Instructional Technology Strategies Conference (ITSC) – February 17-19, 2008

Engaging Students with Authentic Technology Projects – Sun, 2/17/08, 7:30-8:30 pm

Handouts located at: http://edtechvision.wikispaces.com/ITSC

Embrace 21st century strategies to create an instructional learning environment that moves away from teaching isolated computer skills towards an integrated thematic approach. Come learn how you can combine everyday productivity tools with Web 2.0 to support curriculum integration and collaboration.

The National Technology Standards for Students (NETS*S) recommends that educators establish new learning environments that provide real world opportunities for students to utilize current information and technology resources (ISTE, 2000).

According to The American Youth Policy Forum (2000) instruction in today’s high schools must change. Disengagement from the learning process is a widespread problem in high schools as students do not perceive how lessons are relevant to their lives.

The American Youth Policy Forum reports that lecture style classes continue to dominate classroom instruction and content is divorced from the real world. Schools need to embrace new strategies for learning based on current research of how students learn, implement effective uses of technology in the classroom, and develop “21st Century Skills” while maintaining a rigorous academic curriculum (Burkhardt et al., 2003 http://www.ncrel.org/engauge).

It takes vision and planning to engage students in authentic learning experiences. Teachers must identify which instructional strategies are most effective and understand how to infuse technology into lessons with real world applications.

Instead of asking the question “What technology skills must students have to face the 21st century?” should we not be asking “What thinking and literacy skills must students have to face the 21st century?” These skills are not tied to any particular software or technology-type, but rather aim to provide students with the thinking skill and thus the opportunity to succeed no matter what their futures hold.” Justin Medved, Dennis Harter
Curriculum is designed from the best practice approaches to teaching and learning found in Understanding by Design

The Essential Questions for the 21st Century Learner are:

  • How do you know information is true?
  • How do you communicate effectively?
  • What does it mean to be a global citizen?
  • How do I learn best?
  • How can we be safe?

These questions speak to thinking, critically evaluating, analyzing, and communicating. They emphasize the value in responsible behavior and knowing yourself as a learner. http://newliteracy.wikispaces.com/

Career Unit – Based on John Holland’s six personality traits

Goals: critically evaluating, analyzing, communication

Work Samples:

 

Make a PhotoShow Full Size

Career Resources:

Lunch Nutrition and Recycling Unit

Goals: analyzing, communication, evaluating

Work Samples

Nutrition / Waste Recycling Resources

Other Classroom Activities:

TOP 100 TOOLS FOR LEARNING 2007 – http://c4lpt.co.uk/recommended/toolbox2007.html

  • Valiant Pride: New student edition – a newspaper that my students designed for new incoming students (samples:
  • Search Engine Extravaganza – PowerPoint presentations to teach our school community about unique search engines
  • BE SAFE ONLINE! Projects made by students to discuss online safety (including chat rooms, cyber bullying, online profiles, photo sharing, etc)
    • Wiki to store document sources used in projects
    • Samples of projects made on blogs, Flickr, and Google presentations (work in progress)
  • Curriculum Review Quizzes – Note: action buttons and hyperlinks do not work on slideshare – you must download the PowerPoint first

Note: Some of the lessons in this session are based on activities that I designed for my Action Research Project for my MA in Educational Technology from Pepperdine University. Three complete thematic units are located at http://cadres.pepperdine.edu/ar/c9/Cassinelli/arp.htm

 

Works Cited

  1. American Youth Policy Forum http://www.aypf.org/
  2. Best Jobs for the 21st Century, 4th Edition by Michael Farr. ©2006 JIST Publishing, Inc.
  3. Curriculum 2.0 http://newliteracy.wikispaces.com/http://newliteracy.wikispaces.com/http://newliteracy.wikispaces.com/
  4. enGauge 21st Century Skills: Literacy in the Digital Age (Burkhardt, G., Monsour M., Valdez, G., Gunn, C., Dawson, M., Lemke, C., et al., 2003) North Central Regional Educational Laboratory and the Metiri Group, http://www.ncrel.org/engauge
  5. National Educational Technology Standards for Students (NETS*S) http://cnets.iste.org/students/s_stands.htmlhttp://cnets.iste.org/students/s_stands.htmlhttp://cnets.iste.org/students/s_stands.html
Posted on February 16, 2008 in engagement, Flickr, Google presentations, ITSC, NETS*S, photoshow, spreadsheets, technology, tools, UbD, Web 2.0, Wikispaces by Colette Cassinelli
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Revised Bloom’s Taxonomy

Taxonomies of the Cognitive Domain:

 

Bloom’s Taxonomy 1956

Anderson and Krathwohl’s Taxonomy 2000

1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function are:

know identify relate list define recall memorize repeat record name recognize acquire

1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material.

2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function are:

restate locate report recognize explain express identify discuss describe discuss review infer illustrate interpret draw represent differentiate conclude

2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Application: The ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function are:

apply relate develop translate use operate organize employ restructure interpret demonstrate illustrate practice calculate show exhibit dramatize

3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.

5. Synthesis: The ability to put parts together to form a coherent or unique new whole. Examples of verbs that relate to this function are:

compose produce design assemble create prepare predict modify tell plan invent formulate collect set up generalize document combine relate propose develop arrange construct organize originate derive write propose

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something.

Remember this one has now changed places with the last one on the other side.

6. Evaluation: The ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function are:

judge assess compare evaluate conclude measure deduce argue decide choose rate select estimate validate consider appraise value criticize infer

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.

This one used to be #5 in Bloom’s known as synthesis.

http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

One of the things that differentiates the new model from that of the 1956 original is that it lays out components nicely so they can be considered and used.

The discussion of the Revised Bloom’s Taxonomy was in conjunction with reviewing the new NETS*S at the OETC professional development cadre. My group was focusing on Sections 3 & 4 and discussing that if we really want to engage our students in critical thinking skills, we need to be developing lessons that use the higher level skills from Bloom’s taxonomy. This is true whether you are integrating technology or not!

Updated National Educational Technology Standards for Students:

I. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
A. apply existing knowledge to generate new ideas, products, or processes.
B. create original works as a means of personal or group expression.
C. use models and simulations to explore complex systems and issues.
D. identify trends and forecast possibilities.

II. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
C. develop cultural understanding and global awareness by engaging with learners of other cultures.
D. contribute to project teams to produce original works or solve problems.
III. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
A. plan strategies to guide inquiry.
B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
D. process data and report results.

IV. Critical Thinking, Problem-Solving, and Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
A. identify and define authentic problems and significant questions for investigation.
B. plan and manage activities to develop a solution or complete a project.
C. collect and analyze data to identify solutions and/or make informed decisions.
D. use multiple processes and diverse perspectives to explore alternative solutions.

V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
A. advocate and practice safe, legal, and responsible use of information and technology.
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
C. demonstrate personal responsibility for lifelong learning.
D. exhibit leadership for digital citizenship.

VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
A. understand and use technology systems.
B. select and use applications effectively and productively.
C. troubleshoot systems and applications.
D. transfer current knowledge to learning of new technologies.

Posted on September 30, 2007 in Cassinelli, NETS*S, OETC by Colette Cassinelli
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