Unit+2+-+Collaborating+on+Technology+Standards



Unit 2 - Collaborating on Technology Standards …

Wikis are great Web 2.0 tools for working together, collaborating and constructing new knowledge. For this activity on standards and to become familiar with using a wiki, we will each contribute to this chart about Standards and 21st Century Learning. As people add their thoughts and information you can see how wikis can be a powerful place for students in your class, in your school, in our district and globally to collaborate on projects.

//** For this activity, review the NETS-T National Technology Standards and the information from the Partnership for 21st Century Learning. Choose a technology standard at the objective level, align it with a 21st century skill and name a technology you have used or might want to try to help support the standard. **//

To ** EDIT ** the page click on the top right on the ** EDIT **tab. You will see an editor pop up and now you will be able to type on the page. It is just like a regular WORD editor, you can bold, italic, color and make hyperlinks! DON'T BE SCARED, you will not ruin anything--we can always pull a back up page! Just click in a blank row and type your information! If all the rows have been used, click in the last row and then click on the table icon. Then, choose **Row**, **Add Row**, **Add below** to add another row for your entry. **__CLICK SAVE before leaving the page!!__**

//**__Be sure to check back to see what others have added...printing out this page at the end of the activity provides a great resource for you to use!__**//


 * Items in Green are EXAMPLES **

Interpret information and draw conclusions based on the best analysis || Using a google doc to track student interventions. This enables staff members to stop doing what is not effective with a student and keep track of effective interventions to ensure student learning progress. ||
 * ~ Name/School ||~ Nets-T ||~ 21st Century Skills ||~ Technology ||
 * Cheryl/Elm || 2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || the ability to think critically, problem solve, create, innovate, communicate and collaborate || Using Wordle http://www.wordle.net to show how vocabulary can be used to create innovative ways to communicate ideas. ||
 * Jeffrey/East || 3c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Learning and innovative skills; Creativity and innovation skills, Critical thinking and problem solving skills, and Communication and collaboration skills || Using wikis to have students build tutorials on how to solve problems and practice math skills. Voice Thread-may allow students to post their solution, and have students collaborate to or help find the solution. ||
 * Tina/Coventry || 2c customize and personalize learning activities to address students' diverse learning styles, working strategies and abilities using digital tools and resources || Critical Thinking and Problem Solving:
 * Gina Good/GMJH || 2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats. || Communication - Articulate thoughts and ideas clearly and effectively. || Using Edmodo for a poetry unit, this site would be a great place for students and teachers to discuss and respond to poems that we've read in class or to share favorite authors and/or titles. Also, I could use Edmodo's poll and quiz features. Having students vote for their favorites would be fun. And even better, having students create their own poll or quiz would be neat too! ||
 * Lauren Rotman/ Sedalia || 3b locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media || Information, Media and Technology: Access Information effectively and efficiently Collaboration: demonstrate the ability to work respectfully and effectively || Students in pairs used the online encyclopedia on Infohio.org to research one of three animals that were in a Caldecott book we read as a group. They were 2nd graders, so the questions that they answered were pretty basic- it was more about locating the information and determining what was important from the article. ||
 * Gina Capra/Dunloe || 1c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. || Information, Media and Technology: Information literacy, media literacy and ICT literacy.

Learning and innovation skills: Collaboration and communication skills || Using voice thread to promote student reflection and understanding. Students will, in groups, read a story and summarize and reflect using voice thread. They will then listen to the voice thread to hear the responses of their peers. || Rodich / Jr.High || 1a. promote, support, and model creative and innovative thinking and inventiveness. || Communication - Articulate thoughts and ideas clearly and effectively || Students will create a voice thread to inform other students about their career research project. || Middle South || **2a.** design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. || **Collaborate With Others -** Assume shared responsibility for collaborative work, and value the individual contributions made by each team member || Students do a webquest over a novel, in groups of three or four. They assign their own roles, and complete given tasks, with the end result being a group presentation about a theme from the novel. || Asbury || 1c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. || Collaborate with Others & Work Creatively with Others || Students write a collaborative story using Google Docs. Students take turns adding to the plot of the story, editing, and revising the story. || GMHS || 3c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats || Learning and innovative skills; Creativity and innovation skills, Critical thinking and problem solving skills, and Communication and collaboration skills || Students may choose from a variety of Web 2.0 tools to showcase their understanding of various processes they are required to know (photosynthesis, DNA synthesis, protein synthesis, cellular respriration, etc.) Students will also use a wiki, voicethread or other tool to take questions, comments from other students and offer feedback || GMHS || 2c Customize and personalize learning activities to address students' diverse learning styles, working strategies and abilities using digital tools and resources. || Learning and innovative skillsy || Using Unique to teach Content Standards that is leveled for the individual student. It gives pre and post tests to track progress. || Groveport || 2a Design learning experiences incorporating contemporary tools and resources to maximize content learning || Understand and utilize media creation tools Articulate thoughts and ideas using oral, written& nonverbal skills || Read No David. On almost every page there is an inference that can be made. Students could respond orally or by writing on a voice thread with their inference for an assigned page. ||
 * Josh
 * Maggie Hacquard/
 * Amanda Fout/GMMSS || 1c.) promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. || Communicate Clearly:Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts || Students will choose a method of technology to demonstrate their knowledge of topics through the course of the year. They will be given a checklist of standards and examples of ways they can show their understanding. They can choose if they would like to create a wiki, a vocal thread, web page, power point, etc. This can be used as a digital portfolio. ||
 * Rachel Owens/
 * Katie Van Schoyck/ Asbury || 2b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. || Productivity & Accountability: Manage Products and Produce Results || Students will create an online portfolio using Google Docs. In their portfolios, students will track data from various assessments throughout the year (MAP, DRA, OAA, etc.) and set measurable goals to accomplish. Students will communicate progress using graphs and will describe steps they've taken to reach goals (Daily 5 activities, Reading log and response activities selected, fact mastery, etc.) ||
 * Kathleen McDermott
 * Tina Drake || 1a Apply existing knowledge to generate new ideas, products or processes || Communicate clearly; ultilize multiple media and technologies and how to judge their effectiveness. || Students can create a voice thread which will document their progress during a project. ||
 * Terri Turner
 * Darlene Anderson/
 * Carole McGonigal || 2b Communicate information and ideas effectively to multiple audiences using a variety of media and formats. || Critical Thinking, Communication and Collaboration || Students will use Voice Thread, Edmodo, and/or Google docs to create book reviews to share with students in other buildings. They will receive feedback about their recommendations and partake in a booktalk about the book with peers who have read the book based on their recommendations. ||
 * Jenny Dodson/Glendening || 1d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. || **Facilitate and Inspire Student Learning and Creativity ** || Use the SmartBoard to go online and tour a vitrual museum, tour another school building, watch a video on a topic and share with others around us. Also, use a webcam to have engage in a monthly visit with our penpals from another state. ||
 * Kaeri/ GMHS || 1a. Develop a risk assessment for a specific company. Research one particular toxin or hazardous chemical used by the company (e.g., diesel fuel) to determine possible risks and pathways to the environment and humans. The assessment should include: nature of the toxin/chemical (e.g., is the material flammable, does is react when wet), on-site use and handling (including existing safety practices) of the toxin/chemical, by-products (e.g., vapors or dilution processes), storage, transportation of the toxin/chemical, required documentation, emergency plans/guidelines, topography and geology of the area. || 2a. The ability to think critically, problem solve, collaborate, and communicate their results || 3a.Use a computer-modeling program to model and predict the movement of the possible pathways of the toxin/chemical and recommendations of methods to contain the release of the toxin/chemical ||
 * Colleen Brady/Dunloe || 1a. promote, support, and model creative and innovative thinking and inventiveness. || Learning and Innovation Skills || students will Use google docs to create a story with another class from another building. Using Wordle first to brainstorm ideas to create the story. Working together to create and edit a complete story. ||