaluate, and distribute research and learning

[Aligns with CSTP Standard 3: Understand and organize subject matter for student learning]

[Aligns with Bb Standard 2: Collaborate between and among learners and instructors]

Technology Standard 4: Global Citizenship and Responsibility

Learning Outcomes

Tech Examples

Emerging Proficiency

Integration/Mentorship

Laws and Ethics

Examine personal attitudes of linguistic, cultural, and socio-economic diversity

Plot a P.A.I.N. copyright guidelines grid

Evidence an understanding of copyright and fair use laws in education

Advocate and model safe, legal, and ethical use of information and technology, including appropriate attribution

Social Justice

Examine personal attitudes of racial, ethnic, gender, and lifestyle diversity

Create a visual representation of a cultural proficiency continuum

Create ELL adaptations, and use multiple intelligence modality change-up in lesson plans

Employ diverse learner-centered strategies, and provide all students with equitable access to digital tools and resources

Responsible Interaction

Recognize and describe how self-esteem and self-worth are formed and changed by communication styles

Identify social protocol appropriate to electronic communication

Teach code-switching between class-based registers of language

Promote and model responsible social etiquette and interaction related to using technology and information

Global Understanding

Actively engage with people of diverse backgrounds in various settings

Electronically collaborate with fellow educators in other parts of the world

Post to education-based public blogs and wikis

Nurture global understanding through multi-cultural engagement, communication, and collaboration tools

[Aligns with AASL Standard 3: Share knowledge, and participate ethically and productively as members of our democratic society]

[Aligns with CSTP Standard 2: Create and maintain effective environments for student learning]

[Aligns with Bb Standard 4: Make support resources available to students]

Technology Standard 5: Professional Growth and Leadership

Learning Outcomes

Tech Examples

Emerging Proficiency

Integration/Mentorship

Reflection of Learning

Author reflective supervised teaching journal entries, commenting on theories and strategies of lesson design

Electronically share rubrics and lesson plan ideas

Utilize electronic resources for teachers

Participate in local and global learning communities to explore creative applications of technology in learning

Reflection of Community

Attend and reflect on seminars and retreats associated with the teaching internship

Attend technology-related educational conferences; read technology-related educational journals

Contribute to an electronic blog or online journal

Infuse technology, share decision-making, build community, and develop the leadership and technology skills of others

Reflection of Practice

Author a reflective journal entry after each completed lesson taught, commenting on effectiveness

Reflect on electronic educational conferences or journals

Author journal entries

Evaluate and reflect on current research and professional practice with existing and emerging digital tools and resources

Reflection of Teaching

Redesign each lesson taught, as needed, based on reflections

Build on personal electronic teaching portfolio

Outline a personal electronic teaching portfolio

Create an electronic teaching portfolio that contributes to the effectiveness, vitality, and self-renewal of teaching

[Aligns with AASL Standard 4: Pursue personal and aesthetic growth]

[Aligns with CSTP Standard 6: Develop as a professional educator]

STANDARDS REFERENCED / Works used (latest available):

AASL (American Association of School Librarians), 2007

Bb (Blackboard Exemplary Course Program Rubric), 2010

CCTC (California Commission on Teacher Credentialing), 2002

CCTE (Council on Technology Teacher Education), 2010

CSTP (California Standards for the Teaching Profession), 2010

CTAP (California Technology Assistance Project), 2007

ISTE (International Society for Technology in Education), 2008

ITEA (International Technology Education Association), 2010

LPA (Learning Point Associates), 2005

NCATE (National Council for Accreditation of Teacher Education), 2010

NETS (National Educational Technology Standards), 2008

Technology Taxonomy (Tomei/IDEA Publishing), 2003

WASC (Western Association of Schools and Colleges), (references 2008 ISTE/NETS standards)

CREATION PROCESS:

1. Examine all of the major educational technology standards and rubrics listed above

2. Use the ISTE/NETS standards as a foundation (WASC references only those)

3. Align commonalities from AASL, LPA, Bb, and CSTP standards with the ISTE/NETS standards

4. Divide the TE core requirements into four logical sections (key transition/assessment points)

5. Assign each newly-created Tech standard one or more focus courses

6. Create two-point rubrics (emerging/integrated) for each new tech technology standard

7. Develop learning outcomes and tech examples for each new technology standard

Technology is the medium. We are the message.

Rubric compiled by John & Linda Bartelt, 2014